A Priority Research Agenda for Understanding the Influence of the Common Core State Standards for Mathematics. Technical Report

Autor/inn/en	Heck, Daniel J.; Weiss, Iris R.; Pasley, Joan D.
Institution	University of California, Los Angeles. Center for Mental Health in Schools
Titel	A Priority Research Agenda for Understanding the Influence of the Common Core State Standards for Mathematics. Technical Report
Quelle	(2011), (91 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Research Needs; Agenda Setting; State Standards; Influences; Mathematics Curriculum; Mathematics Education; Best Practices; Needs Assessment; Case Studies; Feedback (Response); Inquiry; Educational Indicators; Alignment (Education); Program Descriptions; Teacher Surveys; Interviews; Position Papers; Content Analysis; Focus Groups; Educational Change; Improvement Programs + Suchen Sie Ihr Suchwort? Forschungsbedarf; Influence; Einfluss; Einflussfaktor; Mathematische Bildung; Bedarfsermittlung; Case study; Fallstudie; Case Study; Educational indicato; Bildungsindikator; Interviewing; Interviewtechnik; Positionspapier; Inhaltsanalyse; Bildungsreform; Effizienzsteigerung
Abstract	The Common Core State Standards for Mathematics (CCSSM) were developed as part of a broader effort coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers to develop common state standards in key subjects. Released in 2010, the CCSSM are intended to provide a blueprint for the mathematics that students should learn, and when they should learn that mathematics, to ensure that they are well prepared for college and careers when they graduate from high school. States, districts, schools, and teachers may choose to follow, or not follow, that blueprint; and those that do will likely differ in how they interpret it, what they plan to do about it, and their capacity to implement their plans. As a result, and because of considerable differences among school contexts and student populations, common standards are not likely to lead to the same results, either in implementation or in impacts on students. The goal of this project was to suggest a set of priorities for research that would provide the field with a reasonably broad and deep understanding of the influence of the CCSSM, including whether, how, and under what conditions the initiative results in improved student learning in grades K-12 and enhanced college/career readiness. This report provides background information on the CCSSM and on a framework for investigating the influence of standards developed by a committee of the National Research Council. The report then describes how we went about developing a priority research agenda; and concludes with the resulting recommendations for research on the influence of the CCSSM. The following appendices are included: (1) Potential Pathways of Influence: Teacher Preparation Domain; (2) Sample Indicators of Alignment; (3) Lines of Inquiry and Review Feedback; (4) Contributors; and (5) Other Research Areas of Interest for Understanding the Influence of the CCSSM. (Contains 5 footnotes, 1 table, and 2 figures.) [This report was written with the assistance of William O. Fulkerson, Adrienne A. Smith, and Shayla M. Thomas.] (ERIC).
Anmerkungen	Center for Mental Health in Schools at UCLA. Department of Psychology, Franz Hall, 405 Hilgard Avenue, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10