Teacher Implementation of College- and Career-Readiness Standards: Links among Policy, Instruction, Challenges, and Resources

Autor/inn/en	Edgerton, Adam K.; Desimone, Laura M.
Titel	Teacher Implementation of College- and Career-Readiness Standards: Links among Policy, Instruction, Challenges, and Resources
Quelle	4 (2018) 4, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Edgerton, Adam K.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Program Implementation; College Readiness; Career Readiness; State Policy; Mathematics Teachers; English Teachers; English Language Learners; Students with Disabilities; Rural Urban Differences; Instructional Program Divisions; Elementary Secondary Education; Educational Legislation; Federal Legislation; Common Core State Standards; Special Education Teachers; Educational Resources; Faculty Development; Alignment (Education); School Districts; Preschool Education; Suburban Schools; Educational Environment; Predictor Variables; Course Content; Teaching Methods; Texas; Ohio; Kentucky + Suchen Sie Ihr Suchwort? Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; English language lessons; Englischunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Stadt-Land-Beziehung; Bildungsrecht; Schulgesetz; Bundesrecht; Common core curriculum; Curriculum; Kerncurriculum; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Bildungsmittel; School district; Schulbezirk; Pre-school education; Vorschulerziehung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Using state-representative teacher surveys in three states--Texas, Ohio, and Kentucky--we examine teachers' implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers. [This article was published in "AERA Open" (EJ1210488).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/2/04