G2TT
来源类型Research Reports
规范类型报告
DOIhttps://doi.org/10.7249/RR1529-1
ISBN9780833094834
来源IDRR-1529-1-HCT
Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel
V. Darleen Opfer; Julia H. Kaufman; Lindsey E. Thompson
发表日期2016
出版年2016
页码164
语种英语
结论

State Standards Could Be Influencing the Selection and Use of Mathematics Curricula

  • High percentages of mathematics teachers in SACC states are using curricula aligned with Common Core State Standards (CCSS), and mathematics teachers report that their use of instructional materials is influenced by state standards and assessments more than ELA teachers.
  • Leveled readers are the dominant materials used by ELA teachers, particularly among teachers with potentially more struggling readers (e.g., teachers with high percentages of English Language Learners).
  • Use of district-developed and teacher-developed materials is widespread, and some evidence suggests that this is related to new standards in SACC states.

While CCSS for ELA and Literacy Emphasize Text Complexity and Close Reading, Many ELA Teachers in SACC States Indicate ELA Approaches Aligned with their State Standards Include Leveled Texts and Reading Instruction Not Centered on Texts

  • Although teachers do not necessarily identify instructional approaches most aligned with CCSS, a majority report their students regularly engaging in text-centered practices, although fewer report student engagement in writing.
  • We observe no differences in perceptions of ELA/literacy state standards and standards-aligned practices among those from higher versus lower income schools.

Most Mathematics Teachers in SACC States Can Identify Topics Aligned with CCSS at Their Grade Level, Although Some Identify Additional Topics Not Aligned With CCSS

  • Perceptions among teachers serving different types of students (e.g., more students qualifying for free or reduced priced lunch) differ on "aspects of rigor" targeted by particular standards.
  • Many mathematics teachers report engaging their students in standards-aligned practices regularly, though fewer teachers report student engagement in construction of viable arguments.
摘要

The areas where states and districts could provide more guidance and supports for teachers to implement state standards for ELA and literacy include

  • selection and development of high-quality instructional materials aligned with standards
  • additional guidance on practices that take into account repertoires of close reading and skills-based reading instruction for different texts, purposes, and contexts.

The areas where states and districts could provide more guidance and supports for teachers to implement state standards for mathematics include

  • selection and development of high-quality instructional materials aligned with standards at the secondary level
  • further clarity on key content at each grade level
  • guidance about how to address aspects of rigor with equal time and intensity.

Future research could provide guidance on which instructional materials are well aligned with state standards, particularly for ELA and secondary mathematics, as well as which particular approaches might best help students meet state standards.

Researchers might also consider supports needed by teachers of student populations that are more difficult to teach, including struggling readers; these teachers need clear guidance, support, and strategies for engaging their students with grade-level texts.

主题Literacy ; Standards-Based Education Reform ; STEM Education ; Students ; Teacher Effectiveness ; Teacher Training ; Teaching English as a Second Language
URLhttps://www.rand.org/pubs/research_reports/RR1529-1.html
来源智库RAND Corporation (United States)
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条目标识符http://119.78.100.153/handle/2XGU8XDN/108437
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V. Darleen Opfer,Julia H. Kaufman,Lindsey E. Thompson. Implementation of K–12 State Standards for Mathematics and English Language Arts and Literacy: Findings from the American Teacher Panel. 2016.
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