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Author: Jason Michael Vicich Publisher: ISBN: 9781339197265 Category : Common Core State Standards (Education) Languages : en Pages : 390
Book Description
The study was conducted over the course of the 2014-2015 school year. Data was gathered through a three interview sequence, site visits and the administration of the SOCQ 75 instrument before and at the conclusion of the school year. All three data sources were triangulated to see if they were indicating the same perceptions.
Author: Jason Michael Vicich Publisher: ISBN: 9781339197265 Category : Common Core State Standards (Education) Languages : en Pages : 390
Book Description
The study was conducted over the course of the 2014-2015 school year. Data was gathered through a three interview sequence, site visits and the administration of the SOCQ 75 instrument before and at the conclusion of the school year. All three data sources were triangulated to see if they were indicating the same perceptions.
Author: Jean Kaya Publisher: ISBN: Category : Affective education Languages : en Pages : 408
Book Description
Implementation of previous U.S. standards-based education initiatives has been challenging due to, among other issues, the lack of common and consistent meaning of 'proficiency' among states. Implementing new education standards for educators means undertaking actions to understand the skills to be taught, develop curriculum, make curriculum more accessible to students, and effectively assess the skills being taught. This single-site qualitative collective case study investigated how three secondary in-service teachers and one secondary student teacher navigated implementation of the Common Core State Standards in a Midwestern rural secondary school. The study is grounded in Hall, Wallace, and Dossett's (1973) Concerns-Based Adoption Model that I use in the context of the Common Core State Standards educational reform. The teachers' shared experiences demonstrated their stages of concern with the Common Core initiative, their levels of use of the standards, and their configurations of the Common Core. Findings indicate that implementation of education initiatives is a complex process which is dependent upon multiple components. Teachers described their perceptions of the Common Core State Standards and how they adapted and implemented the standards in their context. The findings of the current study have far-reaching implications for people concerned with or interested in the U.S. K-12 education system such as school principals, other education administrators and leaders, classroom teachers, researchers, and policymakers.
Author: Gabriela Pantoja Sanchez Publisher: ISBN: Category : Common Core State Standards (Education) Languages : en Pages : 137
Book Description
The development of the Common Core State Standards (CCSS) came about because of universal concerns that education was not adapting to the changing world and that students were leaving schools unprepared. The CCSS went into effect during the 2014-2015 school year. Due to the rigorous curriculum and higher expectations compared to past State standards, significant changes were required to implement the CCSS. The purpose of this explanatory sequential mixed-methods study was to explore teacher perceptions of the CCSS and their perceptions of their participation in the implementation of the CCSS. This study used the Concerns-Based Adoption Model (CBAM) as a conceptual lens to identify teachers’ Stages of Concern (SoC) with regard to CCSS. The SoC revealed teachers were no longer concerned with the subscale of Self (Stages 0-2), and were at the subscale Task (Stage 3), and seemed to be moving towards the subscale of Impact (Stages 4-6) with similar patterns of intensity across years of teaching experience and grade levels taught. Most of the teachers in the study reported positive perceptions of the CCSS. Four themes emerged from the interviews: (a) student benefit, (b) district’s choice, (c) district support, and (d) state implementation.
Author: Christine Hipsher Publisher: ISBN: Category : Career development Languages : en Pages : 154
Book Description
The purpose of this multiple case study was to explore the impact of the implementation of the Common Core State Standards in Georgia K-12 on the professional development needs of educators. Across the United States the enactment of a Common Core State Standards went into effect. The primary goal of the Common Core State Standards movement was to clarify standards. Accordingly, this study reviewed Social Learning Theory and Constructivism. The research questions in this study examined the types of support educators requested. The research conducted in this multiple case study analyzed teachers' perceptions about the implementation of the CCSS and effective professional development practices. Data was collected over a period of a couple months, and transcripts of interviews, focus groups, and reflective journals were analyzed using theme analysis. The overarching themes identified in the study included the frustration that educators felt throughout the implementation year, and the additional support they would like to receive. Recommendations for effective professional development practices included the incorporation of technological resources, opportunities for professional collaboration, respectful use of educators' time, a home school connection, inclusion of all staff working with students in professional development, and a focus on supporting students academically. All information shared with educators was expected to be organized and relevant. The results of this study indicated a need for additional professional development instruction and research.
Author: Melissa L. Woodard Publisher: ISBN: Category : Language arts (Elementary) Languages : en Pages : 191
Book Description
The purpose of this qualitative study was to explore teacher and principal knowledge of the ELA Common Core State Standards and the changes in instructional practices that are necessitated by their implementation. The study investigated the implications on professional development opportunities that help teachers more closely align their instruction to best practice Common Core State Standards' expectations. Principals and teachers were asked to reflect on their knowledge of the Common Core expectations and the professional development models provided. A total of 61 educators participated in the study, including 52 elementary teachers and nine elementary principals. Surveys, interview questions, and focus group protocols were utilized to ascertain elementary teachers' and principals' perceptions of their knowledge of the ELA Common Core State Standards and the implications of the CCSS on instructional practices and professional development. Literacy lessons were also observed in seven classrooms to identify the integration of Common Core-aligned practices within instruction. The results of this study revealed that teachers possessed an inconsistent understanding of the primary instructional shifts associated with the ELA Common Core State Standards. The findings demonstrated elementary teachers' perceptions of the effectiveness of the professional development related to Common Core State Standards to be weak. Results of the surveys indicated three-fourths of the teachers felt only "somewhat prepared" to teach the Common Core. To better prepare students for the expectations of the English Language Arts Common Core Standards, teachers and principals should focus on developing instructional practices that promote critical thinking and increase the rigor expected of students.
Author: Shelby Zilinek Publisher: ISBN: Category : Languages : en Pages : 78
Book Description
The focus of the research paper is looking at the factors influencing first grade teachers to implement the Common Core State Standards into their classrooms. Common Core State Standards are new standards being adopted across the United States to provide students with college and career skills. To address what is influencing teachers in the implementation of the new standards, a survey was conducted with first grade teachers in one district. The data analyzed looks into factors focusing on teacher experience, attitudes, dispositions, and the ability to change. The research will provide insight into what is influencing teachers and what they are requesting to be successful with implementation of Common Core State Standards in a Southern California School District.
Author: National Research Council Publisher: National Academies Press ISBN: 0309305209 Category : Education Languages : en Pages : 135
Book Description
The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives - the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS) - are informed by research on learning and teaching and a decade of standards-based education reform. While the standards have been developed separately in English/Language Arts and Science, there are areas where the standards intersect directly. One such area of intersection occurs between the "Literacy in Science" portions of the Common Core State Standards for English/Language Arts and the practices in the NGSS (originally outlined in the NRC's A Framework for K-12 Science Education), particularly the practice of "Obtaining, evaluating and communicating information". Because the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist. Literacy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. Literacy for Science articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. Literacy for Science will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience.
Author: P. David Pearson Publisher: Teachers College Press ISBN: 0807773735 Category : Education Languages : en Pages : 289
Book Description
This one-of-a-kind resource will be invaluable to every teacher educator, every curriculum director, and every literacy coach, whether or not they must meet Common Core Standards. Bringing together perspectives from literacy luminaries, each addressing their specialty, this book offers an accessible fund of rich practices in literacy instruction. The book serves two purposes: First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core Standards and other rigorous curriculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights that educators should be aware of. Closing chapters situate the Common Core within a continuum of educational policy and legislation. Contributors: Richard L. Allington, Monica T. Billen, Jay S. Blanchard, Robert Calfee, Gina N. Cervetti, Michael F. Graves, John T. Guthrie, Elfrieda H. Hiebert, James V. Hoffman, Rosalind Horowitz, Michael L. Kamil, Barbara Kapinus, Richard Long, Leigh Ann Martin, Kimberly McCuiston, James Nageldinger, David Paige, P. David Pearson, Timothy Rasinski, S. Jay Samuels, Barbara Taylor, Joanna P. Williams, Kathleen Wilson “Pearson and Hiebert have long advocated for children in schools, and this volume is no exception. They and their chapter authors situate the CCSS within the historical and policy context in which it was written and support the literacy education community as we wrestle with the implications the standards have for research, for teachers, for teaching, and for learning.” —Sharon Walpole, University of Delaware “This book gets way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the standards. I read a lot, and I can't think of the last time I read anything about the CCSS as engaging and thought provoking as this.” —Nell K. Duke, University of Michigan
Author: Jason Michael Vicich
Author: Jason Michael Vicich
Author: Jean Kaya
Author: Gabriela Pantoja Sanchez
Author: Albert Cheng
Author: Christine Hipsher
Author: Matthew Trevor Compardo
Author: Melissa L. Woodard
Author: Shelby Zilinek
Author: National Research Council
Author: P. David Pearson