A Critical Analysis on Multicultural Elements in Picture Books Suggested in Common Core State Standards, an Educational Initiative In the United States

2019 ◽  
Vol 11 (4) ◽  
pp. 52-88
Author(s):  
Soowon Jo
Keyword(s):  
United States ◽  
Common Core ◽  
Picture Books ◽  
Common Core State Standards ◽  
Critical Analysis ◽  
The United States ◽  
State Standards ◽  
Core State ◽  
Educational Initiative

Book, Product, and Software Reviews

2017 ◽  
Vol 22 (7) ◽  
pp. 445-447
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
The United States ◽  
State Standards ◽  
Mathematical Education ◽  
Core State ◽  
Teachers And Students ◽  
The Common

This book was originally written for the Thirteenth International Congress on Mathematical Education (ICME–13), which was held in July 2016, in Hamburg, Germany. The book contains valuable information for anyone wanting to gain knowledge about mathematics education in the United States, past and present. Readers can find historical information on the organization and policies of education, ranging from kindergarten through college. Data on student achievement (in the United States and internationally) and information about mathematics curricula are also included. Readers will also find discussion about teacher preparation with regard to mathematics education, the Common Core State Standards for Mathematics (CCSSM), and the types of programs and resources available for mathematics teachers and students.

Two Models for Evaluating Alignment of State Standards and Assessments: Competing or Complementary Perspectives?

2013 ◽  
Vol 44 (3) ◽  
pp. 550-580 ◽  
Author(s):  
Jill A. Newton ◽  
Sarah E. Kasten
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
The United States ◽  
State Standards ◽  
Core State ◽  
Mathematics Standards ◽  
Grade Levels ◽  
Enacted Curriculum ◽  
Alignment Tool ◽  
The Common

The release of the Common Core State Standards for Mathematics and their adoption across the United States calls for careful attention to the alignment between mathematics standards and assessments. This study investigates 2 models that measure alignment between standards and assessments, the Surveys of Enacted Curriculum (SEC) and the Webb Alignment Tool (WAT), by examining the use of these models in 3 grade levels in 3 states. Findings indicate affordances and limitations of both models and suggest that, when taken together, the criteria of the WAT coupled with the alignment index and tile charts of the SEC provide a variety of perspectives on the alignment between standards and assessments.

scholarly journals Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110171
Author(s):  
Karen C. Fuson ◽  
Douglas H. Clements ◽  
Julie Sarama
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
State Level ◽  
State Standards ◽  
Core State ◽  
Learning Standards ◽  
Early Learning Standards

Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

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