This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Carole Greenes, Lynne Nielsen, Cindy Sink, Lee Ann Jung, Hollie Gabler Filce, Tricia Maas, William Straits, Jim Delisle, Sabrina M. Singleton, and David W. Denton.
(2016). Choice and Rigor: Achieving a Balance in Middle School Reading/Language Arts Classrooms in the Era of the Common Core, Reading Horizons. While the advantages of reading workshops are well known (Atwell, 1998), there is currently a debate among scholars, practitioners, and politicians about the use of instructional/independent level texts in light of the Common Core Standards' end-of-year requirement for students to be reading at grade level (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). Particularly in middle school, where motivation to read often declines, a workshop approach can help students develop and strengthen their interest in reading. A classroom survey completed by middle school students in a suburban school district in the Midwestern United States illustrates students' positive response to a reading workshop approach (Atwell). However, students must also be able to read grade-level text proficiently. Using a combination of workshop and instruction with grade-level texts will help support students in reaching the end-of-year standards required by the Common Core. [More] Descriptors: Middle School Students, Suburban Schools, Student Surveys, Student Attitudes
(2015). A Proposal for Integrating Research and Teacher Professional Preparation: Innovation and Induction Corridors. White Paper, Strategic Education Research Partnership. In this white paper, the author addresses the current issues faced by policy makers for improving the K-12 education system in the United States. Reliance had been on: (1) incentives; and (2) accountability standards. These two policy levers promised a quick, easily understood response for a relatively small investment. While the logic of these policies was promising, they have produced disappointing results time and again. An organizational structure of Innovation and Induction Corridors, comprised of a cluster of schools located inside a group of major school districts, is proposed. The corridors in each district would span pre-K or kindergarten through grade 12, and the schools would be officially designated as research and development sites. Except for new teachers who are being inducted into the profession, any student, teacher, or administrator could choose not to be in these schools, removing from the mix those who have reservations about engagement in research and development. The job descriptions of the teachers and administrators in the corridor would include routine participation in education R&D for which they would be paid a premium. Classrooms would be open for observation at all times, and data collection, video recording, and shared work would be standard protocol. Political risks for district personnel would be reduced because the disgruntled would have the option of moving to any school outside the corridor. Consent to use data for research purposes subject to standard confidentiality protections would be a condition for enrollment or employment in corridor schools. Is the proposal realistic? The primary obstacle foreseen is funding–that is the policy decision to allocate, or reallocate, funds to make it happen. Creating organizational structures that enable the best researchers and the most skillful practitioners to work together to build and improve professional practice and the knowledge base that supports it will address the capacity challenge that has undermined one policy initiative after another. It is an investment strategy that will not only work for today, but one that will evolve to meet the challenges of tomorrow. [More] Descriptors: Research and Development, Elementary Secondary Education, School Districts, Classroom Research
(2016). Opt Out: An Examination of Issues. Research Report. ETS RR-16-13, ETS Research Report Series. Media reports have recently given significant attention to the opt-out movement, an organized effort to refuse to take standardized tests. Although the narrative often told in early press accounts was of a viral grass-roots effort led by parents who object to state-mandated testing, the reality has turned out to be more complicated. Through a synthesis of news accounts, research studies, survey results, and state and federal education department documents, this paper examines the opt-out movement and some of the dynamics that appear to underlie it. Several topics are covered, including the movement's extent, the demographics of those participating in it, how much time students devote to tests, what other factors might be motivating the movement, and the level of public support for testing in general. The paper concludes with suggestions for how the assessment community might respond to the concerns raised by the movement and by the general public. [More] Descriptors: Educational Testing, Standardized Tests, Resistance (Psychology), Activism
(2013). The Role of the Mathematics Supervisor in K-12 Education, Journal of Mathematics Education at Teachers College. The implementation of "the Common Core Standards for Mathematics" and the assessments of those concepts, skills, reasoning methods, and mathematical practices that are in development necessitate the updating of teachers' knowledge of content, pedagogical techniques to enhance engagement and persistence, and strategies for responding to the needs and talents of students. Following a brief history of the role of supervisors, the key responsibilities of current supervisors are described and include strategies for: establishing a framework for instruction, collaborating with other content curriculum supervisors to explore ways to enhance key concept acquisition in two or more fields, identifying students' academic needs and monitoring their progress, designing and conducting ongoing PD programs, closing learning gaps, and celebrating achievements of both students and teachers. The chapter concludes with an identification of the qualifications and characteristics of effective supervisors of mathematics. [More] Descriptors: Mathematics Instruction, Teacher Supervision, Supervisory Methods, Leadership Role
(2016). Tributes beyond Words: Art Educators' Use of Textiles to Memorialize the Triangle Shirtwaist Factory Fire, Journal for Learning Through the Arts. Through the study of The Triangle Shirtwaist Factory fire, pre-service art teachers learn the about interdisciplinary design and the importance of using discipline-specific literacy strategies alongside the materials and methods of their craft. The creativity and enthusiasm with which these preservice teachers approached the work convinced us that some type of "art-making" in any content area classroom can be a valuable way for students to construct meaning from text. [More] Descriptors: United States History, Preservice Teachers, Art Teachers, Art Education
(2015). Science for Two Voices, Science and Children. During inquiry investigations with third graders, the authors urge their students not to just make observations but also to record them. Inspired by Joel Fleishman's "A Joyful Noise: Poems for Two Voices" (1988), the authors developed an activity that increases students' motivation to record accurate and detailed observations. This investigation is one activity within a larger unit of study intended to support subsequent activities. More detailed observations lead to more confident conclusions and greater detail for poetry. The lesson presented in this article is appropriate for grades 3-5 and best aligns with the "Next Generation Science Standards" in grade 4 (NGSS Lead States 2013). [More] Descriptors: Science Instruction, Elementary School Students, Standards, Grade 3
(2015). Next Generation School Districts: What Capacities Do Districts Need to Create and Sustain Schools That Are Ready to Deliver on Common Core?, Center on Reinventing Public Education. Every sector of the U.S. economy is working on ways to deliver services in a more customized manner. If all goes well, education is headed in the same direction. Personalized learning and globally benchmarked academic standards (a.k.a. Common Core) are the focus of most major school districts and charter school networks. Educators and parents know students must be better prepared to think deeply about complex problems and to have skills that are relevant for jobs that haven't yet been created. Promising school models are showing what's possible, but innovation in the classroom only takes you so far. Twenty-first century learning practices demand twenty-first century systems. This paper goes deep into the question of which system policies are most likely to get in the way of implementing personalized learning at scale. We work outward from the school to define the new capacities and functions districts need to develop. We make the case that districts are currently unwittingly hostile to school-level innovation. For that to change, they must aggressively work to change the incentives, policies, and structures so that they encourage and free up schools to innovate. This is the first of three white papers looking at system redesign from a variety of perspectives. Our next paper, "The Case for Coherent High Schools" [see: ED556237], examines the challenges of high school redesign. Our third and final paper, "Redesigning the District Operating System [see: ED563481], explains why there must be updated central office systems to allow school-level initiative and problem solving. [More] Descriptors: School Districts, Common Core State Standards, Educational Change, Delivery Systems
(2015). Graphic Organizers for Secondary Students with Learning Disabilities, TEACHING Exceptional Children. Research suggests students with learning disabilities often have trouble connecting new and prior knowledge, distinguishing essential and nonessential information, and applying comprehension strategies (DiCecco & Gleason, 2002; Vaughn & Edmonds, 2006). Graphic organizers have been suggested as tools educators can use to facilitate critical thinking and prepare students for independent learning. Graphic organizers that are based on the task to be completed, as well as the thinking and learning needs of the student using the organizer, help foster critical thinking. This article recommends specific graphic organizers based on characteristics of students with learning disabilities in relation to reading comprehension at the secondary level. [More] Descriptors: Instructional Materials, Teaching Methods, Secondary School Students, Learning Disabilities
(2016). FIVES: An Integrated Strategy for Comprehension and Vocabulary Learning, Journal of Inquiry and Action in Education. This article describes a strategy that emphasizes the integration of all language and literacy skills for learning across content areas as well as the importance CCSS place on learners' ability to ask questions about information, phenomena, or ideas encountered (Ciardiello, 2012/2013). FIVES is a strategy that meaningfully integrates research-based methodologies associated with reading, writing, speaking, listening, viewing, and visually representing for differentiated disciplinary literacy instruction related to authentic texts and issues. The strategy described can be universally applied across disciplines to develop high levels of competence with literacy processes and content. [More] Descriptors: Integrated Activities, Comprehension, Educational Strategies, Literacy
(2015). HOLA: Hunt for Opportunities-Learn-Act, Mathematics Teacher. Most mathematics teachers know that students can be a great source for understanding what they need as thinkers, group members, mathematics learners, and future citizens. Thus, listening to students is an important teacher practice. But listening takes time, something that not all teachers feel that they have. And many attempts to listen to students can fall short, especially with respect to students who have been historically marginalized in society. Sometimes differences in communication style, body language, or speech patterns can cause a teacher's attempts to "reach out" appear superficial or disingenuous (i.e., as if teachers are hearing only what they want to hear) to Latin@ students. (By Latin@, the author means both Latina and Latino students; she writes the term with the @ symbol also to indicate her solidarity with people who identify as LGBTQ.) Within mathematics in particular, Latin@ students must manage negative stereotypes or deficit views that teachers and other students may hold of them (Gonzáles, Blanton, and Williams 2002; McGee and Martin 2011). In class, they may have a question but silence themselves, fearing others will see them as dumb and representative of their race. Creating an inclusive classroom community requires knowing where and how to listen to particular kinds of students. In this article the author offers suggestions for listening to Latin@ students in their everyday interactions. She argues that every interaction should begin with HOLA: Hunt for Opportunities-Learn-Act. A bibliography is included. [More] Descriptors: Mathematics Instruction, Hispanic American Students, Identification (Psychology), Educational Opportunities
(2013). Answers to Essential Questions about Standards, Assessments, Grading, & Reporting, National Professional Resources, Inc.. How do assessments for learning differ from assessments of learning? What is the purpose of grading? After nearly two decades of immersion in standards-based curriculua and instruction, our nation's educators are often still confounded by the (admittedly complex) landscape of standards, assessment, and reporting. In "Answers to Essential Questions About Standards, Assessments, Grading, & Reporting," lead author Tom Guskey clarifies to even the most complex of concepts. In this brief, practical guide, he and co-author Lee Ann Jung address the frequently-asked questions that almost inevitably surface in his work with school districts, state DOEs, and international agencies. The authors answer these essential questions with short, simple, jargon-free, reader-friendly responses that will make sense to all levels of readers. As schools proceed with the implementation of the Common Core curriculum and the use of corresponding assessments, this invaluable guide will help clarify the meaning of these critical issues for key stakeholders and greatly facilitate communication among and between group members. [More] Descriptors: Educational Assessment, Student Evaluation, Academic Standards, Grading
(2015). When Gifted Kids Don't Have All the Answers: How to Meet Their Social and Emotional Needs. Revised and Updated Edition, Free Spirit Publishing. Gifted kids are so much more than test scores and grades. Still, it's sometimes difficult to see past the potential to the child who may be anxious, lonely, confused, or unsure of what the future might bring. This book, now fully revised with updated information and new survey quotes, offers practical suggestions for addressing the social and emotional needs of gifted students. The authors present ways to advocate for gifted education; help gifted underachievers, perfectionists, and twice-exceptional students; and provide all gifted kids with a safe, supportive learning environment. Complete with engaging stories, strategies, Q&As, essays, activities, resources, and discussions of ADHD, Asperger's, and the Common Core, this book is for anyone committed to helping gifted students thrive. Online digital content includes reproducible forms from the book. [More] Descriptors: Academically Gifted, Student Needs, Social Development, Emotional Development
(2016). Dynamic Boolean Mathematics, Computers in the Schools. Dynamic mathematical environments allow users to reify mathematical concepts through multiple representations, transform mathematical relations and organically explore mathematical properties, investigate integrated mathematics, and develop conceptual understanding. Herein, we integrate Boolean algebra, the functionalities of a dynamic mathematical environment, and different mathematical topics to demonstrate investigations associated with dynamic Boolean mathematics. [More] Descriptors: Mathematics Instruction, Mathematical Concepts, Algebra, Educational Technology
(2016). Responding to Student Thinking: Enhancing Mathematics Instruction through Classroom Based Professional Development, Middle School Journal. This article describes a type of professional development focused on students' thinking that occurs in middle school mathematics classrooms. This type of professional development is called "Classroom Embedded" and occurs over one or two days in a classroom with middle school students and their teacher. Teachers actively participate in the planning and implementation of problems designed to elicit and extend students' understanding of contextualized problem situations. Similar to Lesson Study, teachers observe the lesson and evaluate student responses. The emphasis is on assessment of students' mathematical understandings and making their thinking explicit through sharing of strategies and connections among key mathematical concepts and procedures. Aspects of both the common core content standards and the eight standards for mathematical practice are highlighted throughout the article. [More] Descriptors: Thinking Skills, Mathematics Instruction, Professional Development, Middle School Students
(2015). Preserving Social Studies as Core Curricula in an Era of Common Core Reform, Journal of Social Studies Education Research. Education reform over the last two decades has changed perceptions of core curricula. Although social studies has traditionally been part of the core, emphasis on standards-based teaching and learning, along with elaborate accountability schemes, is causing unbalanced treatment of subjects. While the research literature indicates teachers are spending less time on social studies, perceptions about the subject are more complicated. Some educators accept the value of social studies knowledge and skills, while others see it as an auxiliary subject for supporting test achievement. Integration is one way elementary school teachers reconcile the need to focus on tested disciplines, while holding to traditional notions of the core curricula. Results from a case study involving elementary teachers show integration as the preferred method for teaching social studies. Participants, however, also indicated they were unable to achieve effective integration due to time constraints, limited training, and inadequate curricular resources. The trajectory of standards-based reform suggests educators will continue to encounter obstacles that impede integration. Systematic change that preserves the place of social studies as part of the core curricula is unlikely. Nevertheless, adoption of Common Core standards presents an opportunity for educators to reexamine the merits of social studies integration. [More] Descriptors: Social Studies, Core Curriculum, Case Studies, Elementary School Teachers