Bibliography: Common Core State Standards (page 127 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include E. D. Hirsch, David A. Farbman, Dave Edwards, Andrew J. Cavanagh, George DeBoer, Susan McMillen, Marilyn K. Simon, Paul E. Peterson, Donald Wise, and Pixita del Prado Hill.

DeBoer, George; Carman, Elaine; Lazzaro, Christopher (2010). The Role of Language Arts in a Successful STEM Education Program, College Board. [Slides] presented at the College Board National Forum in Washington, D.C., October 2010. This presentation examines the implementation of Common Core Standards for English Language Arts in STEM classrooms and the implications for effective teaching of STEM subjects.   [More]  Descriptors: Role, Language Arts, STEM Education, Standards

Farbman, David A.; Novoryta, Ami (2016). Creating Learning Environments in the Early Grades That Support Teacher and Student Success: Profiles of Effective Practices in Three Expanded Learning Time Schools, National Center on Time & Learning. In "Creating Learning Environments in the Early Grades that Support Teacher and Student Success," the National Center on Time & Learning (NCTL) profiles three expanded-time elementary schools that leverage a longer school day to better serve young students. In particular, the report describes how a longer day opens up opportunities to foster children's development across cognitive, social, physical, and emotional domains by: (1) crafting a schedule around a robust educational program; (2) focusing on building strong child-adult relationships; and (3) enabling teachers to collaborate toward continuous improvement. For disadvantaged children, having more time in productive learning environments is vital for setting them on the right path to future success in school and life. The schools profiled are located in Revere, Massachusetts; Meriden, Connecticut; and Denver, Colorado.   [More]  Descriptors: Educational Environment, Elementary Schools, Primary Education, Extended School Day

Loss, Christopher P., Ed.; McGuinn, Patrick J., Ed. (2016). The Convergence of K-12 and Higher Education: Policies and Programs in a Changing Era. Educational Innovations Series, Harvard Education Press. In "The Convergence of K-12 and Higher Education," two leading scholars of education policy bring together a distinguished and varied array of contributors to systematically examine the growing convergence between the K-12 and higher education sectors in the United States. Though the two sectors have traditionally been treated as distinct and separate, the editors show that the past decade has seen an increasing emphasis on the alignment between the two. At the same time, the national focus on outcomes and accountability, originating in the K-12 sector, is exerting growing pressure on higher education, while trends toward privatization and diversification–long characteristic of the postsecondary sector–are influencing public schools. This volume makes the powerful case that it is no longer possible to think of one sector in the absence of the other, given the economic, demographic, and technological forces that are pushing the educational system toward convergence. Taken together, the chapters in this book provide a promising new line of inquiry for examining contemporary questions in education policy. Contents include: (1) Framing Convergence (Christopher P. Loss and Patrick J. McGuinn); (2) Governance as a Source of Sector Convergence in a Changing Sociopolitical Landscape (Kevin J. Dougherty and Jeffrey R. Henig); (3) From Helping the Poor to Helping the Middle Class: The Convergence of Federal K-12 and Higher Education Funding Policy Since 1965 (Adam R. Nelson and Nicholas M. Strohl); (4) Individuality or Community?: Bringing Assessment and Accountability to K-16 Education (Arnold F. Shober); (5) Teacher Policy Under the ESEA and the HEA: A Convergent Trajectory with an Unclear Future (Dan Goldhaber and Nate Brown); (6) Institutional Assessment and Accountability (Luciana Dar); (7) College for All and the Convergence of High School and Community College (James Rosenbaum, Caitlin Ahearn, Chenny Ng, and Jiffy Lansing); (8) College Access and Opportunity (Donnell Butler); (9) Preparing Students for College: Common Core and the Promises and Challenges of Convergence (Josipa Roksa); (10) Technology and Education in the United States: Policy, Infrastructure, and Sociomaterial Practice (June Ahn and Bradley Quarles); (11) Going Global: How US K-16 Education Is Shaped by "the Rest of the World" (Cynthia Miller-Idriss); and (12) The Future of Convergence (Patrick J. McGuinn and Christopher P. Loss). An index is also included.   [More]  Descriptors: Elementary Secondary Education, Higher Education, Educational Policy, Alignment (Education)

del Prado Hill, Pixita; Friedland, Ellen S.; McMillen, Susan (2016). Mathematics-Literacy Checklists: A Pedagogical Innovation to Support Teachers as They Implement the Common Core, Journal of Inquiry and Action in Education. This article presents two innovative tools–the Mathematics-Literacy Planning Framework and Mathematics-Literacy Implementation Checklist–which are designed to help instructional coaches and specialists support teachers to meet the challenges of the mathematics-literacy integration goals of the Common Core. Developed with teacher input, these instruments serve as cognitive "safety nets" to ensure effective integration of appropriate strategies before, during, and after instruction.   [More]  Descriptors: Mathematics Instruction, Check Lists, Common Core State Standards, Literacy

Hirsch, E. D., Jr. (2016). Why Knowledge Matters: Rescuing Our Children from Failed Educational Theories, Harvard Education Press. In "Why Knowledge Matters," influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. Hirsch, author of "The Knowledge Deficit," draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science. The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.   [More]  Descriptors: Educational Theories, Educational Change, Child Development, Failure

Peterson, Paul E. (2016). The End of the Bush-Obama Regulatory Approach to School Reform, Education Next. At the turn of the century, the United States was trying to come to grips with a serious education crisis. The country was lagging behind its international peers, and a half-century effort to erode racial disparities in school achievement had made little headway. Many people expected action from the federal government. George W. Bush and Barack Obama, the century's first two presidents, took up the challenge. For all their differences on how best to stimulate economic growth, secure the national defense, and fix the health-care conundrum, the two presidents shared a surprisingly common approach to school reform: both preferred the regulatory strategy. In 2001, Bush persuaded Congress to pass a new law, No Child Left Behind (NCLB), which created the nation's first reform-minded federal regulatory regime in education. When NCLB ran into trouble, Obama invented new ways of extending the top-down approach. Unfortunately, neither president came close to closing racial gaps or lifting student achievement to international levels. The Obama administration is now packing up and heading home, leaving the regulatory machine in ruins. A new federal law, the Every Student Succeeds Act (ESSA), has unraveled most of the federal red tape. Although the mandate for student testing continues, the use of the tests is now a state and local matter. School districts and teachers unions are rubbing their hands at the prospect of reasserting local control. With districts beset by collective bargaining agreements, organized special interests, and state requirements, choice and competition are the main levers of reform that remain. Vouchers and tax credits are slowly broadening their legal footing. Charter schools are growing in number, improving in quality, and beginning to pose genuine competition to public schools, especially within big cities. Introducing such competition is the best hope for American schools, because today's public schools are showing little capacity to improve on their own. In this article, the author presents how choice and competition remain the country's best hope when it comes to education.   [More]  Descriptors: Federal Government, Government Role, Federal Legislation, Educational Legislation

Sullivan, Dennis D. (2016). The Common Core Learning Standards and Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership and Academic Optimism, ProQuest LLC. This study sought to identify the relationships among elementary teachers instructional practices in mathematics pre- and post-CCLS implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools (based on the Need/Resource Capacity Categories) across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables. The implementation of CCLS mathematics had an influence on elementary-school teachers' instructional practices and attitudes in both high and low needs schools. Teacher academic optimism was reported as overall higher in high needs districts, whereas teachers in low needs districts reported an increase in instructional motivation practices after the implementation of CCLS mathematics. Instructional Motivation emerged from this study as a construct describing both a disposition and behavior of teachers. Instructional Motivation is the ability of a teacher to engage a student intellectually in the content and at the same time make that content important and relevant for that student. The presentation of this construct is different for each teacher and is based in large part on the trust relationship between the teacher and the student. [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: Common Core State Standards, Elementary School Teachers, Mathematics Teachers, Mathematics Instruction

Cavanagh, Andrew J. (2015). Teacher Networks in the Climate of Comprehensive Education Reform: A Network Analysis of District-Wide Social Capital Flow, ProQuest LLC. The present study investigated the district-wide characteristics of relational ties among a sample of K-12 teachers implementing the Common Core comprehensive education reform. This study addressed deficits in current scholarly understanding of the social influences in schools that impact delivery of educational reform efforts such as the Common Core by utilizing social network analysis to conduct descriptive and inferential examinations of teachers' self-reported interactions in three domains: Common Core lesson planning, student assessment related to the Common Core, and non-professional social ties. In particular, this study focused on the role of professional learning communities (PLCs) within the district in contributing to a) the formation of relational ties among teachers and b) reform-relevant teacher outcomes. Preliminary analyses revealed low levels of overall advice-seeking behavior at the district level across three domains. Descriptive social network analyses at the individual and PLC levels revealed variation across participants and groups, respectively, in the number of relational ties among teachers. Using multilevel regression modeling for main study analyses, characteristics of teacher ties at the individual and PLC levels were examined in relation to teacher-level outcomes related to the Common Core, namely: Common Core buy-in; self-efficacy for instruction; alignment of curriculum, instruction, and assessment to state standards; perception of the learning environment within the district as supportive; and focused professional development related to the reform. Findings indicate limited support for the role of PLCs in contributing positively to teacher-level dependent variables, despite considerable time and resources used to fund this professional development model. Results indicate a need to further examine the relationship between teacher interactions within PLCs and teacher-level dependent variables (e.g., instructional practice and student performance). [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: Elementary School Teachers, Secondary School Teachers, Social Networks, Network Analysis

DiPerna, Paul (2015). 2015 Schooling in America Survey: Perspectives on School Choice, Common Core, and Standardized Testing. Polling Paper No. 24, Friedman Foundation for Educational Choice. The purpose of this annual survey developed and reported by the Friedman Foundation and our partner, Braun Research, Inc., is to measure public opinion on, and in some cases awareness or knowledge of, a range of K-12 education topics and reforms. We report response levels, differences ("margins"), and intensities for the country and a range of demographic groups. We also track response changes over time when possible.   [More]  Descriptors: School Choice, Common Core State Standards, Standardized Tests, Public Opinion

Regional Educational Laboratory Mid-Atlantic (2015). Effective Differentiation: A Guide for Teachers and Leaders. Q&A for Carol A. Tomlinson, Ed.D. REL Mid-Atlantic Educator Effectiveness Webinar Series. In this webinar, Dr. Carol Tomlinson of the University of Virginia presented the research base supporting the practice of differentiation and described the characteristics of effective differentiation. She led a discussion of how quality preparation can build and strengthen teachers' knowledge and skills in implementing differentiated instruction strategies. The webinar and PowerPoint presentation are also available. A brief list of resources is included.   [More]  Descriptors: Teaching Methods, Individualized Instruction, Teacher Competencies, Knowledge Base for Teaching

Lowman, J. Joneen (2016). A Comparison of Three Professional Development Mechanisms for Improving the Quality of Standards-Based IEP Objectives, Communication Disorders Quarterly. Professional development is a necessary component of maintaining competency in professional practice. Technology has opened the door to new formats for delivering professional development, in addition to more traditional modes of training. This study compared three professional development formats for improving the quality of standards-based Individualized Education Program objectives written by school-based speech-language pathologists (SLPs). Forty-seven SLPs were randomly assigned to one of three professional development formats. Fourteen SLPs assigned to the web-based group read training content presented on a website. The 17 SLPs in the workshop group attended a workshop, while the 18 SLPs in the peer coaching group attended the workshop followed by 2 months of peer coaching conducted through a website. No follow-up support was provided to the web-based and workshop groups. Results show that all groups improved; however, the workshop and peer coaching groups made significant improvements compared with the web-based group. Surprisingly, the peer coaching group did not demonstrate continued improvement. The "type of coaching," in this case, peer coaching in which two novices observed and provided feedback to each other, may account for the observed plateau in performance. Factors to be considered when matching learner outcomes to professional development activities are summarized and discussed.   [More]  Descriptors: Comparative Analysis, Professional Development, Individualized Education Programs, Educational Legislation

Edwards, Dave (2015). Planning and Designing for K-12 Next Generation Learning, International Association for K-12 Online Learning. The changing demands of the 21st century–and the students growing up in it–are generating fundamental challenges to historical assumptions about what education looks like. The challenge today is to provide a deeper level of personalized learning to each and every student so that all can achieve mastery of the Common Core standards and other skills and dispositions. Because the field of next generation learning is still nascent, practitioner-created tools and resources are sparse-and those that do exist are not validated. This toolkit organizes the most helpful resources currently available on pathways for district, charter, and school leaders to use during the first stages of research and deliberation on how to proceed. It will facilitate a better understanding of what questions to ask and how to begin thinking through the next generation learning design. The toolkit will serve as a decision-making guide for conceptualizing, designing, and developing next generation learning in school, districts, or charter management organization. It will streamline the process for planning and engaging other stakeholders to design learning that will effectively and efficiently lead to improved outcomes for students. The graphic charts the key decisions necessary to make throughout the process and provides an outline for the toolkit. [This report is produced in collaboration with Next Generation Learning Challenges (NGLC). NGLC accelerates educational innovation through applied technology to dramatically improve college readiness and completion in the United States. NGLC is a partnership led by EDUCAUSE and includes the League for Innovation in the Community College, the International Association for K-12 Online Learning (iNACOL), and the Council of Chief State School Officers (CCSSO). Funding is provided by the Bill & Melinda Gates Foundation and the William and Flora Hewlett Foundation.]   [More]  Descriptors: Elementary Secondary Education, Educational Planning, Instructional Design, Educational Resources

Sheehan, Kathleen M.; Flor, Michael; Napolitano, Diane; Ramineni, Chaitanya (2015). Using "TextEvaluator"¬Æ to Quantify Sources of Linguistic Complexity in Textbooks Targeted at First-Grade Readers over the Past Half Century. Research Report. ETS RR-15-38, ETS Research Report Series. This paper considers whether the sources of linguistic complexity presented within texts targeted at 1st-grade readers have increased, decreased, or held steady over the 52-year period from 1962 to 2013. A collection of more than 450 texts is examined. All texts were selected from Grade 1 textbooks published by Scott Foresman during the targeted time period. Analyses are implemented using the "TextEvaluator"¬Æ tool, a comprehensive text complexity evaluation tool designed to help teachers, textbook publishers, and test developers identify and quantify text-based sources of comprehension difficulty within informational, literary, and mixed texts. Results suggest that 1st-grade textbooks published over the past half century have included an increasing proportion of informational passages, and this shift has been accompanied by the following specific changes: (a) an increase in the proportion of words that tend to appear less frequently in printed text, (b) an increase in the proportion of words that are more characteristic of academic text as opposed to fiction or conversation, (c) lower levels of referential cohesion, (d) lower levels of narrativity, and (e) fewer instances of an interactive/conversational style. These findings suggest that, in contrast to the claim of a "general, steady decline" in textbook complexity, text-based sources of comprehension difficulty within Grade 1 texts have either risen or held steady throughout the past half century.   [More]  Descriptors: Text Structure, Content Analysis, Grade 1, Elementary School Students

Kitchens, Vivian D.; Deris, Aaron R.; Simon, Marilyn K. (2016). Effects of an Intervention on Math Achievement for Students with Learning Disabilities, Journal of the American Academy of Special Education Professionals. Students with learning disabilities score lower than other at-risk groups on state standardized assessment tests. Educators are searching for intervention strategies to improve math achievement for students with learning disabilities. The study examined the effects of a mathematics intervention known as Cover, Copy, and Compare for learning basic math computation skills. Fifteen students diagnosed with learning disabilities participated in this study using Curriculum Based Assessment probes to collect the data. There was a significant difference in math achievement from pre- to post-test scores for students with learning disabilities who participated in the Cover, Copy, and Compare treatment, t (14) = -15.09, p < 0.001. An analysis of covariance determined the efficacy of a Cover, Copy, and Compare intervention was not related to gender or ethnicity. One recommendation for future research is to conduct studies regarding Cover, Copy, and Compare instruction's impact on student achievement for younger and older students with learning disabilities.   [More]  Descriptors: Intervention, Mathematics Achievement, Learning Disabilities, At Risk Students

Kauble, Anna; Wise, Donald (2015). Leading Instructional Practices in a Performance-Based System, Education Leadership Review of Doctoral Research. Given the shift to Common Core, educational leaders are challenged to see new directions in teaching and learning. The purpose of this study was to investigate the instructional practices which may be related to the effectiveness of a performance-based system (PBS) and their impact on student achievement, as part of a thematic set of dissertations that examined different aspects of a PBS system in three separate school systems in different areas of the continental US. This specific study examined the role of instructional strategies in implementing and sustaining a performance-based system in order to better understand how instructional strategies can improve the implementation of an innovative school reform as well as support a sustainable outcome that improves student academic achievement. In the study, a questionnaire was utilized to measure instructional strategy perceptions. Next, instructional strategy actions and perceptions were explored through face-to-face focus groups with participants. Finally, classroom observations were conducted to determine which components of instructional practices are commonly used in a PBS. The design for this mixed method study integrated both qualitative and quantitative methods. The results of the study indicated that there were some differences in the perceptions and usage of instructional practices across grade levels and districts. It was found the participants believed that the individualized nature of a PBS along with instilling student self-motivation is what promotes student achievement, not the use of specific instructional practices.   [More]  Descriptors: Educational Practices, Performance Based Assessment, Common Core State Standards, Academic Achievement

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