The CORE Community: Career and Technical Education Teachers' Perceptions of the Common Core State Standards

2016 ◽  
Vol 41 (2) ◽  
pp. 141-154
Author(s):  
Kristin S. Stair ◽  
Wendy J. Warner ◽  
Gaea Hock ◽  
Michelle Conrad ◽  
Natalie Levy
Keyword(s):  
Career And Technical Education ◽  
Common Core ◽  
Common Core State Standards ◽  
Technical Education ◽  
State Standards ◽  
Core State ◽  
Teachers Perceptions ◽  
Career And Technical ◽  
The Core ◽  
The Common

scholarly journals The Common Core State Standards Initiative as an Innovation Network

2021 ◽  
pp. 000283122110066
Author(s):  
Brian Rowan ◽  
Mark White
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Scale Up ◽  
State Standards ◽  
Instructional Materials ◽  
Innovation Network ◽  
Core State ◽  
The Core ◽  
The Common ◽  
Academic Resources

This article analyzes the Common Core State Standards initiative as an innovation network. Using narrative data and quantitative analysis of hypertext linkages on the World Wide Web, we describe a network of about 3200 organizations that arose to scale up the Common Core State Standards and link them to aligned academic resources such as assessments, instructional materials, and professional development. By 2017, this network developed a “core-periphery” topology. The article describes structures and processes at the core of the network that created strong pressures for construction of a coherent ecosystem of instruction for American education and processes at the periphery that that worked against use of this system by most organizations in the network.

The Literacy Coach's Role in Supporting Teachers' Implementation of the Common Core State Standards in Writing

2017 ◽  
pp. 114-137 ◽  
Author(s):  
Zoi A. Philippakos ◽  
Noreen Moore
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Graduate Programs ◽  
State Standards ◽  
Literacy Coaches ◽  
Core State ◽  
Teachers Perceptions ◽  
The Common ◽  
Supporting Teachers ◽  
Levels Of Support

The purpose of this chapter is to report on the findings of a writing survey with elementary classroom teachers (n=39) who attended graduate programs at two four-year colleges. In this study, the authors examine teachers' perceptions of their Professional Development (PD) in the implementation of the Common Core State Standards (CCSS) for writing and describe their PD needs. The chapter concludes with recommendations and suggestions about how literacy coaches can best implement multiple levels of support in writing instruction including school-wide and grade level PDs as well as coaching and in-class support.

Principles to Actions: Mathematics Programs as the Core for Student Learning

2014 ◽  
Vol 107 (9) ◽  
pp. 656-658
Author(s):  
Daniel Brahier ◽  
Steve Leinwand ◽  
DeAnn Huinker
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
National Council ◽  
Core State ◽  
Evaluation Standards ◽  
The Core ◽  
The Common ◽  
Systemic Improvement

The National Council of Teachers of Mathematics (NCTM) launched the “standards-based” education movement in North America in 1989 with the release of Curriculum and Evaluation Standards for School Mathematics, an unprecedented action to promote systemic improvement in mathematics education. Now, twenty-five years later, the widespread adoption of the Common Core State Standards for Mathematics (CCSSM) by forty-five states provides an opportunity to reenergize and focus our commitment to significant improvement in mathematics education (CCSSI 2010).

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