Examining Elementary Literacy Teachers' Perceptions of Their Preparedness to Implement the English Language Arts Common Core State Standards PDF Download
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Author: Melissa Eileen Adams-Budde
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 187
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Book Description
"The purpose of this study was to examine elementary literacy teachers' perceptions of their preparedness to implement the English Language Arts Common Core State Standards (ELA CCSS). Preparedness was defined as teachers' perceived levels of knowledge of the standards and its components; efficacy to implement changes; and actual changes to their instructional practices. A survey was developed based on the literature and administered to 158 elementary school teachers in two districts. Findings from the study document the nature of their professional development and identify areas where additional development opportunities are necessary. Discussion focuses on the need to provide more time and supports to teachers as they deal with the challenges of the new standards."--Abstract from author supplied metadata.
Author: Melissa Eileen Adams-Budde
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 187
Get Book Here
Book Description
"The purpose of this study was to examine elementary literacy teachers' perceptions of their preparedness to implement the English Language Arts Common Core State Standards (ELA CCSS). Preparedness was defined as teachers' perceived levels of knowledge of the standards and its components; efficacy to implement changes; and actual changes to their instructional practices. A survey was developed based on the literature and administered to 158 elementary school teachers in two districts. Findings from the study document the nature of their professional development and identify areas where additional development opportunities are necessary. Discussion focuses on the need to provide more time and supports to teachers as they deal with the challenges of the new standards."--Abstract from author supplied metadata.
Author: Melissa L. Woodard
Publisher:
ISBN:
Category : Language arts (Elementary)
Languages : en
Pages : 191
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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: 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: Lesley Mandel Morrow
Publisher: Guilford Press
ISBN: 1462507662
Category : Language Arts & Disciplines
Languages : en
Pages : 290
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Book Description
"The Common Core State Standards (CCSS) are the first academic standards to be independently adopted by almost every state in the country. The purpose and intent of the Common Core standards for English Language Arts (ELA), as well as Literacy in History/Social Studies and Science Education, are the focus of this book. Each of the chapters addresses one of the major English Language Arts domains: literature, informational texts, foundational skills, writing, speaking and listening, language, technology, and assessment. The objective of the chapters is twofold: to provide a theoretical background and detailed explanation of each of the CCSS/ELA standards, as well as practical suggestions, classroom vignettes, models, instructional resources, and unit ideas to implement the standards"--
Author: Lesley Mandel Morrow
Publisher: Guilford Press
ISBN: 146250793X
Category : Language Arts & Disciplines
Languages : en
Pages : 288
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Book Description
"The Common Core State Standards (CCSS) are the first academic standards to be independently adopted by almost every state in the country. The purpose and intent of the Common Core standards for English Language Arts (ELA), as well as Literacy in History/Social Studies and Science education, are the focus of this book. This volume is aimed at educators, administrators, graduate students, university professors, and others who deal with students in grades 3 through 5. Each of the chapters addresses one of the major English Language Arts domains: literature, informational texts, foundational skills, writing, speaking and listening, language, technology, and assessment. They contain invaluable information, insight, and research from literacy leaders in their respective fields. Their objective is twofold: to provide a theoretical background and detailed explanation of each of the CCSS/ELA standards, as well as practical suggestions, classroom vignettes, models, instructional resources, and unit ideas to implement the standards"--
Author: Jason Michael Vicich
Publisher:
ISBN: 9781339197265
Category : Common Core State Standards (Education)
Languages : en
Pages : 390
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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: P. David Pearson
Publisher: Teachers College Press
ISBN: 0807773735
Category : Education
Languages : en
Pages : 289
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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: Brandi Tindall Burton
Publisher:
ISBN:
Category :
Languages : en
Pages : 130
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Book Description
This study investigated teacher perceptions of preparedness for implementing the English Language Arts Common Core State Standards/Mississippi College and Career Readiness Standards (ELA CCSS/MCCRS) that require the use of technology. Participants included 101 ELA teachers in Mississippi from varying backgrounds and school sizes who responded to a survey via email. The survey was comprised of questions written in order to expand on professional development opportunities teachers have had available to them, technology that teachers have access to in their schools/districts, levels of self-efficacy teachers have with technology use, value assigned to technology in the classroom, and support that teachers have within their school/district for issues related to technology. Descriptive statistics, plots, and regression models are included to highlight factors that have an effect on the amount of technology teachers are or are not using in conjunction with the ELA CCSS/MCCRS. The findings revealed that teachers in Mississippi believe that the integration of technology into the ELA Standards is important, but they are not all equipped with the technology nor support needed in order to meet the standards in the way that they are written. The results also showed that although teachers do assign a high level of value to technology use in the classroom, this was not enough of an influence to inform the amount of technology implemented into their classrooms. The same was true for self-efficacy. Value and self-efficacy related to technology are integral for implementation, but if teachers are not supplied with the applicable technologies or appropriate professional development and support in order to utilize classroom technology, then they are not enough to affect implementation. Many areas such as availability and use of technology, teacher value and self-efficacy for technology, issues with professional development, educational policy, and additional research were informed by the results revealed in this study.
Author: Thomas Tufaro
Publisher:
ISBN:
Category :
Languages : en
Pages : 299
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Book Description
Education is in a state of disequilibrium. The age of accountability that first arrived with A Nation at Risk in 1983 has developed into sweeping reforms that affect students and teachers alike. While the entire education industry continues to adapt, 45 states including New Jersey have relinquished control of educational standards and have chosen to adopt the Common Core State Standards in English Language Arts (CCSS ELA). The CCSS ELA mandate the literacy skills students should master to function as United States citizens in the 21st century. Additionally, the developers of CCSS ELA decided to link literacy to History/Social Studies, Science and Technical Subjects (CCSS ELA/HST). The CCSS ELA/HST do not replace New Jerseys content standards in these subjects. Instead, they serve as the connective thread that unites them. The merger of ELA and HST has catapulted interdisciplinary strategies back into the educational limelight. While interdisciplinary teaching and learning have never entirely fallen out of pedagogical fashion, they have been revitalized through the CCSS. However, this union is not perfect. Superficially, the CCSS seems to have relieved ELA teachers from burden of teaching literacy in isolation. However, by baptizing all teachers in the waters of literacy, the CCSS quite possibly could have opened a Pandoras Box of under-qualified and under-trained secondary content teachers delivering literacy instruction. School leaders are now left to find ways to effectively connect the disciplines by activating professional learning communities to help integrate literacy across the disciplines. However, these groups cannot operate unprepared. They will need focused, research-based and sustained professional development to assist them. This mixed-methods, action research study investigates the CCSS ELA and their mandate for interdisciplinary literacy through an examination of teacher perceptions of those topics and the need for continual, collaborative professional development in a suburban New Jersey school district.
Author: Deborah J. Vause
Publisher: Routledge
ISBN: 1136311106
Category : Education
Languages : en
Pages : 130
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Book Description
Now adopted by over 40 states, the Common Core State Standards provide a clear and consistent framework for public school systems as they develop student learning goals that define the path to readiness for college, careers, and informed citizenship. While each state is developing its own procedures for adoption of the Standards, individual teachers will continue to hold the ultimate responsibility for devising lesson plans and tailoring instruction to meet these benchmarks. Making Language Matter will help prospective and practicing teachers develop lessons to meet the benchmarks enumerated in the Standards for the English Language Arts categories: language, speaking and listening, writing, and reading. A timely text for literacy education courses, it explores language topics within these categories and suggests pedagogical approaches and activities for use in 9-12 language arts classrooms. Using a linguistics approach to unify the study of all the language arts, it engages readers in learning how to help students make purposeful language choices essential for both academic and workplace success.
