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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR1529-1 |
来源ID | RR-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 | 2017-04-04 |
出版年 | 2016 |
语种 | 英语 |
结论 | State Standards Could Be Influencing the Selection and Use of Mathematics Curricula
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
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
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摘要 | New K–12 standards for mathematics and English language arts and literacy adopted recently in most states are more rigorous and far-reaching than most previous state standards. Some evidence suggests that teachers are not prepared to help students meet those standards. However, we have very little concrete information about how state standards are connected to what teachers think and do in their classrooms. The purpose of this report is to shed further light on teachers' implementation of state standards, including the instructional materials teachers are using to address state standards and how they are using them, their perceptions about the content and approaches most aligned with their standards, and the extent to which they are asking their students to engage in practices aligned with their standards. Data are drawn from nationally representative surveys of U.S. teachers administered in the summer and fall of 2015. The findings particularly focus on teachers in states that have adopted "Standards Adapted from the Common Core" (or "SACC" states). Results are intended to help states and school districts reflect upon areas where teachers may benefit from additional guidance about how to address their state standards in ways that best support student learning. The findings also point to subgroups of teachers who may be more likely to require additional resources or professional development to help them effectively implement these new changes. |
目录 |
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主题 | Literacy ; Standards-Based Education Reform ; STEM Education ; Students ; Teacher Effectiveness ; Teacher Training ; Teaching English as a Second Language |
URL | https://www.rand.org/pubs/research_reports/RR1529-1.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/523268 |
推荐引用方式 GB/T 7714 | 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. 2017. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR1529-1.pdf(994KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
x1538501740673.jpg.p(5KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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