This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Maggie P. Fay, Mollie Rudnick, Maria Brown, J. Michael Hogan, Gary A. Troia, Margaret Heritage, Keith W. Jones, Michael J. Bergmaier, Susan Patrick, and Leslie Wade Zorwick.
(2013). Necessary for Success: Building Mastery of World-Class Skills–A State Policymakers Guide to Competency Education. CompetencyWorks Issue Brief, International Association for K-12 Online Learning. After two decades of major education reforms without seeing major gains for low-income students, state leadership is coming to the conclusion that there is something inherently wrong with America's K-12 system. States have called into question the time-based system built around the Carnegie unit and are now rapidly advancing an alternative. By establishing proficiency-based diplomas, credit flexibility, or seat-time waivers, 36 states are moving toward competency education. In some cases comprehensive policy is being implemented, in others investments in pilots are used to engage districts, and in all of them innovation space is being created by lifting time-based policies. It is firmly in the hands of state leadership to redesign policies for a student-centered system, rather than a time-based system. This paper offers an opportunity for state leadership to reflect upon their efforts and share their insights into re-engineering the policy and practices of our K-12 systems that were built over hundreds of years. "Necessary for Success" introduces the concept of competency education, explains why the traditional time-based system is holding back our children and our nation, and discusses the important initial steps taken by states in introducing competency education. Interviews with state leadership about their strategies, lessons learned, and the emerging policy infrastructure that is needed for full alignment with competency education are included. The paper contains recommendations for creating a culture of competency within state education agencies. [More] Descriptors: Competency Based Education, State Policy, Guidelines, Success
(2013). Bringing the Tools of Big Science to Bear on Local Environmental Challenges, International Electronic Journal of Environmental Education. We describe an interactive collaborative environmental education project that makes advanced laboratory facilities at Brookhaven National Laboratory accessible for one-year or multi-year science projects for the high school level. Cyber-enabled Environmental Science (CEES) utilizes web conferencing software to bring multi-disciplinary, inquiry-based research opportunities to Districts who wish to participate. CEES serves as a model to show how students involved in distance learning and experimentation can engage in exciting, state-of-the-art research that enhances their skills for future Science, Technology, Engineering, and Math (STEM) careers. High school research opportunities through CEES support all seven New York State Standards for mathematics, science and technology (MST), Common Core and 12 of the National Geography Standards. [More] Descriptors: Science Instruction, Environmental Education, Science Projects, Science Careers
(2013). A Qualitative Study of Urban Elementary School Teachers' Perceptions of Accountability in Their Practice, ProQuest LLC. Current federal and state education mandates were developed to make schools accountable for student performance with the rationale that schools, teachers, and students will improve through the administration of high-stakes tests. Public schools are mandated to adhere to three accountability systems: national, state, and local. Additional elements include the recent implementation of the Common Core standards and newly devised state accountability systems that are granted through waivers as an alternative to the accountability mandates in the No Child Left Behind Act NCLB of 2001. Teachers' voices have been noticeably absent from the accountability debates, but as studies show, as primary recipients of accountability sanctions, many teachers withdraw, "burn out," or leave the profession altogether. The present study is based on the premise that teachers are vital to student achievement, and that their perspectives and understandings are therefore a resource for educational reform especially in light of the accountability mandates under NCLB. With that premise as a starting point, this dissertation examines practicing urban teachers' experiences of accountability in culturally and linguistically diverse schools. To fulfill these goals, this qualitative study used individual and focus group interviews and observations with veteran elementary school teachers in an urban Southwestern public school district, to ascertain practices they perceive to be effective. The study's significance lies in informing stakeholders, researchers, and policymakers of practicing teachers' input on accountability mandates in diverse urban schools. [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: Urban Teaching, Urban Schools, Accountability, Public Schools
(2016). Enhancing Civic Education through the Use of Assigned Advocacy, Argumentation, and Debate across the Curriculum, Communication Education. Evidence shows that the skills and dispositions that lead to thoughtful and effective participation in civic life can be developed and promoted through participation in assigned advocacy, argumentation, and debate. We argue that debate and argumentation are uniquely well suited to be implemented across the curriculum, which means that students could practice engagement with civic life across their disciplinary studies. Finally, we present the results of a survey of debate coaches that found that debate coaches see improvement in their students' research and writing skills, as well as their students' ability to work collaboratively with each other. More specifically, Social Studies and History teachers reported that debate and assigned advocacy improved a large range of skills they seek to cultivate as civic educators. [More] Descriptors: Debate, Persuasive Discourse, Advocacy, Civics
(2013). New Assessments, Better Instruction? Designing Assessment Systems to Promote Instructional Improvement, RAND Corporation. The Hewlett Foundation commissioned RAND to review research about the effects of assessment and to summarize what is known about assessment as a lever for reform. To explore the likely influence of new assessments on teaching practice and the conditions that moderate that relationship, researchers conducted a series of literature reviews. The reviews suggest a wide variety of effects that testing might have on teachers' activities in the classroom, including changes in curriculum content and emphasis, changes in how teachers allocate time and resources across different pedagogical activities, and changes in how teachers interact with individual students. The literature also identifies a number of conditions that affect the impact that assessment may have on practice. Research suggests that the role of tests will be enhanced by policies that ensure the tests mirror high-quality instruction, are part of a larger, systemic change effort, and are accompanied by specific supports for teachers. [For the summary of this report, see ED561185.] [More] Descriptors: Common Core State Standards, Academic Achievement, Critical Thinking, Problem Solving
(2013). Using a Four-Point Scaled Writing Rubric: Improving the Quantity and the Quality of the Writing in a First Grade Specialized 8:1:1 Classroom, Journal of the American Academy of Special Education Professionals. Educators today are faced with learning to implement the Common Core Standards in Language Arts and Math. Administrators are requiring grade level general education teachers/special education teachers to meet in Private Learning Communities in order to discuss the best ways to implement the CCS as well as to discuss best practices for writing instruction through close analysis of student writing. Research suggests that students use both cognitive and social processes when composing a writing piece (MacArthur, Graham, & Fitzgerald, 2006). Therefore, this study evaluates the importance of first using the social cultural writing process in order to enhance the cognitive writing process of students before they responded to a writing prompt. The study involved administering a journal entry pre-test, post-test, and final test over a four-week time period to eight first grade special education students in a specialized classroom. The results were calculated, analyzed, and conclusions/implications were recorded. [More] Descriptors: Scoring Rubrics, Writing Instruction, Writing Skills, Grade 1
(2011). The Formation of the College Board and the Context of Today, College Board. In an effort to ensure fair preparation and selection of high school applicants to college, a committee of university and secondary school leaders after significant discussion and dialogue organized in 1900 the College Entrance Examination Board, known today as simply the College Board. The presentation will highlight the topics of this discussion and dialogue that led to the formation of this organization highlighting the issues and context that facilitated its formation. The presentation will also attempt to show how education is faced with very similar issues with the Common Core Standards and the formation of the consortia to develop assessments. The intention of the presentation is not to offer a full history and evolution of the College Board, but to offer a perspective on how the context seen in history seems to repeat itself. The presenter will comment on what can be learned from the formation for the College Board in the context of today's issues. [More] Descriptors: Governing Boards, Nonprofit Organizations, Educational History, Organizational Development
(2013). Reshaping the College Transition: Early College Readiness Assessments and Transition Curricula in Four States. A State Policy Report, Community College Research Center, Teachers College, Columbia University. Based largely on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report describes how these states have established initiatives related to early college readiness assessments and transition curricula. It then compares the development of these interventions across states and identifies factors that have facilitated or hindered their implementation. Findings suggest that strong collaboration between the K-12 and higher education sectors in developing such initiatives is essential for ensuring that the skills and knowledge taught and assessed in high school are well-aligned with those needed for success in college. What is more, program designers need to carefully consider competing priorities concerning initiative goals, populations served, and course content. The study also suggests that state-level commitment to improving college readiness in the form of legislation may be helpful in building support and momentum. [More] Descriptors: Interviews, Stakeholders, College Readiness, Transitional Programs
(2016). Integrated STEM: A New Primer for Teaching Technology Education, Technology and Engineering Teacher. In this first of a two-part series, the authors report that STEM is still mostly science and mathematics, taught separately with little or no attention to technology and engineering. Where connections do get made to technology and engineering, too often they happen through several disconnected projects that lack coherence in content standards and student performance objectives. This paper highlights a process that science, math, engineering, and technology teachers may utilize to collaborate and design integrated STEM courses. The article proposes a conceptual framework that could provide a premise upon which educators interested in delivery of STEM content may reflect to integrate STEM disciplines in the classroom. At the heart of this framework is problem-based learning, pragmatism, and four theoretical constructs: systems thinking, situated learning theory, constructivism, and goal orientation theory, that blend together to accentuate Lee Shulman's (1986) Pedagogical Content Knowledge (PCK). For the purposes of this paper, designing a safe swing set will be utilized to illustrate how science, math, engineering, and technology teachers may forge a collaborative teaching effort to integrate STEM concepts into teaching practices. [More] Descriptors: STEM Education, Technology Education, Teaching Methods, Common Core State Standards
(2016). Speech and Debate as Civic Education, Communication Education. In light of the U.S. Senate's designation of March 15, 2016 as "National Speech and Debate Education Day" (S. Res. 398, 2016), it only seems fitting that "Communication Education" devote a special section to the role of speech and debate in civic education. Speech and debate have been at the heart of the communication discipline in the U.S. since a group of speech professors broke free from English departments to form the National Association of Academic Teachers of Public Speaking in 1914 (Gehrke & Keith 2014). Long before that, a rhetorical tradition dating back to the ancients emphasized training in speech and debate as essential to education for citizenship in a democracy. Therefore, leading scholars, teachers, coaches, and program administrators in speech and debate were invited to a conference presented by the Center for Democratic Deliberation, with support from the National Endowment for the Humanities and the National Communication Association, to reflect on challenges, trends, and opportunities in civic education. The audience of communication scholars agreed that speech and debate education benefits students in many ways; for example: (1) teaching students not only to be better speakers and critical listeners, but also to be more informed, engaged, and responsible citizens; (2) by studying speech and debate, students develop a keen appreciation for solid research, well-reasoned arguments, and effective delivery; (3) students who study speech and debate develop a better understanding of the rights and responsibilities of free speech, and they become more attuned to the threats to our democracy posed by propaganda and demagoguery; and (4) students learn how to solve problems collaboratively, and they develop a better appreciation for the diversity of perspectives and opinions in our complex, multicultural society. [More] Descriptors: Public Speaking, Debate, Civics, Citizenship Education
(2013). Formative Assessment in Practice: A Process of Inquiry and Action, Harvard Education Press. Margaret Heritage presents a practical guide to formative assessment as a process of "inquiry and action" essential to twenty-first century learning. In the wake of the development of the Common Core standards and the effort to develop the appropriate assessments to accompany them, formative assessment has attracted increasing attention from policy makers and practitioners alike. Yet this powerful and promising approach is often applied in ways that fail to capture its potential for improving student learning. In her book, Margaret Heritage presents a practical guide to formative assessment as a process of "inquiry and action" essential to twenty-first century learning. Heritage's approach is distinctive in that it is grounded in a "children's rights" framework–that is, the belief that assessment should be in the best interest of all students, that students should be involved in the decisions that ensue from assessment use, and that opportunities to learn, progress, and succeed will be available to all children equally. Accordingly, she addresses the students' own role in learning about themselves as learners and examines the classroom as a community of practice. The book also includes chapters on learning progressions and the policy contexts that support formative assessment. Skillfully interweaving theory and practice, this book promises to be an invaluable resource for teachers, teacher educators, and those interested in the academic and policy aspects of assessment. [Foreword written by W. James Popham.] [More] Descriptors: Formative Evaluation, Common Core State Standards, Childrens Rights, Student Evaluation
(2013). Elementary and Secondary Education Act Flexibility Waivers: Are States Using Flexibility to Expand Learning Time in Schools?, Center for American Progress. The Center for American Progress previously examined the extent to which states applying for first-round Elementary and Secondary Education Act (ESEA) flexibility waivers in 2012 planned to expand in-school learning time to turn around low-performing schools. This report provides an up-to-date review of states' ESEA flexibility plans and assesses the extent, if any, to which states have strategically thought about how expanded learning time can support school turnaround efforts. In doing so, reviewers examined the "Principle 2: State-Developed Differentiated Recognition, Accountability, and Support" section of all state plans for submission windows one through three. Specifically, the analysis focused on the extent to which each state plan outlined its intent to either use more time as part of its strategy to turn around its lowest-performing schools, or redesign the school day to reach student-achievement goals. Among states that requested flexible use of 21st Century Community Learning Centers (CCLC) funds, reviewers looked for details about its planned use. State plans were grouped in part based on the level of detail provided in three research-based building blocks for the effective use of increased learning time for core academics, enrichment opportunities, and teacher collaboration. States that provided the most detailed information were considered "standouts." Only four state plans met these criteria: Connecticut, Colorado, New York, and Massachusetts. Six out of 42 states demonstrated a commitment to increased learning time but did not provide enough detail. The majority of states–32 out of 42–did not think strategically about how increased learning time could complement school turnaround plans and increase academic achievement. As a result of the analysis, the following recommendations are included: (1) States develop guidelines promoting high-quality expanded learning time; (2) States develop a guide for school districts and principals that want to implement expanded learning time; (3) States encourage schools that choose to expand learning time to add 300 additional hours to the standard school-year schedule, allowing more time for the three key areas: academics, enrichment programming, and teacher collaboration; (4) States outline how they will use their 21st CCLC funding to increase learning time; (5) Districts and schools implement additional time strategically through an intentional, one-year planning period if possible; (6) Districts and schools use data analyses to strategically implement more time; and (7) Districts monitor schedule redesign. [More] Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Compliance (Legal)
(2013). Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics?, International Association for Development of the Information Society. In an effort to keep up with the new generation of digital learners, educators are integrating multiple forms of technology into their teaching, including online learning game applications. The purpose of this study was to determine the degree to which internet-based learning game applications selected by preservice teachers were aligned with the Common Core Standards for Mathematics. Preservice teachers were trained using the SKATE Method and then chose online learning game apps that were easily accessible to school-age students. Using the Alignment Rating Scale, researchers determined how well the selected online learning game apps supported Common Core Standards for Mathematics. Findings indicated that only 66 percent of the online learning game apps supported the Common Core Standards for Mathematics, revealing a clear need for more curriculum alignment training for preservice teachers. [For the full proceedings, see ED562107.] [More] Descriptors: Technology Uses in Education, Educational Technology, Technology Integration, Preservice Teachers
(2016). Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes, Reading and Writing: An Interdisciplinary Journal. A random sample of 482 teachers in grades 3 through 8 from across the United States were surveyed about (a) their perceptions of the version of the Common Core writing and language standards adopted by their state and their state's writing assessment, (b) their preparation to teach writing, and (c) their self-efficacy beliefs for teaching writing. Regardless of grade, a majority of teachers believed that the adopted standards are more rigorous than prior standards, provide clear expectations for students that can be straightforwardly translated into activities and lessons, and have pushed them to address writing more often. However, many surveyed felt the new writing and language standards are too numerous to cover, omit key aspects of writing development, and may be inappropriate for struggling writers. Moreover, most did not feel that professional development efforts have been sufficient to achieve successful implementation, and nearly one in five respondents was not familiar with the standards. The respondents were generally less sanguine regarding their state's writing test, with elementary teachers even less positive than middle school teachers on some aspects, though nearly a third were unfamiliar with their state test. A majority believed state writing tests, though more rigorous than prior tests, fail to address important aspects of writing development, do not accommodate the needs of students with diverse abilities, and require more time than is available to prepare students. Additionally, many teachers believed professional development efforts have been insufficient to help them understand measurement properties of the assessments and how to use test data to identify students' writing needs. Teachers who were better prepared to teach writing and who held more positive personal teaching efficacy beliefs for writing exhibited generally more positive perceptions of their state's standards. In contrast, only teacher efficacy beliefs made a unique contribution to the survey respondents' attitudes and beliefs about their state's writing test. [More] Descriptors: Common Core State Standards, Grade 3, Grade 4, Grade 5
(2011). Slouching toward a National Curriculum, Journal of Mathematics Education at Teachers College. The U.S. school mathematics curriculum changed slowly during the last century, and only in the past few decades have there been serious efforts to establish it nationally rather than having it be, at least in principle, locally determined. Waves of change have periodically swept the curricular ocean, but on the seabed, in the classrooms where students encounter their curriculum, much less has changed. A variety of recent efforts have been undertaken to change the curriculum nationally, and the country may be close to adopting a common core of standards for the school mathematics curriculum. In view of the complexity of how the curriculum operates and how it might change–and in particular, in view of the critical role teachers of mathematics play in making any change–the effects a national curriculum might have on classroom practice are impossible to predict. [More] Descriptors: Mathematics Curriculum, National Curriculum, Curriculum Development, Change Strategies