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Author:
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 148
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Book Description
Author:
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 148
Get Book Here
Book Description
Author: Christine Hipsher
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 154
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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: Gabriela Pantoja Sanchez
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 137
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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: Ashley Lauren Corlett
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
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Book Description
Author: Albert Cheng
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 170
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Author:
Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 139
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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: Sara Jaclyn Adan
Publisher:
ISBN:
Category :
Languages : en
Pages : 180
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Book Description
Academic achievement in the United States is low, with students graduating high school unprepared for college and the workforce. To remedy this issue, 42 states fully adopted the Common Core State Standards (CCSS). The CCSS outlines what students should know in English Language Arts (ELA) and math at the end of each grade -kindergarten through 12th grade. The overall goal of the CCSS is to prepare students for colleges and careers by developing their critical-thinking, problem-solving, and analytical skills. In 2013, California fully implemented the standards. To understand the implementation activities in high schools, this exploratory thesis utilized data from a larger qualitative study conducted by the Education Insights Center. I used 24 high school educator interview transcripts from two different schools in one northern California school district. I focused on three themes I believed provided the best insights about implementation activities-teacher preparedness, schools' relationship with postsecondary institutions, and how the CCSS relates to college and career readiness. Overall educators were optimistic about the CCSS. However, most educators stated they wanted more time and money to implement the CCSS and some wanted more direction from the state as they were unsure if they were implementing it correctly. Even with wanting more time and money, teachers found being student-centered and "flipping" their classrooms helped students learn and engage more with the lessons. Educators were also concerned about what postsecondary institutions were expecting of incoming students and what admissions changes they were making in light of the CCSS, as they did not have that information. Lastly, educators were confident they could prepare students for college, but they were unsure about preparing them for the workforce. I provided key implications from my findings to help improve the CCSS implementation, including needing more guidance from the state, having better coordination between high schools and postsecondary institutions, ensuring teachers have the content knowledge to teach subjects at a deeper level, receiving business input on schools' CTE offerings, and reconsidering the public CCSS messaging. I concluded with suggestions for future research.
Author: Richard Beach
Publisher: Routledge
ISBN: 1317529146
Category : Language Arts & Disciplines
Languages : en
Pages : 350
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Book Description
Timely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of the Common Core State Standards. Adopting a critical inquiry approach, it demonstrates how the Standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. It provides specific examples of teachers using the critical inquiry curriculum framework of identifying problems and issues, adopting alternative perspectives, and entertaining change in their classrooms to illustrate how the Standards can not only be addressed but also surpassed through engaging instruction. The Second Edition provides new material on adopting a critical inquiry approach to enhance student engagement and critical thinking planning instruction to effectively implement the CCSS in the classroom fostering critical response to literary and informational texts using YA literature and literature by authors of color integrating drama activities into literature and speaking/listening instruction teaching informational, explanatory, argumentative, and narrative writing working with ELL students to address the language Standards using digital tools and apps to respond to and create digital texts employing formative assessment to provide supportive feedback preparing students for the PARCC and Smarter Balanced assessments using the book’s wiki site http://englishccss.pbworks.com for further resources
Author: Justin Woodbridge
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 72
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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: Lasisi Ajayi
Publisher: Cambridge Scholars Publishing
ISBN: 144389298X
Category : Education
Languages : en
Pages : 325
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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.
