Bibliography: Common Core State Standards (page 116 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include James Quinlan, Amy Illingworth, Jonah Edelman, Mordechai Gordon, Scott Levy, Linda Jacobson, Amy Hutchison, Eric Branscome, Ashley Jochim, and Ekaterina Midgette.

Jochim, Ashley; McGuinn, Patrick (2016). The Politics of the Common Core Assessments, Education Next. This article reports on why states are quitting the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC). The two consortia sought to develop state-of-the-art assessments that focused on problem solving and the application of knowledge, and that moved away from former tests' reliance on multiple-choice questions and the testing of factual recall. The consortia-designed assessments, however, have not fared so well, because their implementation became intertwined with new, controversial teacher evaluations and school accountability measures. Much opposition rose regarding the aligned assessments, particularly among parents. The backlash was against the amount of testing students would undergo and a perception that it diminished instructional time and encouraged "teaching to the test." In many states, policymakers who initially supported Common Core sought to diffuse opposition to the standards by withdrawing from the consortia-designed assessments. These issues have resulted in the consortia's announcement of new flexibility for states, and the option of using the complete assessment or specific items to customize their own assessments. Whatever fate awaits the consortia, their work has resulted in new opportunities and imperatives for states to work together on assessment design and implementation. A significant number of states are now engaged in unprecedented collaboration around common standards and tests, with or without the consortia.   [More]  Descriptors: Politics of Education, Common Core State Standards, Consortia, Resistance (Psychology)

Yopp, David A. (2016). Dilations and the Equation of a Line, Mathematics Teaching in the Middle School. Students engage in proportional reasoning when they use covariance and multiple comparisons. Without rich connections to proportional reasoning, students may develop inadequate understandings of linear relationships and the equations that model them. Teachers can improve students' understanding of linear relationships by focusing on realistic situations and directing students' attention toward the dependency of x and y and the covariant relationship expressed in linear equations. In this article, the author presents how to track students' understanding of proportional reasoning by combining transformational geometry, similar-triangle reasoning, and linear relationships.   [More]  Descriptors: Mathematics, Mathematics Instruction, Equations (Mathematics), Mathematical Concepts

Midgette, Ekaterina; Philippakos, Zoi A. (2016). Biliteracy, Spelling, and Writing: A Case Study, Language and Literacy Spectrum. The overall purpose of this case study is to examine biliteracy and its effects on a young child's orthographic and writing growth. The analysis of the kindergartener's spelling development and compositional growth in reference to both language systems indicates that biliteracy had a positive effect on the student's acquisition of English orthography and fostered a well-balanced development of composition skills in both languages. The article provides suggestions that promote biliteracy in both the classroom and home settings and encourages teachers to engage in instructional practices that value linguistic diversity. Online resources for classroom practice are also included.   [More]  Descriptors: Case Studies, Bilingualism, Literacy, Spelling

Hutchison, Amy; Nadolny, Larysa; Estapa, Anne (2016). Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy, Reading Teacher. In this article the authors present the concept of Coding Literacy and describe the ways in which coding apps can support the development of Coding Literacy and disciplinary and digital literacy skills. Through detailed examples, we describe how coding apps can be integrated into literacy instruction to support learning of the Common Core English Language Arts standards. The authors also provide suggestions for getting started with coding apps and discuss aspects of instruction for teachers to consider as they plan to integrate coding apps into their classrooms.   [More]  Descriptors: Coding, Literacy, Courseware, Concept Teaching

Anderson, Morgan (2016). "High Expectations" Discourse as an Epistemology of Oppression: Implications for Urban Education, Philosophical Studies in Education. Educational discourse, particularly since the advent of recent educational reform initiatives, has become saturated with a discourse of "high expectations." One can hardly hope to hold a conversation regarding the problems facing American schools without someone innocently remarking that of course students need to be held to "high expectations." For example, among the explicit goals of the Common Core is providing the "high standards" that are necessary for students to "have the skills and knowledge necessary to succeed in college, career, and life upon graduation from high school, regardless of where they live." The paradigm constructed by the Common Core and other recent educational reform initiatives that promote the standardization and measurement of knowledge contains a plethora of assumptions for to interrogate: achievement means the same thing for all students and can be standardized and measured; the goal of education is for all students to get a job to compete in a global economy; there is one objectively identifiable set of knowledge that leads to success in life (rather than multicultural or pluralistic approaches to education, one group gets to decide what constitutes knowledge); and teachers should not decide what works best for their individual students (Latino students in the South Bronx are no different from white students in rural Georgia). Setting such issues aside, this paper will focus primarily on what the author takes to be the discourse of "high expectations" and its pervasiveness in contemporary education reform.   [More]  Descriptors: Educational Change, Discourse Analysis, Academic Standards, Common Core State Standards

Flippo, Rona F. (2016). A Look Back: The Wisdom of Literacy Leaders and Reading Experts, Literacy Research and Instruction. It has been both informative and interesting for the author to look back 20 years and recall what was happening in the field of reading. The author related these memories to her introduction and first use of "What's Hot, What's Not" (Cassidy & Wenrich, 1997). As it was, she was preparing her Keynote Address for the College Reading Association (CRA) Annual Conference in 1997 where she was invited to make a presentation on the "Expert Study," which had been recently published in the "Phi Delta Kappan" (Flippo, 1997b) as well as presented at the National Reading Conference (Flippo, 1996) and the International Reading Association (Flippo, 1997a). While pulling together her work and references to frame this address, the author had picked up the copy of the 1997 issue of "Reading Today," which included the results of Jack Cassidy's first survey. Clearly the survey did seem relevant to her own work, so the author read it again with great interest. Jack's findings were such an excellent complement to her own–she had to work them into her presentation, and they fit perfectly! Furthermore, the author was delighted to see Jack sitting close to the front of the auditorium where she presented, and he seemed equally delighted when she talked about his survey during the presentation. In this article, the author looks back on her 1997 Keynote address and comparing the results of "What's Hot, What's Not" (Cassidy & Wenrich, 1997) studies over the years.   [More]  Descriptors: Reading Research, Specialists, Surveys, Conferences (Gatherings)

Edwards, Michael Todd; Quinlan, James; Strayer, Jeremy F. (2016). Reverse and Add to 100: Explorations in Place Value, Teaching Children Mathematics. During the past few years, several of the authors have incorporated student problem posing as a regular instructional feature in their classrooms. When they offer their students the opportunity to construct their own problems, particularly during the course of an entire school year, they create many novel tasks. Student-created tasks not only serve as teaching tools for our students but also are excellent formative assessments for us, providing insight into students' mathematical conceptions and interests. In this article, the authors describe classroom interactions surrounding the creation and implementation of the Reverse and Add to 100 task, developed collaboratively with third graders to strengthen their understanding of place value and multi-digit addition. Their explorations of Reverse and Add to 100 promoted student reasoning and problem solving, fostered meaningful mathematical discourse, elicited and made use of student thinking during instruction, and supported productive struggle.   [More]  Descriptors: Number Concepts, Mathematics, Mathematics Instruction, Addition

Jacobson, Linda (2016). Tailored for a Perfect Fit: Flexible Templates Promote Standards Alignment and Teacher Collaboration, Journal of Staff Development. Susana Velasco always thought she designed lessons for her kindergarten students to help them meet the academic standards for their grade. But now she feels better equipped to adapt instruction to meet the needs of all the children in her class–a skill she has developed through her school's participation in the Literacy Design Collaborative (LDC). LDC gives teachers templates and tools that support students in doing more challenging work aligned to the Common Core. But the process is also a growing experience for teachers as they work with colleagues to refine the lessons and tasks to ensure they are asking students the right questions. Learning more about how LDC impacts teachers' practice is one of the goals of a five-year, $12 million Investing in Innovation (i3) "validation" grant from the U.S. Department of Education. LDC is providing coaching, summer institutes, and online training to groups of teachers in 12 Los Angeles Unified School District schools, including Florence Avenue. Another 15 New York City schools are also participating this year, but the numbers of schools will expand substantially over the course of the grant.   [More]  Descriptors: Teacher Collaboration, Models, Alignment (Education), Academic Standards

Northwest Evaluation Association (2016). Blue Valley School District: Kansas District Extends Growth Measurement to the Early Grades, Experiences Measurable Impact. Blue Valley, the fourth largest school district in Kansas, covers 91 square miles. More than 20,000 K-12 students attend its 34 schools ( five high schools, nine middle schools, and 20 elementary schools). Of the district's students, 8% qualify for free and reduced lunch and about 3% are English Language Learners. Blue Valley began using Measures of Academic Progress¬Æ (MAP¬Æ) in 2005 in order to track students' academic growth over time and independent of grade level. Having experienced how MAP data helps inform student learning and professional development in older grades, in 2010 the district also decided to implement computer-adaptive MAP for Primary Grades (MPG) in all 20 elementary schools, starting in kindergarten. Like their MAP-using counterparts, district teachers have discovered a core benefit of MPG data: it lets them identify each student's learning levels and skill gaps in order to quickly and precisely differentiate instruction-whether students are below, at, or above grade level. Blue Valley educators have found that MPG helps them set students on the right track early on, ensuring they enter the older grades with unparalleled growth and ready to take on the challenges of the Common Core Standards.   [More]  Descriptors: School Districts, Standardized Tests, Academic Achievement, Elementary Schools

Gordon, Mordechai (2016). Teachers as Absurd Heroes: Camus' Sisyphus and the Promise of Rebellion, Educational Philosophy and Theory. Inspired by Camus' portrayal of Sisyphus, this essay examines the act of teaching as an absurd profession, one that faces numerous obstacles and challenges and continually falls short of its intended goals. I begin my analysis by demonstrating that Camus' understanding of the absurd was heavily influenced by Nietzsche's conception of nihilism. I argue that for Camus the sense of absurdity comes from the conflict between humans' longing for order and meaning and the disorder and meaninglessness that we experience in our daily lives. Next, I show that Camus' understanding of absurdity can help us make sense of the recent wave of educational reform. More fundamentally, I argue that that the existential conditions of schooling that many teachers have to negotiate daily are themselves absurd in Camus' sense of the term. In the last part of this article, I take a close look at how a number of teachers are attempting to resist and even rebel against the new educational mandates.   [More]  Descriptors: Teaching (Occupation), Educational Objectives, Philosophy, Educational Change

Adams, Janet H. (2016). Dance and Literacy Hand in Hand: Using Uncommon Practices to Meet the Common Core, Journal of Dance Education. As a dance teacher in public elementary schools for the last 25 years, Janet Adams has always recognized the creative link between dance and writing, and offered her students structured opportunities to combine the two. She has also honed her management skills and kept a pretty tight ship. Creative expression, though, be it through dancing or writing is messy and noisy work. Recently, with the push for more self-direction from the new Common Core and the new National Core Arts Standards in Dance, Adams has begun to discover that her insistence on silence and a dictated pace has not been conducive to either choreographic or literacy development. She writes here that her tight-fisted control over her classroom was keeping her students from collaborating and forcing a lockstep pace, hindering their ability to work at their own developmental level. Relinquishing her control has allowed her students to progress at their own developmental pace. Adams has found that structuring more independence in her classroom has also left her more freedom to address the cognitive artistic and social needs of individual students. She is also discovering that an increased emphasis on linguistic connections to dance has served to focus and facilitate learning in students of all ages, building their capacity to express ideas in any form. Her students are beginning to see that the creative process for dance and writing are parallel.   [More]  Descriptors: Common Core State Standards, Dance Education, Literacy, Writing (Composition)

Branscome, Eric (2016). Vision 2020 and Beyond: Imminent Deadlines of the "Housewright Declaration", Contributions to Music Education. As we approach the year 2020, it is important to consider the impact of the Housewright Symposium, and to evaluate the development of music education since the publication of the "Housewright Declaration". The purpose of this article was to (1) examine music education in America through the lens of selected "we agree" statements published in the "Housewright Declaration"; (2) with regard to statement twelve, identify barriers and/or issues that have transpired between the publication of the document and the present; and, (3) use this information to make speculations and recommendations for the coming years as we approach another milestone in American music education.   [More]  Descriptors: Music, Music Education, Music Teachers, Music Activities

Levy, Scott; Edelman, Jonah (2016). Forum: Making Sense of the Opt-Out Movement: "Education Next" Talks with Scott Levy and Jonah Edelman, Education Next. Over the past few years, students by the thousands have refused to take their state's standardized tests. This "opt-out" phenomenon has prompted debate in state legislatures and in Washington, putting states at risk of losing Title I funds. Advocates describe opt-out as a grassroots movement of parents concerned about overtesting, teaching to the test, and a lack of transparency. Others oppose opt-out, viewing universal standardized testing as an important source of information for educators, students, and parents and a necessary tool for ensuring equity in public education. Scott Levy, a New York State public-school parent and local school board member, and Jonah Edelman, cofounder and CEO of Stand for Children, a national organization advocating for college and career readiness for all, draw different conclusions in their analyses of the topic.   [More]  Descriptors: Standardized Tests, Resistance (Psychology), Parent Attitudes, Dissent

Batel, Samantha; Sargrad, Scott (2016). Better Tests, Fewer Barriers: Advances in Accessibility through PARCC and Smarter Balanced, Center for American Progress. New assessments aligned to college- and career-ready standards are a major step forward in accessibility and accommodation features for students with disabilities and English language learners. Designed by two consortia of states–the Partnership for Assessment of Readiness for College and Careers, or PARCC, and the Smarter Balanced Assessment Consortium, or Smarter Balanced–these tests include items and tasks designed with all students in mind. PARCC and Smarter Balanced exams also include built-in features and innovative approaches to accessibility resources that are tailored to students' needs. Although there is room for improvement, the PARCC and Smarter Balanced test designs represent tremendous progress. As state, local, and other leaders develop and administer future generations of assessments, a heightened focus on accessibility, proper implementation, improved technology, and ensuring access to accommodations will benefit all learners. This report provides a summary of the two tests, describes how they represent a movement toward better assessments as well as advances in universal design and accessibility, and discusses challenges and future opportunities. The authors conclude with three recommendations: (1) States should continue to implement PARCC and Smarter Balanced exams and assessment items to ensure that all students have access to high-quality assessments; (2) States and districts should provide more guidance and information to schools, families, and other stakeholders on test accessibility and accommodations; and (3) State and local leaders, assessment developers, and others must work together to continue to make progress on next-generation assessments for all students.   [More]  Descriptors: Barriers, Evaluation Methods, Student Evaluation, Disabilities

Illingworth, Amy (2016). Taking a Comprehensive Approach to Common Core Rollout, Phi Delta Kappan. One district, South Bay Union School District, devises and executes a comprehensive strategy that includes training for district staff, teachers and coaches, including using PLCs and professional development in the implementation of Common Core English language arts standards.   [More]  Descriptors: Common Core State Standards, Language Arts, English Instruction, School Districts

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