This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Yunyun Dai, Jill Holtz, Elfrieda H. Hiebert, William P. Bintz, Blake Colaianne, Scott Epstein, Maritza Lozano, Julia V. Roehling, David J. Purpura, and Sarah Reber.
(2015). Missing the Promise of Mathematical Modeling, Mathematics Teacher. The Common Core State Standards for Mathematics (CCSSM) have exerted enormous pressure on every participant in a child's education. Students are struggling to meet new standards for mathematics learning, and parents are struggling to understand how to help them. Teachers are growing in their capacity to develop new mathematical competencies, and administrators are growing in their capacity to support them. These standards have also exerted pressure on textbook publishers, who must provide curriculum that aligns with the CCSSM. A recent study of fourth-grade textbooks found that this alignment has been slippery, with many textbooks including content external to the CCSSM, failing to include critical CCSSM content or duplicating their previous unaligned editions to an inappropriate degree. This situation should concern us all given the large sums of money spent nationally on textbooks and the high degree to which teachers take their instructional cues from textbooks. What incentives do publishers have to undertake these costly alignments and developments? The CCSS issued a Publishers' Criteria, but these criteria are not binding in any sense. We–the people who buy textbooks or influence those who do–are publishers' only incentive. With that rationale in mind, this article provides Dan Meyer's analysis of how well textbooks fulfill the promise of one particular standard–mathematical modeling–as it is represented in the CCSSM. [More] Descriptors: Mathematical Models, Mathematics Instruction, Academic Standards, State Standards
(2015). What's Learned First, What's Learned Together? Developing a Yearlong Plan from the K-12 College and Career Ready Standards for English Language Arts and Literacy. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers. Updated August 2015, Center on Standards and Assessments Implementation. This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist educators as they use College and Career Ready Standards (CCRS) to plan instruction for diverse learners. Although the processes described in this resource use the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS, this resource is applicable to all states' CCRS. This resource addresses two essential steps in the process of planning English language arts instruction from CCRS: (1) organizing the standards into a year-at-a-glance template as a means to gain deep understanding of the English language arts and literacy expectations within strands of standards, as well as the connections between and among the strands; and (2) creating a yearlong map of standards in preparation for instructional planning. As teachers work to complete the three templates in this resource, they identify important relationships between standards, determine how to prioritize standards, and organize the standards as a meaningful progression of learning expectations. With a yearlong plan that represents a progression of learning expectations, teachers will be well prepared to structure classroom instruction and assessment to meet their students' learning needs. The authors drew on their understanding of theory and research in a variety of areas to create these tools and processes. The following appendices are included: (1) Exemplars; and (2) Tools and Templates. Additional resources, references, and background materials are included. [More] Descriptors: Language Arts, Literacy, Common Core State Standards, Career Readiness
(2015). Degrees of Freedom: Varying Routes to Math Readiness and the Challenge of Intersegmental Alignment (Report 2 of a 3-Part Series), Policy Analysis for California Education, PACE. The conventional algebra-intensive math curriculum commonly dictates students' options for entering and completing college, including their ability to transfer from two-year to four-year institutions. The assumption that higher-level algebra is necessary for college success has led some equity advocates to promote algebra for all students. Nearly half of states require two years of algebra for high school graduation, and the Common Core State Standards being implemented in the majority of states have a similar emphasis. While the intent has been to raise achievement, the hidden underbelly of high algebra expectations has been swelling enrollment in college developmental (also known as remedial) math over the last few decades, especially at community colleges. This is the second report in "Degrees of Freedom," a series that explores the role of math as a gatekeeper in higher education. It highlights experiments with alternative remedial math sequences at community colleges in California and the particular challenges of aligning them with four-year university requirements for students seeking to transfer from community colleges. This report also examines math alignment from high school through college, revealing an underlying misalignment of existing requirements, and shows how the resulting restrictions serve to ration access to higher education. Recommendations for improving the status quo are included. [For part 1 of this series, see ED564291. For part 3 of this series, see ED564294.] [More] Descriptors: Algebra, Mathematics Instruction, Mathematics Curriculum, College Transfer Students
(2015). It's a Girl! Random Numbers, Simulations, and the Law of Large Numbers, Mathematics Teaching in the Middle School. Modeling using mathematics and making inferences about mathematical situations are becoming more prevalent in most fields of study. Descriptive statistics cannot be used to generalize about a population or make predictions of what can occur. Instead, inference must be used. Simulation and sampling are essential in building a foundation for statistical inference. This article describes an activity that addresses the National Council of Teachers of Mathematics (NCTM) Standards regarding students using proportionality and having a basic understanding of probability to make and test conjectures about the results of experiments and simulations. This activity also addresses the Common Core State Standards for School Mathematics (CCSSM) directive about statistics, which states that students need to understand that statistics can be used to gain information about a population by examining a sample of the population, and that generalizations about a population from a sample are valid only if the sample is representative of that population. Students should also understand that random sampling tends to produce representative samples and support valid inferences. The activity in this article addresses how to estimate a theoretical probability from sample statistics when compiling the data of an entire class. Students will learn how to sample and use different tools to simulate an outcome. As the number of trials increases, the law of large numbers states that the experimental probability will approach the theoretical value. [More] Descriptors: Mathematics Instruction, Models, Inferences, Simulation
(2015). Global Warning: Project-Based Science Inspired by the Intergovernmental Panel on Climate Change, Science Teacher. Misconceptions about climate change are common, which suggests a need to effectively address the subject in the classroom. This article describes a project-based science activity in which students report on the physical basis, adaptations, and mitigation of this global problem, adapting the framework of the United Nations' Intergovernmental Panel on Climate Change (IPCC). The IPCC framework can serve as a productive context for teaching and structuring a unit on climate change. This approach aligns with both the "Next Generation Science Standards" (NGSS Lead States, 2013), and the "Common Core State Standards" (NGAC and CCSSO, 2010), which explicitly address climate change. By using a project-based science format, students generate authentic work and are directly involved in the learning. The project integrates scientific content and practice with important crosscutting concepts, while helping students develop a credible, evidence-based view of climate change. The ultimate goal is to shape the future citizen or scientist who someday may help solve the crucial climate change question he or she dared to ask. [More] Descriptors: Misconceptions, Climate, Science Instruction, Student Projects
(2013). Year 3 of Implementing the Common Core State Standards: Professional Development for Teachers and Principals, Center on Education Policy. Timely, ongoing, and effective professional development for teachers and principals will be critical to the successful implementation of the Common Core State Standards (CCSS). These voluntary state-developed standards in mathematics and English language arts (ELA) outline the knowledge and skills that students in grades kindergarten through 12 are expected to learn to be prepared for college and careers. As of July 2013, the CCSS have been adopted in math and ELA by 45 states and the District of Columbia and by one additional state in ELA only. If teachers and principals are going to be prepared to help their students master the Common Core and pass the aligned assessments that will be ready in school year 2014-15, they will need professional development on various issues related to the standards. To date, little is known about important aspects of professional development related to the CCSS, including which entities are responsible for providing it, what kinds of professional development are being offered, how many teachers and principals have received training to date, and what challenges states are confronting as they try to meet this need. To help answer these questions, the Center on Education Policy (CEP) at The George Washington University included several questions specifically related to professional development within a broader survey about CCSS implementation. The survey was administered to state deputy superintendents or their designees from February through May of 2013. Forty states responded to this survey, including 39 that had adopted the CCSS in both ELA and math and 1 that had adopted the standards in ELA only. Thus, the survey findings represent the views of a majority of the states that had adopted the standards at the time of the survey. The responses of specific states have been kept confidential to encourage frank answers. This report, the third in a series of CEP reports based on the 2013 survey, describes states' responses to the questions about professional development. A section on study methods is appended. [More] Descriptors: State Standards, Academic Standards, Elementary School Teachers, Faculty Development
(2015). Getting a Handle on the Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers, Center on Standards and Assessments Implementation. This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. The information and materials provided in this resource are intended to help educators at all levels to better understand the Common Core State Standards (CCSS). This resource provides an overview of the Mathematics and ELA & Literacy CCSS as well as activities for educators to examine the CCSS in depth. Educators can choose to work through all sections of this resource or to use and/or adapt specific sections to tailor this resource to their needs. A section on background reading is included. The following worksheets are included: (1) Browsing the Mathematics CCSS; (2) Interpreting the K-12 Standards for Mathematical Practice; (3) Studying the Old and New Standards–ELA & Literacy; (4) Studying the Learning Progressions of the Mathematics and ELA & Literacy CCSS; (5) Note Taking Worksheet–Implication Coding; and (6) Implication Coding Worksheet–Identifying Needed Resources. [More] Descriptors: Career Readiness, College Readiness, Program Implementation, Guides
(2015). Examining Core Curricula in Writing for Grades 3-5, Research in the Schools. Within a Response to Intervention (RtI) framework, Tier 1 instruction requires the selection of research-based core curricula. However, many educators and administrators are not aware of high-quality core writing curricula. The authors assembled a rubric to assist schools in evaluating core writing curricula for Grades 3-5. Rubric components included: alignment with the Common Core State Standards for Written Language and the Institute of Educational Sciences' current recommendations for teaching elementary school writing; an evaluation of the curricula's scope and sequence, feedback procedures, and assessment procedures; an examination of available teacher resources; and research evidence. Four standalone writing programs were reviewed using the rubric. Curricular materials were examined for their adherence to each criterion and were rated as "strong," "adequate," or "weak." This review indicated that many writing program have the potential for use in Tier 1. However, these programs have not been evaluated empirically. Directions for future research with elementary school-level writing curricula are discussed. [More] Descriptors: Core Curriculum, Writing Across the Curriculum, Elementary School Students, Intermediate Grades
(2015). Using Authentic Literature to Develop Challenging and Integrated Curriculum, Middle School Journal. Dr. William Alexander, a noted curriculum authority and a central founder of the middle school movement, shared in a presentation in 1963 that teachers must have a goal of stimulating a "love for learning, an attitude of inquiry, a passion for truth and beauty, a questioning of mind." He asserted, "Learning the right answers is not enough, beyond answers alone, we must help children ask the right questions, and discover their answers through creative thinking, reasoning, judging, and understanding." Alexander's ideals have been influential in the development of the Association for Middle Level Education (AMLE) position paper, "This We Believe." This article responds to "This We Believe" by describing one attempt to develop a challenging and integrated curriculum. It also responds to the Common Core State Standards by describing how authentic literature can be used with instructional strategies to support learning across the curriculum. A brief review of related literature is shared. Next, instructional strategies to use with authentic literature are presented. The article concludes with final thoughts about using authentic literature to develop challenging and integrated curriculum. The hope is that this article will help teachers and students create new passions for authentic literature because when students have passion to read, they have passion to learn. Figure 1 provides examplars of authentic literature. [More] Descriptors: Integrated Curriculum, Curriculum Development, Middle Schools, Academic Standards
(2013). Year 3 of Implementing the Common Core State Standards: An Overview of States' Progress and Challenges, Center on Education Policy. States are in a crucial phase of implementing the Common Core State Standards (CCSS), which outline the knowledge and skills that students in grades kindergarten through 12 are expected to learn in mathematics and English language arts (ELA) to be prepared for college and careers. As of July 2013, 45 states and the District of Columbia have adopted these voluntary, state-developed standards in both subjects, and an additional state, Minnesota, has adopted the CCSS in ELA only. To learn more about states' strategies, policies, and challenges in this third year of implementing the CCSS, the Center on Education Policy (CEP) at The George Washington University conducted a comprehensive survey of deputy superintendents of education or their designees in February through May of 2013. Forty states responded, including 39 that had adopted the CCSS in both math and ELA and 1 that had adopted the standards in ELA only. Thus, the survey findings represent the views of a majority of the adopting states at the time of the survey. The responses of specific states have been kept confidential to encourage frank answers. This report, the second in a series of CEP reports based on the 2013 survey, provides an overview of state efforts to implement the Common Core. This report discusses state views of the rigor of the CCSS, their impact on learning, and necessary changes in curriculum and instruction; state timelines for teaching curricula aligned to the CCSS; state activities to implement the CCSS, including collaborative efforts with other states and the impact of state funding cuts; implementation challenges; and the capacity of state education agencies (SEAs) to carry out CCSS-related activities. A section on study methods is appended. [This report was written with the assistance of Nancy Kober.] [More] Descriptors: State Standards, Academic Standards, Mathematics Instruction, Language Arts
(2015). The Implementation and Effects of the Literacy Design Collaborative (LDC): Early Findings in Sixth-Grade Advanced Reading Courses. CRESST Report 846, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in sixth-grade Advanced Reading classes in a large Florida district, and the effectiveness of the intervention in this setting. The study found that teachers understood LDC and implemented it with fidelity and that curriculum modules were well crafted. Teachers also generally reported positive attitudes about the effectiveness of LDC and its usefulness as a tool for teaching CCSS skills. Although implementation results were highly positive, quasi-experimental analyses employing matched control group and regression discontinuity designs found no evidence of an impact of LDC on student performance on state reading or district writing assessments. Furthermore, students generally performed at basic levels on assessments designed to align with the intervention, suggesting the challenge of meeting CCSS expectations. Exploratory analyses suggest that LDC may have been most effective for higher achieving students. However understandable, the findings thus suggest that, in the absence of additional scaffolding and supports for low-achieving students, LDC may be gap enhancing. Two appendices are included: (1) LDC Instruments and Rubrics; and (2) Summary Report: Developing an Assignment Measure to Assess Quality of LDC Modules (Abby Reisman, Joan Herman, Rebecca Luskin, and Scott Epstein). [More] Descriptors: Instructional Design, Common Core State Standards, Language Arts, Grade 6
(2015). Irrational Numbers, Square Roots, and Quadratic Equations, Mathematics Teaching in the Middle School. To improve mathematics achievement of U.S. students and to assure that "what and how students are taught should reflect not only the topics within a certain academic discipline, but also the key ideas that determine how knowledge is organized and generated within that discipline" are dual goals of the Common Core State Standards for Mathematics (CCSSI). CCSSI defines what students should understand and be able to do in their study of mathematics, but they "do not dictate the curriculum or teaching methods." Therefore, individual State Boards of Education have created curriculum scope and sequence documents aligned with the standards to serve as resources for teachers. The purpose of this article is to respond to questions raised by middle school mathematics teachers about irrational numbers and square roots and about solving quadratic equations. The hope is that the discussion not only provides a meaningful explanation of each individual concept but also connects the concepts and explores a possible way to elicit classroom discussions that emphasize making conjectures, constructing viable arguments, and critiquing the reasoning of others. A bibliography is included. [More] Descriptors: Mathematics Instruction, Secondary School Mathematics, Numbers, Equations (Mathematics)
(2015). Third Graders' Reading Proficiency Reading Texts Varying in Complexity and Length: Responses of Students in an Urban, High-Needs School, Journal of Literacy Research. The Common Core State Standards for English Language Arts (CCSS/ELA) focus on building student capacity to read complex texts. The Standards provide an explicit text complexity staircase that maps text levels to grade levels. Furthermore, the Standards articulate a rationale to accelerate text levels across grades to ensure students are able to read texts in college and the workplace on high school graduation. This study empirically examined how third graders at two reading proficiency levels performed with texts of differing degrees of complexity identified as the Grades 2 to 3 band within the CCSS. The study also investigated the influence on comprehension of two text lengths. Results suggest that the compounding effects of text complexity and length uniformly affected reading proficiency of third graders. Typically, when presented with two texts of the same complexity level, readers had lower comprehension in the lengthier version of the text than the shorter version. Features of the single level where performances on texts of different lengths were not statistically significant are described, as are implications for educational practice and future research. [More] Descriptors: Elementary School Students, Grade 3, Reading Skills, Language Proficiency
(2015). Early Numeracy Assessment: The Development of the Preschool Early Numeracy Scales, Early Education and Development. Research Findings: The focus of this study was to construct and validate 12 brief early numeracy assessment tasks that measure the skills and concepts identified as key to early mathematics development by the National Council of Teachers of Mathematics (2006) and the National Mathematics Advisory Panel (2008)-as well as critical developmental precursors to later mathematics skills noted in the Common Core State Standards (2010). Participants were 393 preschool children ages 3 to 5 years old. Measure development and validation occurred through 3 analytic phases designed to ensure that the measures were brief, reliable, and valid. These measures were 1-to-1 counting, cardinality, counting subsets, subitizing, number comparison, set comparison, number order, numeral identification, set-to-numerals, story problems, number combinations, and verbal counting. Practice or Policy: Teachers have extensive demands on their time, yet they are tasked with ensuring that all students' academic needs are met. To identify individual instructional needs and measure progress, they need to be able to efficiently assess children's numeracy skills. The measures developed in this study not only are reliable and exhibit evidence of validity but also are easy to use and can be utilized for measuring the effects of targeted instruction on individual numeracy skills. [More] Descriptors: Numeracy, Preschool Children, Early Childhood Education, Educational Assessment
(2015). Protocol for the Assessment of Common Core Teaching: The Impact of Instructional Inclusion on Students with Special Needs, Contemporary School Psychology. The quality of instruction in the classroom is the most powerful leverage point for school improvement because it is the only thing over which educators have a significant degree of control. As student assessments change to reflect the higher expectations of Common Core State Standards (CCSS), it is important that the assessment and development of teaching correspond with those expectations. The purpose of this study was to assess the quality of student engagement in general education classrooms and then compare the engagement of individual students with special needs with the engagement of their general education peers. The goal was to determine whether or not Individual Education Plan (IEP) goals were being met when services were provided in the general education classroom. The Protocol for the Assessment of Common Core Teaching (ProACCT) is an integrated observation instrument that measures academic engagement on three dimensions: student participation, the cognitive demand of lesson tasks, and the academic language used by students when they are learning content. The protocol was adapted to measure academic engagement individually so stakeholders could understand the levels of support required to ensure students with special needs have access to effective Common Core instruction. [More] Descriptors: Academic Standards, State Standards, Elementary Secondary Education, Inclusion