This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Kevin Ballard, Timothy Knowles, Bethany G. Fishbein, Jaein Lee, Christie Martin, Inc. Achieve, Deborah Simmons, Robert Slavin, Brenna Hassinger-Das, and Leah Anderson.
(2013). Writing at One Appalachian High School, ProQuest LLC. The purpose of this study was to investigate twelfth grade writing instruction at one high school in the Northeastern Kentucky Appalachian region. At the time of the study, Kentucky schools were in a pivotal transitional period as they were adopting the Common Core State Standards while also removing the mandatory portfolio-based writing assessments that were a result of the 1990's Kentucky Education Reform Act. The study utilized both qualitative analysis and Systemic Functional Linguistics text analysis within a case study methodology to understand how writing was taught in the English Language Arts classroom at the school. Combining these two analytical frameworks allowed the researcher to bridge participants' understanding of the functions of language in writing instruction with concrete language resources that students used to both make meaning in their written texts and discuss their writing. The results of the analysis suggest that students and teachers had a shared metalanguage with which they discussed their understanding of language aspects of writing, but that this metalanguage was not functional in nature and was not connected concretely to the many different genres and rhetorical situations that students were asked to produce and consider. Several implications of the results are suggested, including that teachers and teacher educators need more explicit understanding of the value and praxis of using a functional metalanguage in their own pedagogy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Writing Instruction, Grade 12, High Schools, Mixed Methods Research
would see that the state endorsed that model. Now they are being asked to create a similar rubric, but with the sole intention of "measuring" the librarian. This article details the steps the author took to identify what the state wanted to measure and what that looked like for librarians. [More] Descriptors: State Standards, Academic Standards, School Libraries, Librarians
(2013). Examining Positive but Nondifferential Gains in Secondary Students' Reading Comprehension: A Focus on Instructional Practices and Differential Benefit, Society for Research on Educational Effectiveness. Adolescents in the United States and their educators face an enormous challenge with respect to reading comprehension. College and career readiness standards outlined in the Common Core State Standards Initiative (2012) place increased emphasis on preparing students to read complex text across a range of content areas. At issue is how to develop the necessary skills to be able to read the texts required of college classes and literacy-demanding occupations when fewer than 35% of students in the secondary grades read proficiently (U.S. Department of Education, 2011). An emerging body of research has identified promising practices to promote reading comprehension among adolescents (Biancarosa & Snow, 2006; Boardman et al., 2008; Edmonds et al., 2009). Dole, Nokes, and Drits (2009) categorized comprehension practices into two categories: teaching practices and self-regulated learning strategies (i.e., strategies students use to gain understanding or knowledge). Findings from meta-analyses (Davis, 2010; Edmonds, 2009) suggest that multicomponent comprehension intervention holds promise. This study expands this evidence base by comparing a theoretically developed set of practices designed to develop knowledge and student-regulated text processing. Extending findings from recent meta-analyses of comprehension strategy instruction (Davis, 2010; Edmonds et al., 2009), the authors investigated effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices on 7-10th grade students' reading comprehension. Three research questions were targeted: (1) What are the statistical and practical effects of knowledge-building and student-regulated practices on 7th to 10th-grade students' reading comprehension? (2) What is the relationship between dimensions of fidelity of implementation (i.e., adherence, quality of instruction, and program differentiation) and reading comprehension? and (3) Do knowledge-building and student-regulated practices differentially benefit subgroups of students with lower entry-level comprehension performance? Two tables are appended. [More] Descriptors: Reading Comprehension, Achievement Gains, Reading Achievement, Comparative Analysis
(2013). Tetrahedra and Their Nets: Mathematical and Pedagogical Implications, ProQuest LLC. If one has three sticks (lengths), when can you make a triangle with the sticks? As long as any two of the lengths sum to a value strictly larger than the third length one can make a triangle. Perhaps surprisingly, if one is given 6 sticks (lengths) there is no simple way of telling if one can build a tetrahedron with the sticks. In fact, even though one can make a triangle with any triple of three lengths selected from the six, one still may not be able to build a tetrahedron. At the other extreme, if one can make a tetrahedron with the six lengths, there may be as many 30 different (incongruent) tetrahedra with the six lengths. Although tetrahedra have been studied in many cultures (Greece, India, China, etc.) over thousands of years, there are surprisingly many simple questions about them that still have not been answered. This thesis answers some new questions about tetrahedra, as well raising many more new questions for researchers, teachers, and students. It also shows in an appendix how tetrahedra can be used to illustrate ideas about arithmetic, algebra, number theory, geometry, and combinatorics that appear in the Common Cores State Standards for Mathematics (CCSS -M). In particular it addresses representing three-dimensional polyhedra in the plane. Specific topics addressed are a new classification system for tetrahedra based on partitions of an integer n, existence of tetrahedra with different edge lengths, unfolding tetrahedra by cutting edges of tetrahedra, and other combinatorial aspects of tetrahedra. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Geometric Concepts, Geometry, Mathematical Concepts, Arithmetic
(2013). Developing College Readiness within and across School Districts: The Federal Role, Voices in Urban Education. Despite some cuts to the nation's oldest Federal College Access Programs, known as the TRIO programs (e.g., Upward Bound), new education policies have emphasized college and career readiness. In 2010, Congress approved the College Access Challenge Grant Program, which aims to increase the number of low-income students who are ready for college. Waivers of No Child Left Behind Act requirements have been granted to thirty-four states and the District of Columbia in exchange for adopting College and Career Ready standards, among other policies. Race to the Top applicants, which included forty-six states and more then 1,000 local education agencies, were also required to show that they had adopted those standards, and two consortia won Race to the Top grants to develop assessments, scheduled to premiere across the nation in 2014-2015, based on the Common Core State Standards. These are important developments. Unfortunately, however, they are not enough to ensure that all students graduate high school ready for college. In this article, the authors make suggestions about how to reframe current federal policy to promote a community-wide college readiness agenda, using lessons from U.S. school districts and their local communities. These recommendations focus on developing incentives and supports so that schools can learn from each other, build social ties across schools, and engage and sustain stakeholders in building a community-wide culture of college students. [Included with this article are three "sidebars": (1) In the Field: The Providence Children and Youth Cabinet; (2) In the Field: State-Supported Data Sharing between K-12 and Postsecondary Institutions in Texas; and (3) Preparing Students for the Transition from School to the World in Savannah, Georgia (Alethea Frazier Raynor).] [More] Descriptors: School Districts, Government Role, Program Development, College Readiness
(2013). Global Competency Education. Research Brief 2013-1, College Board. Every year in the United States, millions of students graduate with some type of postsecondary credential–certificate, associate, or bachelor's degree–and discover they are not, or are identified as not being, adequately prepared to compete in the increasingly global economy. A recent McKinsey & Company study, Education to Employment, reported that less than half of U.S. student respondents believe their postsecondary studies improved their employment opportunities and half of U.S. employer respondents say a skills shortage is a leading reason for entry-level vacancies–and this trend is worldwide. By 2018, the United States will need approximately 22 million new Associate's degrees or greater to fill new and replacement job projections, but will have three million fewer postsecondary degrees than needed. This reality brings forward the question: How do we ensure that those with a postsecondary credential are prepared for a rapidly changing and globalized economy? A first and necessary step is the Common Core State Standards (CCSS), which, at this time, have been adopted by forty-five states, the District of Columbia, four territories, and the Department of Defense. As is well-documented, CCSS raises college and career readiness expectations for all students in the United States. Curricula, assessments, and teaching, however, will need to include and integrate global competency skills to ensure that students are prepared to succeed in the workforce. Toward that end, this brief is intended to support educators in preparing the next generation of students for college and career in an interconnected and hyper changing world by highlighting key, relevant concepts germane to comparative education. [More] Descriptors: Competency Based Education, Global Education, Global Approach, Skill Development
Common Core State Standards in Algebra I to uniformly improve the quality of algebra teaching and learning, they also have resorted in the meantime to their own innovative approaches. They include screening for students equipped to take the course as early as eighth grade, more effectively
(2013). Writing to Understand, Explain, and Reflect: The Implementation of a Writers' Workshop Model in a Fourth-Grade Mathematics Classroom, ProQuest LLC. The purposes of this study are to (1) understand how elementary school students use writing to reflect their learning and problem solving in mathematics; and (2) to explore how teachers adapt their instructional approaches based upon reflection on students' writing. This qualitative exploratory study spanned six weeks and included 18 implementations of an adapted Writers' Workshop in a fourth grade class during the beginning phases of introducing writing in a mathematics classroom. On a bi-weekly basis, the researcher worked with the classroom teacher to review the data and make changes to the workshop model. The data included students' writing, field notes from classroom observation, teacher-student conferencing transcriptions, the researcher's journal, and interviews with the students and the teachers. Data were analyzed using constant comparison method with grounded theory. This study suggests that teachers can understand the students' learning process and their mastery of mathematical concepts and vocabulary through students' writing. Students' written reflections and explanations of the problem-solving process can also inform instructional practices. Students' writing in this study prompted conferencing questions, assisted in grouping decisions, and influenced decisions of whether to move to a higher level of instruction. The Common Core State Standards include a movement in the direction of formative assessments that encourage feedback and development, and this study presents an instructional model that supports this direction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Writing Workshops, Grade 4, Elementary School Students, Elementary School Mathematics
(2013). The Storybook Number Competencies Intervention: Learning Quantitative Vocabulary and Number Sense through Story Reading, ProQuest LLC. Without providing effective, evidenced-based instruction during the early elementary years, children who come to school with low initial levels of mathematics and reading skills often continue to fall further behind their peers (Anderson & Nagy, 1992; Hart & Risley, 1995). However, educational interventions show promise for helping children develop language and mathematics skills in first grade and beyond (Cross, Woods, & Schweingruber, 2009; Marulis & Neuman, 2010). The present study hypothesized that a storybook reading intervention targeting specific quantitative vocabulary, such as "equal," "before," and "after," would increase the children's quantitative vocabulary and understanding of numerical relationships. Participants with low numeracy (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to a quantitative vocabulary Storybook Number Competencies (SNC) intervention group, a number sense intervention group, and a business-as-usual control group. The interventions were carried out in small groups over 8 weeks (24 sessions). The SNC intervention introduced quantitative vocabulary words from "Common Core State Standards for Mathematics-Kindergarten." The scripted lessons were based on storybooks with rich quantitative vocabulary not designed to teach mathematics. The lessons were modeled after the vocabulary sections of Text Talk, an evidence-based language arts curriculum (Beck & McKeown, 2001b). The current study demonstrated that a quantitative vocabulary intervention helped children with early numeracy difficulties to boost their quantitative vocabulary comprehension beyond their peers not involved in the SNC intervention. A remaining question is whether improved quantitative vocabulary translates to improved mathematics outcomes for children with early numeracy difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Story Reading, Numbers, Vocabulary, Mathematics Skills
(2013). Prepare for More Realistic Test Results, Mathematics Teacher. Educators in forty-five states and the District of Columbia are hard at work interpreting and implementing the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010). This work typically involves teacher participation in professional development activities focused on developing an understanding of the content standards as well as the standards for mathematical practice. Across the country, educators are also analyzing the model content frameworks, item prototypes, and achievement level descriptors being released by the two national assessment consortia: The Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC). Although mathematics teachers still have to prepare their students for current state assessments, many educators are beginning to ask–with justifiable anxiety, given the consequences attached to student performance–how their students might perform when the new assessments are first administered in the 2014-15 school year. Results will ultimately depend on a variety of factors, including how PARCC and SBAC performance standards required for proficiency will be set. However, there is strong evidence that educators nationwide should expect significant reductions in the percentage of students deemed proficient when compared with the proficiency rates currently reported by states using their own assessments. In this article the author asserts that we need to recognize that to achieve the vision of higher mathematics achievement for all students, perseverance will be a critical attribute not only for students but also for the entire system. All those involved in educating students and with an interest in their success will need the perseverance and courage to accept that previous scores were artificially high and work from a new baseline to support better teaching and learning for all students. [More] Descriptors: Core Curriculum, Academic Standards, State Standards, Faculty Development
(2013). Leveraging Learning: The Evolving Role of Federal Policy in Education Research, Aspen Institute. As transformative reforms like the Common Core State Standards and educator evaluation roll out amidst a rapidly changing demographic landscape, the need for getting high-quality research on timely topics into the hands of practitioners grows all the more urgent. While rigor and relevance need not be a question of "either/or", but rather an instance of "both/and," there's a tension between the timeline of traditional research and the fast-paced change of education reform that policymakers need to address. Moreover, reconciling rigor and relevance does not in itself ensure access to and use of research by practitioners: How can federal policy better calibrate the current rigor-relevance balance in education research and improve meaningful uptake by the field? "Leveraging Learning" contributes to that discussion with a series of essays, infographics, and briefs that outline the current federal landscape of education R&D and envision its future. Featured essays and briefs include: (1) Strengthening the Education Sciences Reform Act: Fostering Innovation and Efficiency through Mechanism Experiments (Timothy Knowles and Jens Ludwig); (2) Strengthening the Use and Usefulness of Education Research (Vivian Tseng); (3) A Brief History of Federal Efforts to Improve Education Research (Nancy Kober); (4) New Directions in Education Research: The Federal Role (Robert E. Slavin); (5) The Evidence-based School District: A Make-Believe District with a Real-World Mission (Michael J. Petrilli); and (6) Why We Need a DARPA for Education (ARPA-ED) (U.S. Department of Education) (working draft). [More] Descriptors: Public Policy, Educational Policy, Educational Research, Federal Government
(2013). Solving Our Algebra Problem: Getting All Students through Algebra I to Improve Graduation Rates, District Administration. Algebra I has long served as a gateway to higher-level math courses and science courses, such as physics, and has been required for high school
(2013). Closing the Expectations Gap 2013. 50-State Progress Report on the Alignment of State K-12 Policies and Practice with the Demands of College and Careers. This eighth annual report has taken a directional change from prior years where the primary aim was preparing students to graduate from high school. The new focus is on the K-12 alignment where, at the direction of 48 states, the National Governors Association, and the Council of Chief State School Officers, the Common Core State Standards were developed. Twenty-six states and the National Research Council requested the writing of the "Next Generation Science Standards"; and the Partnership for Assessment of Readiness for College and Careers is developing next generation assessments. Since the first report in 2005, Achieve has worked along with state teams, governors, state education officials, postsecondary leaders, and business executives to improve postsecondary preparation by aligning key policies with the demands of the real world so that all students graduate from high school with the knowledge and skills they need to fully reach their promise in college, careers and life. This report has defined and monitored the adoption of a set of core state policies that are essential to making college and career readiness for all students the mission of the K-12 education system: academic content standards, graduation requirements, assessments, and accountability systems. "Closing the Expectations Gap, 2013" is the eighth annual report in this series. The report details the progress–and lack of progress–in advancing state policies to shift the U.S. public education system toward one that prepares all students to graduate from high school with the knowledge and skills they need to succeed in college, careers, and citizenship. Appendices include: (1) Achieve Resources; (2) Methodology; and (3) State-by State Tables. (Contains 20 endnotes.) [For "Closing the Expectations Gap, 2012: 50-State Progress Report on the Alignment of K-12 Policies and Practice with the Demands of College and Careers," see ED535986.] [More] Descriptors: Graduation Requirements, Accountability, Elementary Secondary Education, Global Approach
graduation as well as admission to most colleges. But taking algebra also can turn into a pathway for failure, from which some students never recover. In 2010, a national U.S. Department of Education study found that 80 percent of high school dropouts cited their inability to pass Algebra I as the primary reason for leaving school. What's more, failure to pass state algebra assessments is a more frequent problem for minority students and contributes to a serious achievement gap in math. In the 2012 results of the California Standards Test (CST) in Algebra I, for instance, just 39 percent of Hispanic eighth graders scored proficient or advanced, as did 20 percent of Hispanic ninth graders. The results for African American students in
(2013). Improving English Language Arts and Mathematics Teachers' Capabilities for Teaching Integrated Information Literacy Skills, ProQuest LLC. Teachers in a large Illinois suburban school district will soon have to integrate the teaching of the Common Core State Standards into their content classes and may not feel prepared to do this effectively. Stephenson's definition of capability was used as the conceptual framework for this study, which holds that capable teachers are those who have preparedness and competence to perform their current professional duties and the desire to improve their capabilities to adapt to future professional requirements. This quantitative study used a 1-shot survey design to collect data from the entire population (N = 28) of English language arts and mathematics teachers to assess both their perceived capabilities and their desire to improve their capabilities for teaching integrated information literacy skills. The response rate was 50% (n = 14). This design allowed teachers to identify their preferred formats for professional development around integrating information literacy into their content areas. Descriptive statistics indicated that several teachers perceived that they currently possess less than a moderate capability for teaching integrated information literacy skills. The findings of the data analysis informed the design of a professional development plan with 8 training modules, each 3 hours in length, to support the equivalent of at least 3 days of professional development training. This project serves an important goal of improving teachers' capabilities for teaching integrated information literacy skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: State Standards, Academic Standards, Suburban Schools, School Districts
the two grades were 32 percent and 16 percent, respectively. In contrast, white students tested at 60 and 34 percent proficiency or better. It should come as no surprise that algebra poses a formidable challenge for all students, who must get used to a brave new world of variables, coefficients, and quadratic equations. The problems posed by algebra are numerous,
though, say experts in mathematics education, math teachers, and administrators. So are the solutions that a number of school districts have implemented. And while those district leaders are looking toward the
(2013). Why Historical Fiction Writing? Helping Students Think Rigorously and Creatively, Social Studies and the Young Learner. The Common Core State Standards (CCSS) lays out "a vision of what it means to be a literate person in the twenty-first century." Among educators, conversations about reading and writing have shifted to reflect the CCSS emphasis on informational, technical, opinion, and other non-narrative forms. Yet, these standards also demand that students at the elementary school level write increasingly sophisticated narratives. Many teachers meet the writing standards by having their elementary students produce personal narratives or fictional stories, such as fairy tales, but historical fiction writing projects also satisfy the narrative writing standards. Crafting historical fiction narratives also provides an opportunity for students to think rigorously about the past. Through the process of writing historical fiction, students can develop and refine their historical thinking capabilities in many dimensions. Namely, writing historical fiction allows students to: (1) Engage their imaginations; (2) Humanize history; (3) Think empathetically; (4) Demonstrate historical causation; (5) Consider multiple viewpoints; and (6) Engage in historical inquiry. In order for students to produce high-quality historical fiction, they must be immersed in learning about a specific time period, event, or era. Ryan Hughes teaches second and third grades, and he knew that he needed to select a historical topic that had a wide array of print, photo, and film resources that third graders could read and analyze for the lesson described in this article. The civil rights movement met this initial requirement, and there were also dozens of relevant historical fiction picture books available for reference. Furthermore, much of the history the class covered would fulfill the third grade History-Social Studies Content Standards for California. [More] Descriptors: Creative Writing, Fiction, Critical Thinking, State Standards
(2013). Getting a Grip on Librarian Evaluation, School Library Monthly. When the Common Core State Standards (CCSS) were adopted in many states, it was only one piece of the pie called Race to the Top (RttT). As states competed and clamored to win the Race to the Top dollars, they knew it came with strings attached. The biggest piece of string is called APPR, or Annual Professional Performance Review–and it is more like a noose. The new requirements of the APPR specifies that school districts have a quantifiable means to measure teachers, rather than a qualitative review which could be a bit subjective. When the RttT education law in New York was adopted requiring teachers to be measured, librarians wondered what could be done to address school librarian needs. The New York State Education Department's (NYSED) APPR law did allow for companies and organizations to submit an APPR plan for review and approval, but it came with a 32-page application, along with creating the document. Just two years earlier, New York librarians had been able to get a School Library Media Program Evaluation (SLMPE) rubric approved by the state education department, and it was a difficult process. The purpose of the SLMPE tool was specifically to avoid measuring the librarian and only review the program. The intention was that in measuring the program, an administrator would be able to see what the state endorsed and recommended as "exemplary." If a librarian did not have the opportunity to collaboratively plan with teams, her program would fall short of exemplary and the administrator
(2013). Perspectives for a Diverse America, Teaching Tolerance. Lauren Gallant is committed to making social justice issues part of her U.S. history teaching. An avid user of Teaching Tolerance materials, she's always in search of tools "that help illuminate the subject matter and the human condition." But the Simi Valley High School, Calif., teacher has a typical challenge: There is little time for "extras" while working to meet state and district goals. And she's currently in the middle of training on the Common Core State Standards. Adopted by 45 of the 50 states, the standards are to be formally implemented by 2015. Teaching Tolerance is stepping up to meet that challenge. Next fall, it will launch "Perspectives for a Diverse America"–a literacy-based, K-12 anti-bias curriculum that pairs the relevance of multicultural content with the rigor of the Common Core standards. The free, web-based curriculum will include the following components: (1) Anti-bias standards–the first of their kind–that are grouped into the perspectives of identity, diversity, justice and action; (2) An anthology of central texts–nonfiction essays and speeches, literature, songs, video clips and maps–that will help students consider and challenge multiple points of view; and (3) An integrated learning plan that offers flexible components for teaching the texts. Teachers will be able to choose and download options for vocabulary development, reading comprehension, discussion, persuasive writing and social action. These parts of the learning plan align to the Common Core anchor standards of language, reading, writing, speaking and listening. [More] Descriptors: State Standards, Social Justice, Cultural Pluralism, Social Action
engaging all algebra students in the classroom, creating real-life, concrete examples of algebra in everyday life, and better managing individual student progress. These innovative approaches are described in this article. [More] Descriptors: Mathematics Instruction, Mathematics Achievement, Algebra, Dropouts