Bibliography: Common Core State Standards (page 119 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Sarah B. Bush, Nichelle Boyd Robinson, Vaughn Bicehouse, Roberta Levitt, Greg Pearson, Thea H. Williams-Black, Chad W. Buckendahl, Joseph Piro, Maria Elena Oliveri, and Data Quality Campaign.

Morgan, Deanna L.; Buckendahl, Chad W. (2011). Evaluating a Strategy for Setting Cut Scores on a Computer Adaptive Test, College Board. [Slides] presented at the annual conference of the National Council on Measurement in Education, 2011, New Orleans.   [More]  Descriptors: Cutting Scores, Computer Assisted Testing, Adaptive Testing, Common Core State Standards

Polly, Drew (2017). Elementary School Teachers' Uses of Mathematics Curricular Resources, Journal of Curriculum Studies. With the adoption of new content standards, teachers are often left without adequate curriculum resources. This study examined how educators used their curricular resources to teach new mathematics standards in the USA. Analyses of open-ended survey responses from 257 teachers and teacher-leaders in Grades 3 through Grade 5 indicated that every educator reported supplementing their districts' or schools' primary curricular resources with other materials. These supplements primarily included resources found for free on websites and resources that claimed to be aligned to the new standards, but varied in terms of alignment to national standards for effective mathematics curriculum. Implications for this study include further research on how teachers make decisions regarding curriculum resources as well as increasing teachers' access to quality curriculum materials that can support students' mathematical learning.   [More]  Descriptors: Elementary School Teachers, Mathematics Curriculum, Educational Resources, Academic Standards

Lazarín, Melissa (2014). Testing Overload in America's Schools, Center for American Progress. It appears that schools and families are at a crossroads when it comes to testing. High-quality assessments generate rich data and can provide valuable information about student progress to teachers and parents, support accountability, promote high expectations, and encourage equity for students of color and low-income students. But it is important to acknowledge that for some children, testing exacts an emotional toll in the form of anxiety and stress. In undertaking this study, two goals were established: (1) to obtain a better understanding of how much time students spend taking tests; and (2) to identify the degree to which the tests are mandated by districts or states. Key findings from this study include: (1) Despite the perception that federally mandated state testing is the root of the issue, districts require more tests than states; (2) Students are tested as frequently as twice per month and an average of once per month; (3) Actual test administration takes up a small fraction of learning time; (4) There is a culture of testing and test preparation in schools that does not put students first; (5) District-level testing occurs more frequently and takes up more learning time in urban districts than in suburban districts; and (6) Districts are not transparent about testing practices or purposes.   [More]  Descriptors: Testing, Testing Problems, Urban Schools, Suburban Schools

Pullara, Jennifer (2014). A Critical Analysis of the New York State Common Core Learning Standards, ProQuest LLC. This study examined the 2011 New York State Common Core Learning Standards. At the time of this study, these standards were new and just being introduced to teaching and learning. The goal of the study was to critically analyze and compare the content of the new standards for grades kindergarten through fifth grade by using content analysis methods. This study was a comparison of the previous New York State standards introduced in 2005 to these new standards introduced in the 2012-2013 school year. The goal of the study was to identify the events that have preceded the 2011 standards and then to take a critical look through a conceptual and content analysis to identify the educational beliefs, theories, and pedagogies embedded with these new standards. Then by examining the language and terms used in these documents, the findings explain the similarities and differences between the 2005 and the 2011 NYS learning standards, as well as help to frame the six educational shifts that these new standards impose on classroom teaching. [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: Criticism, Language Usage, Common Core State Standards, Teaching Methods

Johnston, Vickie (2016). Successful Read-Alouds in Today's Classroom, Kappa Delta Pi Record. Positively influence comprehension, vocabulary, syntax, and oral language development with read-aloud strategies. The author shares tips for making read-alouds successful.   [More]  Descriptors: Reading Aloud to Others, Reading Comprehension, Vocabulary Development, Syntax

Bicehouse, Vaughn; Faieta, Jean (2017). IDEA at Age Forty: Weathering Common Core Standards and Data Driven Decision Making, Contemporary Issues in Education Research. Special education, a discipline that aims to provide specialized instruction to meet the unique needs of each child with a disability, has turned 40 years old in the United States. Ever since the passage of the Education for All Handicapped Children Act (P.L. 94-142) in 1975, every state has been directed to provide a free and appropriate education for all students with disabilities (Gallagher, 2000; Rothstein, 1995). The focus of this paper is to revisit the foundations of the special education movement in the United States to show how special education has progressed since 1975. The current Race to the Top movement impacts school districts across the nation, creating great concern about what this means for students with disabilities and how it affects their struggle to succeed within the public school domain. In fact, after 40 years, (P.L. 94-142) known as the Individuals with Disabilities Education Act, IDEA, is the current high stakes standards and assessment climate taking the "special" out of special education?   [More]  Descriptors: Common Core State Standards, Decision Making, Data, Disabilities

Ness, Molly (2017). Simple Texts, Complex Questions: Helping Young Children Generate Questions, Reading Improvement. As they are naturally curious about the world around them, young children ask lots and lots of questions. In classrooms today, however, there seems to be little space for these student-generated questions as teachers are more likely to pose the questions. Research indicates that question generation is an effective strategy to motivate young readers, to build reading comprehension, and to foster higher-level thinking skills. In addition to exploring the cognitive and motivational benefits of questioning, this article showcases how students can generate complex, juicy question from simple texts–in this case, nursery rhymes.   [More]  Descriptors: Questioning Techniques, Student Developed Materials, Thinking Skills, Common Core State Standards

Robinson, Nichelle Boyd; Moore, Virginia J.; Williams-Black, Thea H. (2015). Has the Dream Been Fulfilled? Dr. Martin Luther King, Jr. & President Barack Hussein Obama, Multicultural Education. Equality for all was the dream of Dr. Martin Luther King, Jr. and he knowingly laid the foundation for and inspired the first African-American President of the United States of America, Barack Hussein Obama, who also had the dream of "Change" for America. These men exhibited how working together can make dreams become reality. For the past few years, educators across America are doing just that, working together toward a common curriculum goal–one that helps subjects such as social studies and language arts intertwine to provide students with a greater knowledge base to better equip themselves to follow their own dreams. This focus on personal dreams is definitely a way to address meaningful and powerful social studies lessons that include culturally responsive teaching and the Common Core curriculum concurrently. Meaningful social studies lessons activate students' prior knowledge, which allows them to make meaningful connections between themselves and what they are learning. In order for this to take place, teachers must develop well-planned lessons for students that integrate across the curriculum. This article presents the methodology, a sample lesson plan, and recommendations that will enhance the study in order to find multiple ways to examine if the dreams of Dr. Martin Luther King, Jr. and President Barack Obama have been fulfilled.   [More]  Descriptors: Presidents, African Americans, Social Change, Social Studies

Levitt, Roberta; Piro, Joseph (2014). Game-Changer: Operationalizing the Common Core Using WebQuests and "Gamification" in Teacher Education, International Journal of Web-Based Learning and Teaching Technologies. Technology integration and Information and Communication Technology (ICT)-based education have enhanced the teaching and learning process by introducing a range of web-based instructional resources for classroom practitioners to deepen and extend instruction. One of the most durable of these resources has been the WebQuest. Introduced around the mid-1990s, it involves an inquiry-centered activity in which some or all of the information learners interact with comes from digital artifacts located on the Internet. WebQuests still retain much of their popularity and educational relevance and have shown remarkable staying power. Because of this, recontextualizing the WebQuest and situating it within the modern-day trend of the "gamification" of instructional design is examined, together with how the WebQuest can promote solid academic gain by placing students inside a learning space patterned after a multi-user virtual environment. This structure includes emphasis on teamwork and socially responsible problem-solving, intense task immersion, task game flow and scalability, and reward cycles. The authors also discuss how including an upgraded WebQuest informed by Common Core Grade-Specific Learning Standards in pre-service education curriculum can advance multiple facets of teacher education with candidates who are acquiring, learning, applying, and integrating pedagogical, technological, and content-area skills. Further, the authors offer suggestions for new directions in the use of web-based resources in 21st century education enterprise.   [More]  Descriptors: Technology Uses in Education, Educational Technology, Technology Integration, Inquiry

Turkan, Sultan; Oliveri, Maria Elena (2014). Considerations for Providing Test Translation Accommodations to English Language Learners on Common Core Standards-Based Assessments. Research Report. ETS RR-14-05, ETS Research Report Series. In this article, we review translation, adaptation policies, and practices in providing test accommodation for English language learners (ELLs) in the United States. We collected documents and conducted interviews with officials in the 12 states that provide translation accommodations to ELLs on content assessments. We then summarized challenges to ensuring fair and valid accommodations to ELLs and provided recommendations to address the challenges involved in translating a content test while preserving its validity.   [More]  Descriptors: English Language Learners, Testing Accommodations, Translation, Media Adaptation

Data Quality Campaign (2014). Talking about the Facts of Education Data with School Board Members. The Data Quality Campaign and the National School Boards Association's Center for Public Education prepared this document to help school board members respond to questions about education data, explain its importance to improving school and student performance, and understand how boards can help ensure student privacy.   [More]  Descriptors: Boards of Education, Data, Educational Improvement, Student Improvement

Pearson, Greg (2017). National Academies Piece on Integrated STEM, Journal of Educational Research. Advocates of more connected approaches to teaching the STEM subjects argue that such integration, especially in the context of real-world issues, can make these fields more relevant to students and ultimately increase their motivation and achievement. However, there is little research on how best to integrate the STEM disciplines or on what factors make integration more likely to produce positive outcomes. This article summarizes the results of a recent study of STEM integration in K-12 education by the National Academies of Sciences, Engineering, and Medicine. The study reviewed evidence on student outcomes, developed a descriptive framework for practitioners, suggested key elements for the design of integrated STEM initiatives, and identified research priorities. The report from the study provides a useful foundation for future efforts to implement effective integrated STEM education.   [More]  Descriptors: STEM Education, Interdisciplinary Approach, Elementary Secondary Education, Outcomes of Education

Bush, Sarah B.; Karp, Karen S.; Lentz, Tova; Nadler, Jennifer (2017). When Venn Diagrams Intersect Art & Math, Teaching Children Mathematics. Many elementary schools across the nation are scaling back or cutting arts curriculum altogether. This article presents classroom teachers with an activity for integrating art with mathematics. Through a three-phase exploration of reasoning with shapes and their attributes, students will get to know a classmate better, work with defining and nondefining attributes of shapes, and categorize "famous" artwork.   [More]  Descriptors: Elementary School Students, Elementary School Mathematics, Art Education, Integrated Activities

Arrington, Jeff Daniel (2014). Creating 21st Century Classrooms: What District Level Instructional Leaders Know about Leading 21st Century Learning, ProQuest LLC. Common Core standards and 21st century instruction are topics at the forefront of current educational literature (Greenstein, 2012; Long, 2012; Sheninger & Larkin, 2012; Wilson, 2006). Though Common Core standards may provide a foundation for the literacy and numeracy that has been identified in preparation for college and career, even Common Core agrees that this preparation and readiness is complex and more than the standards address. "The reality is that students must develop a complex skill set that prepares them for both the rigor of college and the demands of the workplace" (Greenstein, 2012). Twenty-first century skills have been described as those needed skills. District instructional leaders must know about and be able to lead teachers in developing 21st century classrooms and practices. There is a set of knowledge that district instructional leaders must know in order to guide teachers in creating a classroom founded in 21st century technology and job skills (Amy Garrett, Hughes, & McLeod, 2005; Maurer & Davidson, 1998; McLeod & Lehmann, 2012). By specifically identifying what district instructional leaders know about leading teachers in creating 21st century classrooms within their schools, the knowledge and skills they need in order to be a district instructional leader in 21st century education, but don't have, may be determined. The purpose of this study was to identify what district instructional leaders know and what they need to do in order to lead teachers in creating 21st century classrooms within their schools. The results of this study indicated that district instructional leaders had general knowledge about leading teachers in creating 21st century classrooms, but lack knowledge of digital age learning in relation to instructional leadership. Based on these results, the researcher recommends that competencies be developed and immediate training provided in this area, as well as opportunities to engage with students, teachers, and other district instructional leaders in the use of digital tools for the purpose of building a cultural understanding and global awareness. [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: Instructional Leadership, Knowledge Level, School Districts, Classroom Techniques

Kilpatrick, Jeremy (2014). Rainforest Mathematics, Journal of Mathematics Education at Teachers College. This paper addresses the contested way that ethnomathematics has sometimes been received by mathematicians and others and what that disagreement might suggest about issues in mathematics education; namely, (a) the relation of ethnomathematics to academic mathematics; (b) recent efforts to reform secondary school mathematics so that it prepares students better for entering the workplace; and (c) claims that mathematics and mathematics education are coming to share increasingly less common ground.   [More]  Descriptors: Mathematics Instruction, Teaching Methods, Secondary School Mathematics, Common Core State Standards

Leave a Reply