This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Mike Shaughnessy, Jo Angela Oehrli, Elizabeth Farley-Ripple, Eve Sci, Heather Shook, Adam Ruff, Ann McCoy, Garth McKinney, Austin S. Jennings, and Allison F. Jackson.
(2013). Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards, Learning Disabilities: A Multidisciplinary Journal. This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored Instruction (EAI) and typical instruction but the improvement of students in the EAI condition was greater. Much of the total variance in latent ability scores was explained at the teacher level. As we have observed in previous studies, teachers' use of interactive technology tools combined with engaging hands-on applications can make important differences in what students with MLD achieve in mathematics, particularly in problem solving. [More] Descriptors: Mathematics Instruction, Academic Standards, Core Curriculum, National Standards
(2013). Calif. Districts Link to Push Shared Goals, Education Week. Frustrated by their own state's pace and direction of school improvement, eight California districts have banded together to move ahead on rolling out the Common Core State Standards and designing new teacher evaluations based in part on student performance. Known as CORE–the California Office to Reform Education–the member districts also include Long Beach, Fresno, Sacramento, Oakland, and Clovis and Sanger in the Central Valley. The unusual, large-scale collaboration began among the districts' superintendents and has since trickled down to upper-level administrators and teachers. It started more than two years ago as an initiative to help state officials write a second Race to the Top application for California. [More] Descriptors: State Standards, Educational Change, State School District Relationship, Educational Cooperation
(2013). Examining the Effects of Math Teachers' Circles on Aspects of Teachers' Mathematical Knowledge for Teaching, International Journal for Mathematics Teaching and Learning. Math Teachers' Circles have been spreading since their emergence in 2006. These professional development programs, aimed primarily at middle-level mathematics teachers (grades 5-9), focus on developing teachers' mathematical problem solving skills, in line with the Common Core State Standards-Standards of Mathematical Practice. Yet, to date, anecdotal evidence and self-report data has been the primary measure of their effectiveness. This study examines the results of a three-site administration of the Learning Math for Teaching instrument, a multiple-choice instrument designed to measure aspects of Mathematical Knowledge for Teaching. Results indicate that Math Teachers' Circles are impacting teachers' performance on the Number Concept and Operation subsection, leading to implications for future research. [More] Descriptors: Communities of Practice, Faculty Development, Mathematics Teachers, Mathematics Skills
(2013). Raising Rigor for Struggling Readers, Principal Leadership. Increasing the rigor of learning tasks to align with the expectations in the Common Core State Standards presents challenges for many educators, particularly for middle and high school teachers of nonproficient readers. In this article, the authors describe a number of these challenges and identify four steps that together, create a systematic approach to enhancing rigorous expectations and instruction using available resources. They conclude that success with the Common Core and assessments is achievable, but will be a challenge for teachers of nonproficient readers in middle and high schools. Teachers must analyze the resources they use and add value to them with on-grade-level texts, rigorous tasks, and parallel texts. Teachers should be aware that their beliefs about nonproficient readers may be hindering those students' ability to meet learning goals. [More] Descriptors: Reading Difficulties, Difficulty Level, Middle School Students, Middle School Teachers
(2016). Writing Instruction in First Grade: An Observational Study, Reading and Writing: An Interdisciplinary Journal. As schools work to meet the ambitious Common Core State Standards in writing in the US, instructional approaches are likely to be examined (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). However, there is little research on the current state of instruction. This study was designed to provide a comprehensive analysis of first-grade writing instruction across 13 schools in one state in the US. Daylong observations were conducted four times during the year in 50 first-grade classrooms. Using a time-sampled, observational protocol, observers coded multiple dimensions of instruction, including grouping, instructional focus, teacher instructional activity, and student writing activity. Results revealed that writing was taught for less than 30¬ min a day on average, and instruction in skills or process writing was common. Most instruction was organized in whole-class settings with teachers either presenting information or asking students questions. Variability in the amount and focus of writing instruction and in student writing activity was examined at the classroom and school levels. A small number of classrooms and schools were identified with distinctive patterns in their approach to instruction and writing activity. Several moderate relationships were found between the writing instructional focus and the nature of student writing. These findings suggest that first-grade writing instruction is inconsistent across classrooms and schools and point to instructional implications for teachers and schools in the US. [More] Descriptors: Grade 1, Elementary School Students, Writing Instruction, Observation
(2016). Algebraic Thinking through Koch Snowflake Constructions, Mathematics Teacher. Generalizing is a foundational mathematical practice for the algebra classroom. It entails an act of abstraction and forms the core of algebraic thinking. Kinach (2014) describes two kinds of generalization–by analogy and by extension. This article illustrates how exploration of fractals provides ample opportunity for generalizations of both kinds, which are essential for algebraic reasoning. The activity involved thirty grade 11 students exploring the Koch snowflake as a part of the sequences and series topic in their math course. The primary goal was to enable them to visualize geometric sequences by exploring various patterns in the snowflake construction through pictorial, tabular, and symbolic representations and to make connections among them. The activity provided students with opportunities to engage in explicit as well as recursive reasoning. The importance of such reasoning has been articulated in the Common Core State Standards for Mathematics, which states that students studying algebra in grades 9-12 should be able to "write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms" (CCSS1 2010, p. 21). [More] Descriptors: Mathematics Instruction, Grade 11, Secondary School Mathematics, Algebra
(2016). Paper Plate Fractions: The Counting Connection, Teaching Children Mathematics. Without a doubt, fractions prove to be a stumbling block for many children. Researchers have suggested a variety of explanations for why this is the case. The introduction of symbolization and operations before the development of conceptual understanding of fractions, a lack of understanding of the role of the numerator and denominator, and an overgeneralization of whole-number thinking have all been suggested as explanations for the difficulties children experience in working with fractions. The increased emphasis on fractions described in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) results in a greater need to address the challenges children face in developing fraction understanding. Although the misapplication of whole-number thinking can certainly be a challenge, connecting early fraction work to ways of working with whole numbers can also support children's developing understanding. Van de Walle and his colleagues (2014) suggested that educators find ways to show how fractions and whole numbers are alike and different. In this article, the authors share an activity that uses well-established, whole-number counting concepts to help third graders organize their thinking about fraction notation. In completing this activity, students are allowed to experience fraction notation before the formal introduction of the terms "numerator" and "denominator." A bibliography is included. [More] Descriptors: Mathematics Instruction, Fractions, Mathematical Concepts, Teaching Methods
(2016). Why Data Literacy Matters, Knowledge Quest. As many states move forward with adoption or adaptation of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, Common Core State Standards, and/or Next Generation Science Standards, students are expected to be fluent with data: to collect and analyze it, create figures and tables, integrate quantitative information, and move fluidly between text and visually represented numerical information. Tackling self-study in data and statistical literacy can be a challenge. In a new Institute of Museum and Library Services (IMLS) funded project to develop data literacy as a subset of information literacy skills, the authors have concentrated on how students read, comprehend, evaluate, and synthesize data and not on how they create and organize data via lab experiments. In doing so, they have identified the following six significant themes for school librarians to consider, which are described in this article: (1) Statistical Literacy; (2) Data Visualization; (3) Data in Argument; (4) Big Data and Citizen Science; (5) Personal Data Management; and (6) Ethical Data Use. [More] Descriptors: Information Literacy, Data Collection, Data Analysis, Skill Development
(2013). Remedial Placements Found to Be Overused, Education Week. At a time when more high schools are looking to their graduates' college-remediation rates as a clue to how well they prepare students for college and careers, new research findings suggest a significant portion of students who test into remedial classes don't actually need them. Separate studies from Teachers College, Columbia University, and the Harvard Graduate School of Education come to the same conclusion. The problem is coming to the fore as more states move to align their academic standards for college and career readiness with the Common Core State Standards and federal Race to the Top requirements and more high schools receive data on how their graduates are faring in colleges. [More] Descriptors: Academic Standards, State Standards, High Schools, Career Readiness
(2013). Developing Academic Skills through Multigenre Autobiography, English Journal. This article provides an overview of the Autobiography Project, listing the topics of the ten chapters and the targeted skills that accompany them. The authors discuss the purposes of each chapter and describe the methods incorporated to promote the four broad components of literacy. This unit also addresses almost all components of the Common Core State Standards, including those in speaking and listening, language, and reading. Moreover, the chapters themselves attest to aligning this writing-intensive project to the variety of writing genres encouraged by the Common Core. Students are required to write arguments, informative/explanatory texts, and narratives over the course of this portfolio (W.9-10.1, 2, 3). When they have completed their autobiographies, students have created a body of work that epitomizes the "range of writing" (W.9-10.10) valued by the Common Core. [More] Descriptors: Autobiographies, State Standards, Academic Standards, Language Arts
(2013). Interview with Mike Shaughnessy, Journal of Statistics Education. Mike Shaughnessy is Professor Emeritus of Mathematics and Statistics at Portland State University in Oregon. He served as co-chair for the Board for the Special Interest Group for Research in Mathematics Education of the American Educational Research Association from 2005-2007. A member of the Board of Directors of the National Council of Teachers of Mathematics (NCTM), he served as President of NCTM from 2010-2012. This interview took place via email on November 25, 2012-February 18, 2013. Topics discussed during this interview include: (1) research in probabilistic thinking; (2) Ph.D. programs in mathematics education; (3) the development of statistics education; (4) preparing future teachers of statistics; (5) the work of the National Council of Teachers of Mathematics; (6) the Common Core State Standards; (7) the "next big thing" in statistics education research; and (8) attitude toward change in the field of statistics. [More] Descriptors: College Faculty, Mathematics Teachers, Statistics, Probability
(2013). Building Common Knowledge: What Teachers Need, and How Districts Can Help, Journal of Staff Development. To implement the Common Core State Standards, teachers will need a broader knowledge base, a more diverse tool kit for teaching and learning, and greater experience with teaching in a standards-based environment. The growth required over the next three years seems to be large. The author works in a district that has provided an ongoing, continual approach to teaching toward these standards by engaging teacher content teams with standards consultants throughout the school year. Over the last three years, they have collaborated to unpack standards, determine power standards, design essential questions and big ideas, and collaboratively design units that emphasize both prioritization and conformity without removing creativity. After observing and participating in this work for the last year, the author believes the steps presented in this article are crucial for what teachers should be able to both comprehend and implement. [More] Descriptors: State Standards, Academic Standards, Knowledge Base for Teaching, Consultants
(2016). Promoting Mathematical Argumentation, Teaching Children Mathematics. The Standards for Mathematical Practice (SMP) in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010) highlight the mathematical habits that educators should be fostering in mathematics classrooms throughout K-grade 12 education. That argumentation and discourse are important components of developing mathematically proficient students has been well established, and this fits well with SMP 3, which states that students will "construct viable arguments and critique the reasoning of others" (CCSSI 2010, p. 6). Given that this practice is essential, how do teachers effectively incorporate mathematical argumentation into their upper elementary-level lessons? What does this practice look like, and what can teachers expect from students who have had minimal experience with this form of instruction? How do teachers strategically embed argumentation into the appropriate mathematical content? The authors of this article address these questions as they present evidence-based instructional strategies for promoting argumentation. Although these general instructional strategies would apply to mathematical argumentation within various mathematics topics, the specific examples they use to illustrate the strategies are all within the context of exploring the arithmetic properties. The strategies include: (1) Provide language supports; (2) Discuss rich, familiar content; (3) Specify conditions; (4) Introduce false claims; and (5) Manipulate familiar content to be unfamiliar. [More] Descriptors: Mathematics, National Competency Tests, Mathematics Tests, Academic Standards
(2016). Complex Counting in Kindergarten, Teaching Children Mathematics. A team of teachers from the same New York City public school met to discuss and compare the Common Core State Standards for Mathematics (CCSSM) to their current math curriculum. The group consisted of four kindergarten teachers, a representative from the first-grade teaching team, and the school's math coach. During the first meeting, the first-grade teacher expressed a concern that many first graders relied on "counting up" to solve addition problems. She explained to the group that students who could not understand the commutative property when they arrived in September struggled when increasingly advanced addition strategies were taught. The goal for the group became clear: To find areas of the CCSSM that would provide opportunities for kindergarten students to build a strong foundation for advanced addition strategies. This article presents how the composing and decomposing small sets of objects can allow young students to see the whole group as well as the subsets that created the whole. [More] Descriptors: Mathematics, Mathematics Instruction, Kindergarten, Young Children
(2016). Narrative Nonfiction: A Writer Reflects on Writing Real Stories, American Educator. More than a decade has passed since "American Educator" featured the work of Joy Hakim, a writer whose nonfictional accounts of history and science have long fascinated students and teachers alike. With the advent of the Common Core State Standards, and their strong emphasis on nonfiction, Hakim's accounts may prove useful to educators seeking worthwhile content that both expands students' background knowledge and sparks their imagination. The following article introduces Hakim to those unfamiliar with her work (and also reacquaints those who are fans). She recounts her journey from newspaper reporter to children's book author, while sharing her thoughts on the importance of narrative nonfiction in student learning. Throughout her career, Hakim has written stories rich in detail about figures such as Aristotle, Alexander the Great, Nicolaus Copernicus, Sir Isaac Newton, and many others. In the sidebar "Field Days for Farady and Maxwell," we give a glimpse of how she takes readers on a journey back in time by excerpting a chapter from her latest publication, "Reading Science Stories," an e-book available on Amazon.com. This particular chapter tells the story of Michael Faraday and James Clerk Maxwell, whose efforts laid the foundation for "an electromagnetic revolution," as Hakim eloquently writes. [More] Descriptors: Nonfiction, Career Development, Science Education History, Authors