eric.ed.gov har udgivet: Funded by The Bill & Melinda Gates Foundation, the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) offer a set of instructional and formative assessment tools in literacy and math, which were developed to help educators better prepare all students to meet the Common Core State Standards (CCSS) and succeed beyond high school. Following three years of extensive data collection in LDC study sites throughout the country, Research for Action (RFA) has produced three case studies to illustrate how the LDC and MDC tools have been adopted in different settings and contexts, and which approaches and supports have contributed to the successful adoption and use of the tools. The case studies provide a set of “road maps” for other sites that will be adopting or scaling… Continue Reading →
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eric.ed.gov har udgivet: States are in a crucial phase of implementing the Common Core State Standards (CCSS), which outline the knowledge and skills that students in grades kindergarten through 12 are expected to learn in mathematics and English language arts (ELA) to be prepared for college and careers. As of July 2013, 45 states and the District of Columbia have adopted these voluntary, state-developed standards in both subjects, and an additional state, Minnesota, has adopted the CCSS in ELA only. To learn more about states’ strategies, policies, and challenges in this third year of implementing the CCSS, the Center on Education Policy (CEP) at The George Washington University conducted a comprehensive survey of deputy superintendents of education or their designees in February through May of 2013. Forty states responded, including… Continue Reading →
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eric.ed.gov har udgivet: Raising academic standards has been part of the education policy discourse for decades. As early as the 1990s, states and school districts attempted to raise student achievement by developing higher standards and measuring student progress according to more rigorous benchmarks. However, the caliber of the standards–and their assessments–varied greatly from state to state. For example, Massachusetts adopted some of the highest standards and most challenging exams in the country and has some of the highest-achieving students in the nation. On the other hand, Mississippi set a low bar, and the state’s students are often ill prepared for college and careers. Recognizing that the previous patchwork system did not work, a group of bipartisan governors and state superintendents came together to develop a shared set of more rigorous,… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students’ skills drawn from the formative assessment. If formative assessment items do not genuinely measure the skills they purport to measure–that is, if they are misaligned with their content standards–then the resulting inferences may be threatened. Alignment is thus critical, given the potential practical repercussions of misalignment (e.g., students denied needed interventions). In the following technical report, we report on the alignment of a randomly selected sample of roughly half the easyCBM CCSS middle school math items with the Common Core State Standards (CCSS). Results suggest a high degree of alignment, with 87% of… Continue Reading →
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk… Continue Reading →
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eric.ed.gov har udgivet: This study was designed in response to a request from rural educators in the Northeast for support in identifying high-quality online resources to implement the Common Core State Standards for Mathematics (CCSSM). The process for identifying online resources included selecting resources that had an easily navigable CCSSM organizational structure and explicit references to the CCSSM content and/or practice standards. The process for evaluating quality involved math content experts applying the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric to the selected online resources. A total of 184 online resources were initially screened, with 59 meeting all three of these criteria. Among these 59 resources, 19 were determined to be exemplary according EQuIP: 13 of the 19 were classified as instructional resources and 6 of the 19… Continue Reading →
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eric.ed.gov har udgivet: Many states have adopted the Common Core Standards for literacy and math and have begun enacting these standards in school curriculum. In states where these standards have been adopted, professional educators working in K-12 contexts have been working to create transition plans from existing state-based standards to the Common Core standards. A part of this process has included re-aligning professional development models to support implementation of these new standards. While K-12 professional educators have been hard at work in this changeover, little attention has been paid to early childhood contexts and the need of pre-school curriculum to support learners in moving toward new kindergarten goals in the Common Core. This study examines the alignment between an existent professional development model for preschool literacy widely employed in one… Continue Reading →
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eric.ed.gov har udgivet: This article describes a 21st century how-to model for successful career and technical education (CTE) programs. The Geometry in Construction program is the brainchild of two educators, a CTE and a math teacher, who wanted to design a rigorous geometry course taught through a project-based curriculum. This article discusses how they did it, and how one can use the basic principles they outline to do some core content integration of one’s own. Link til kilde
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eric.ed.gov har udgivet: This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast & Islands. This “Stated Briefly” report is a companion piece that summarizes the results of another report entitled “Gearing… Continue Reading →
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eric.ed.gov har udgivet: This secondary unit of instruction on mathematics is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher’s guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit’s activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and… Continue Reading →
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