Readings |
Summary |
Loveless, T. (2012). The Common core Initiative: WHAT ARE THE CHANCES OF SUCCESS?. Educational Leadership, 70(4), 60-63. |
Loveless provides an analysis of the chances of success for the Common Core Initiative by looking at professional development, assessments and curriculum. He discusses the role of professional development historically and the demands for effective experiences for teachers. In order to measure the effectiveness of professional development experiences for teachers, assessments are used but these may not provide accurate results. Finally, Loveless discusses the role of curriculum with the implementation of Common Core. At this point, there are not Common Core curriculum that have proven to be effective. All of these must be considered when deciding if Common Core will be successful.
|
Alberti, S. (2012). MAKING THE SHIFTS. Educational Leadership, 70(4), 24-27 |
This article focuses on the changes that need to be made in the classroom in order for the Common Core Standards to work. Our goals as educators is to prepare our students for college and career readiness by shifting our focus in English Language Arts and Mathematics Course. In particular, our students must learn to read content rich non-fiction as well as rich literature. They need to be able to provide evidence from their careful readings of complex texts. In mathematics, students need to be presented fewer topics in greater depths that are carefully developed with clear and coherent progressions between grade levels. In addition, students need to be have a balance of conceptual understanding, procedural skills and application knowledge in order to be successful in these courses.
|
Woolard, J. (2013). Prelude to the Common Core: Internationally Benchmarking a State’s Math Standards. Educational Policy, 27(4), 615-644. doi:10.1177/0895904811429287 |
A study comparing the implementation of an early version of Common Core State Standards in Ohio. It is based on the study of TIMMS and PISA and analyzes the reduction of concepts covered in grades 4 and 8. Reducing the number of topics covered and increasing the levels of cognitive expectations leads to increased achievement on international assessments. It should be noted however, that awareness of the topics being tested provides better opportunities to prepare students. Currently the standards in America are not correlated with international benchmark exams which could explain discrepancies. One of the main findings from this research is that framers of Common Core State Standards must provide coherent progressions between grade levels.
|
An Educators Guide to the four C's. http://www.nea.org/tools/52217.htm |
A guide written to explain the four C's of education for the 21st century. Creativity, collaboration, communication and critical thinking are skills that are necessary across all core subjects in order to prepare our students for college and career readiness in a global society.
|
MEHTA, J. (2013). The Penetration of Technocratic Logic Into the Educational Field: Rationalizing Schooling From the Progressives to the Present. Teachers College Record, 115(5), 1-36
|
This report analyzes the patterns of control that has driven reform of education in the three separate movements in the 20th Century. It is noted that in most situations control is from the top (governmental) down to the teachers. In order to create a more professional environment for teachers that is prevalent in other countries, it is important to eliminate the passivity of the teaching field. This is beginning to occur with more teachers taking on administrative positions, but in order to elicit trust from the public, teachers need to be more educated. One argument is to allow teachers more professional development and decision making power. This is still facing resistance from the government sectors.
|