Translating the Common Core State Standards

Autor/inn/en	Tienken, Christopher H.; Orlich, Donald C.
Titel	Translating the Common Core State Standards
Quelle	In: AASA Journal of Scholarship & Practice, 10 (2013) 1, S.3-7 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Stellungnahme; State Standards; Educational Change; Vendors; Academic Standards; Evidence + Suchen Sie Ihr Suchwort? Bildungsreform; Vendor; Anbieter; Evidenz
Abstract	As the authors describe in Chapter 7 of their new book, "The School Reform Landscape: Fraud, Myth, and Lies," the Common Core State Standards (CCSS) initiative continues to ramble on, without evidence to support its efficacy. That is because education reform in the United States is being driven largely by ideology, rhetoric, and dogma instead of evidence. Sadly for today's children, the ideas put forth via the Common Core are simply recycled from those presented by the Committee of 10 and Committee of 15 in 1893 and 1895. The rhetoric used by the vendors of the CCSS seemingly attempts to mask the fact that there is little that one can consider innovative or equitable in the latest product to enter the current education reform landscape. Presented in this article are excerpts from their book in which they take some of the claims made by the vendors of the CCSS and provide translations of the considerations the vendors of the standards claim they made when constructing the CCSS. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/jsp.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10