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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: 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: Justin Woodbridge Publisher: ISBN: Category : Common Core State Standards (Education) Languages : en Pages : 72
Book Description
The Common Core State Standards (CCSS) Initiative is the most recent effort of the education system in America to improve student achievement and 43 states, 4 territories, and Washington, DC have adopted the Standards. These new standards have increased the demands placed on educators and students. This study used interviews to gather the perceptions of instructional coaches and administrators regarding the implementation of the CCSS. The sample consisted of 2 male and 3 female instructional coaches and administrators from the Central Valley of California. The participants noted effectiveness of implementation, challenges, possible changes to professional development, and the impact of new student online assessments.
Author: Publisher: ISBN: Category : Electronic books Languages : en Pages : 139
Book Description
The purpose of this study was to investigate special education teachers’ perception of the best practices they use with students with disabilities when implementing the Common Core State Standards. A nationwide survey of K-8 special education teachers was conducted by mail to identify perception of best instructional practices used and deemed beneficial. Additionally, survey responses indicated challenges faced in implementing practices, and supports needed to address challenges when implementing IEP goals. The quantitative data collected were analyzed using descriptive statistics. Frequencies and percentages were calculated to determine teachers’ perceptions of the best practices utilized and deemed beneficial. The qualitative data from the open-ended questions were categorized using a constant comparative method. The top five perceived best practices included think-alouds with modeling, graphic organizers, building vocabulary, building connections, and cooperative learning. The top five challenges identified in the research included: time; varied needs; curriculum and standards; high caseloads; and selecting best practices. Special education teachers reported they needed support with time management and coaching and felt well supported with collaboration and professional development. The information collected from these surveys provides school leaders with an understanding of special education teachers’ perception of the instructional best practices being implemented with students with disabilities to expose them to CCSS in improving achievement and whether these strategies are aligned to CCSS shifts. By having a better understanding of best practices and CCSS, shifts administrators will be more equipped to identify needed professional development, as well as coaching and guidance to special education staff.
Author: Lasisi Ajayi Publisher: Cambridge Scholars Publishing ISBN: 144389298X Category : Education Languages : en Pages : 325
Book Description
This book is written primarily for pre-service and in-service teachers of Literacy/English Language Arts, school administrators, literacy graduate education students, and literacy education researchers, and addresses the myriad of questions regarding the implementation of the Common Core State Standards. Classroom teachers and pre-service teachers are currently confronting questions such as how they can teach the Common Core State Standards to make sure they are fully addressing them; how they can have the time to teach students to have deeper understandings of the skills and concepts addressed in the Standards; what they can do to meet the learning needs of diverse students such as English language learners and students with learning disabilities; whether teachers of content areas are required to add reading instruction to their teaching responsibilities; whether the Standards tell teachers what to teach; and whether the document tells teachers how to implement the Standards in the classroom, among others. This book is designed to answer these questions and many others. Each chapter contains instructional practices, examples, vignettes, and illustrations that connect the Common Core State Standards to classroom practices, and thereby provide pre-service and in-service teachers with meaningful, relevant, and practical teaching strategies to prepare culturally, academically, and linguistically diverse students in California and other states of the nation for both career and college. In this regard, readers of this book will find that the authors have provided a pathway to better understand the Common Core State Standards, and will be able to use what they learn in the pages of this book to provide more effective instruction for their students across the disciplines to read, analyse, and critique complex texts and apply knowledge to solve practical, real-life problems.
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: Cheryl A. Dunkle Publisher: Corwin Press ISBN: 1452283966 Category : Education Languages : en Pages : 185
Book Description
Transform your school using proven core curriculum practices Many educators agree that we already know how to foster student success, so what is keeping common sense from becoming common practice? The author provides step-by-step guidance for overcoming the barriers to adopting the Common Core State Standards (CCSS) and achieving equity and excellence for all students. As an experienced teacher and principal, Cheryl Dunkle is well versed in staff members′ perspectives and gives school leaders valuable tools for fostering the teacher and parent buy-in needed to put the CCSS into practice. This practical guide shows leaders how to implement the CCSS, which will ultimately result in continuous quality improvement in schools. Leading the Common Core State Standards addresses these key issues and more: Communicating the CCSS to teachers and parents and attaining their buy-in Transitioning schools and districts to align with the CCSS Determining which teaching and learning practices need to change Garnering resources and support for reforms Many timesaving and supportive professional learning resources are provided, including guiding questions, an annotated bibliography, and a list of helpful references. These tools equip leaders to create collaborative structures and a climate of trust for sharing professional expertise and expanding the capacity of every staff member. There are no effective "quick fixes" in education. However, the steps outlined in this book will put you, your staff, and your students on a common-sense path to success.
Author: Robert J. Manley Publisher: Corwin Press ISBN: 1452277508 Category : Education Languages : en Pages : 289
Book Description
Essential reading for school leaders! Providing a blueprint for implementing and exceeding the new Common Core State Standards, this practical guide focuses on realistic strategies for lasting change within schools. The authors build an inspiring case for how individual schools can develop a world-class education system through targeted professional development. Topics include: Empowering teachers and staff as partners in implementing the new standards Adapting existing curriculum to meet grade-level goals for mathematics and language arts Designing assessments that measure mastery of the standards Ensuring that the standards benefit all students, including multicultural learners
Author: Christine Hipsher
Author: Christine Hipsher
Author: 
Author: 
Author: Justin Woodbridge
Author: 
Author: Lasisi Ajayi
Author: Julie Trammell Sheppard
Author: Melissa L. Woodard
Author: Cheryl A. Dunkle
Author: Robert J. Manley