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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: 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: Albert Cheng
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 170
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Book Description
Author: Matthew Trevor Compardo
Publisher:
ISBN:
Category : Common Core State Standards
Languages : en
Pages : 44
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Book Description
Author: Kacie Michelle Nadeau
Publisher:
ISBN:
Category : Curriculum change
Languages : en
Pages : 232
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Book Description
The most recent phase of curriculum reform in the era of accountability is the Common Core State Standards (CCSS) which have essentially reshaped the landscape of public education. Its objective of preparing K-12 students for college and career upon high school graduation have prioritized English language arts, mathematics, and science over social studies, which is not part of widespread high-stakes testing for elementary students. This qualitative case study investigated eleven intermediate elementary teachers perceptions of alignment between CCSS and the elementary social studies curriculum. Data gathering analysis included two semi-structured interviews and an archival analysis of the mandated curriculum. The data revealed that perceptions of alignment vary among teachers and were influenced by the perceived effects of inadequate instructional time and resources, lack of content knowledge, and insufficient district levels of professional support. Teachers perceived some similarities between the methods of thinking skills, such as historical thinking and higher-order thinking, and the English/Language Arts standards of the Common Core and their district social studies curriculum. Despite perceived inadequate instructional time and resources, teachers believed that elementary social studies must be an instructional priority and found ways to include social studies through interdisciplinary approaches. Recommendations include district-level professional development focused on an integration between CCSS and social studies modeled in classroom practices. These approaches may improve use of instructional time and resources and reduce the marginalization of elementary social studies.
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: Rose J. Thomas
Publisher:
ISBN:
Category : Common Core State Standards (Education)
Languages : en
Pages : 280
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Book Description
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.
Author: Susan Kreyling
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 258
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Book Description
Author: Damien Etienne LaRock
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Moreover, when asked if they believed that the Common Core State Standards would help their students to be prepared for independent life, 79.1% said “no.” These results yield important information regarding current practice using the Common Core State Standards in special education and suggest important implications for teacher training courses related to the Common Core State Standards and students with disabilities as well as how the Common Core State Standards document and guidance materials may be revised to better meet the needs of students with disabilities.
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.
