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Wayne Au 《The Educational forum》2016,80(2):208-224
AbstractThe Common Core State Standards (CCSS) and their associated high-stakes testing are key parts of the federal Race to the Top (RTTT) initiative. There has been considerable resistance to both CCSS and related testing, particularly from conservative actors. This resistance suggests that CCSS has caused substantial tension within the conservative alliance that originally coalesced around No Child Left Behind (NCLB). This article examines the fracturing of the NCLB alliance in response to RTTT and CCSS. 相似文献
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Sigrid Hartong 《教育政策杂志》2013,28(2):213-225
AbstractThis article focuses on the growing development towards new forms of ‘distributed’ governance within current large-scale educational reforms. The emphasis is on so-called ‘governance through standards’ as a transformative reform complex which manifests itself in a simultaneous process of regulative destabilisation and (global) reconstruction of policy control. This newly emerging regulative policy ‘ensemble’ is found to be directly related to the growing collaborative activity of cross-field networks between governmental, non-governmental and private actors. Empirically, this article refers to the so-called Common Core State Standards (CCSS) Initiative which has fundamentally reshaped US education policy since 2001. The initiative comprised the negotiation, implementation and controlling of supra-state core skill standards for K-12 education as the benchmark for other regulating instruments such as assessments, monitoring and teacher training. In the context of the CCSS, the aforementioned new structures of regulation can then be located within an entrepreneurial alliance around the non-profit organisation Achieve, Inc. Through its function as a core policy network manager, Achieve generated simultaneous practices of collaboration and distinction, discourse initiation and (invisible) norm stabilisation. 相似文献
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Yi-Hwa Liou Nienke M. Moolenaar Alan J. Daly 《Educational Assessment, Evaluation and Accountability》2016,28(4):377-404
The Common Core State Standards (CCSS) potentially shifts the way US schools approach teaching and learning. Research suggests that it is important to understand how educators view the CCSS and how they believe the CCSS may impact their practice. We developed and tested an instrument to investigate educator beliefs about the implementation of CCSS. We collected data from two samples of educators regarding their beliefs about the CCSS in mid-size school districts in California that had begun to introduce the CCSS. Our results indicate that the instrument consistently measured three interrelated, yet distinct, sub-constructs of educator beliefs about the CCSS implementation and that the sub-constructs are statistically significantly associated with trust, professional knowledge, and the pattern of CCSS-related professional interaction. 相似文献
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The Common Core State Standards (CCSS) were adopted in an effort to create a consistent set of standards across schools, districts, and states in order to ensure equality of educational opportunities for all students in the country. Educational reform through standardization implies that across thousands of miles and millions of students, individual classroom teachers are able to create equitable instruction based on policy and curriculum mandates. For such reform efforts to be successful, standards must be implemented with fidelity, thoroughness, and strong support from stakeholders. The present study examines the role of teacher preparation for CCSS implementation, notably in rural and economically depressed districts in the American South. Teachers were surveyed about their CCSS professional development experiences and needs, CCSS instructional and assessment practices, and perceptions of student learning related to new standards. The analysis reveals that teachers do not feel fully prepared to teach according to CCSS, and highlights areas of professional development where districts failed to support effective teacher implementation. Findings from this study illustrate inequitable professional development for teachers and provide implications for professional development types, content, and quality that teachers perceive as essential for CCSS success. 相似文献
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Background and purpose: To date, there has been little research on the Teacher Professional Development (TPD) for delivering a mobile technology-supported science curriculum. To address this, a TPD model for a science curriculum supported by mobile technology was developed and evaluated in this paper. The study reported focuses on the establishment of the TPD model and exploration of its impact on teacher behaviors in the curriculum implementation.
Sample, design, and methods: In the study, two representative science teachers’ implementation of the science curriculum was presented together with an in-depth study of the TPD sessions. The data from the teacher-led PD working sessions, classroom observation and teacher interview were collected. Mixed methods and case study were used to analyze the teacher performance on the PD working sessions and on the curriculum implementation.
Results: Our findings suggested that teachers benefited from the structured TPD which provided opportunities for sharing, extensive feedback, and reflection of the curriculum implementation. It showed that teachers had transformed questioning from traditional ways into constructivist-oriented patterns in the classroom. More student-centered activities were conducted and complemented with teachers’ various scaffolds for learning. Analysis of learning artifacts attested to improvements in students’ conceptual understanding of science.
Conclusion: TPD refers to a continuing and dynamic system for PD which needs to be changed and elaborated based on teacher needs, school context and the problems and challenges encountered in the teaching practice. TPD development and teachers’ growth in the belief and competences on the instruction constitute a mutual evolution process. Their evolution could guarantee the apt enactment and spread of the curriculum innovation to impact depth, to sustain and to spread. 相似文献
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“州共同核心标准”的实施是美国教育标准化运动的又一步推进。在联邦政府的财政支持下,这一标准得到大部分州的积极响应并得以实施;然而,其在推行过程中,也面·临着财政困难、相关教育人士的质疑以及部分父母和教师的反对等问题。这些问题背后的原因包括教育分权体制的深远影响、人们对标准化运动成效的质疑以及对与标准挂钩的评价体制的反对。 相似文献
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Sherri L. Martinie Jeong-Hee Kim Deborah Abernathy 《The Journal of educational research》2016,109(6):658-665
The Common Core State Standards (CCSS) are a focus of state education policy today influencing curriculum implementation and assessment in public schools. The purpose of this narrative inquiry is to understand how high school mathematics teachers experience the transition period. Based on interviews with mathematics teachers in a high school in the Midwest, we aim at bringing teachers' voices to the forefront. Through teachers' stories, we find that: a) Teachers live in the different zones of enactment; and b) Teachers' ecological view of agency should be used as a link to a transition to the CCSS for creating a genuine dialogue. This article is significant in two ways. First, it informs the administrators and policy makers of how there will be inconsistencies across states, districts, schools and classrooms in the implementation and assessment, and second, it helps to explain the need for new professional development approaches. 相似文献
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Lisa Didion Jessica R. Toste Marissa J. Filderman 《Journal of research on educational effectiveness》2020,13(1):29-66
AbstractResearch-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed. 相似文献
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Amy B.M. Tsui 《Technology, Pedagogy and Education》2013,22(2):149-164
ABSTRACT Studies on teacher education networks have unanimously pointed out that networks which allow teachers to share their experience, problems and curriculum materials enhance collegiality and professional growth. This paper reports findings of the implementation of TeleNex (Teachers of English Language Education Nexus) which is a teacher education network linking the Teachers of the English Language Education Centre (TELEC) set up at the University of Hong Kong with secondary schools. It points out that for a network of this nature to be effective, we have to take into consideration in the implementation process social factors such as user needs, motivation, background and psychology as well as user proficency in computer skills. The discussion will be illustrated with data from questionnaires, interviews, meetings, and messages on the network. 相似文献
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ABSTRACTThis article focuses on an educational foundations-based professional development (PD) curriculum of antiracist conscientization we as two teacher educators designed and implemented with eight white practicing teachers in the Midwestern United States. We first articulate our conception of educational foundations and curriculum theory as a framework for our PD. We briefly review literature on other PD on race in the United States, outline our data sources, and describe the pedagogy and curriculum of RaceWork’s Tripartite Model of race-visible and antiracist praxis. We then highlight, through interview data, the significance of group (relational) accountability and collaborative relationships that supported these teachers’ self-designed antiracist interventions in their own unique school contexts during the 2-year PD experience. An ongoing, relationship-based PD model leading to material antiracist changes and practices points to a need for a broader, more holistic, and contextualized conception of antiracist interventions in U.S. public P12 school contexts, but also one grounded in the notion that in a white supremacist society, we (as race-visible white educators) are always becoming antiracist. 相似文献
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ABSTRACTOver the last 40 years, the Conceptual Physical Education (CPE) movement has played an important role in the evolution of secondary school physical education (PE). In this article, we trace the history of CPE as well as fitness education (FE) programs that share common objectives with CPE. CPE at the college/university level is almost universal and has been shown to be a longstanding innovation. The information provided here suggests that CPE/FE programs at the secondary level are also an innovation, rather than a passing fad. Among the topics explored include factors precipitating the innovation, the stages of implementation, the current status of the innovation, factors leading to success, barriers to be overcome in program implementation, and suggestions for the future. Finally, evidence is provided to show that CPE, when conducted with fidelity, can be effective in promoting the overarching objective of quality PE programs—promoting lifelong physical activity. 相似文献
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为帮助学生高中毕业前获得进入大学或就业前必备的知识和能力,美国于2010年6月正式颁布首份中小学统一课程标准——共同核心标准。该标准立足"八性",结构清晰、知识系统连贯、重视基础知识和学生理解,但在推行政策、学科内外知识联系、部分内容完整性和评价体系上受到质疑。其蕴含的教育改革经验是我国课程改革发展的有效借鉴。 相似文献
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《Cultura y Educación》2013,25(4):509-521
AbstractThe purpose of this study was to examine the effects of three instructional approaches in secondary education students' physical self-concept after the implementation of an ultimate learning unit. A total of 274 (males: 151, females: 133) students (12 to 17 years of age) from an urban, coeducational high school (grades 8th to 12th) agreed to participate. They were distributed into three study groups in each grade: one group was taught using a Traditional approach (TRAD), another group was taught using the Sport Education model (SEM), and a third group was also taught using the Sport Education model and self-made materials (SEM-SM). The AF5-Self-Concept Questionnaire was administered to assess physical self-concept. The results showed that only the students in the SEM-SM group significantly increased their physical self-concept from initial to final tests. Self-made materials seem to have a significant positive effect, possibly due to their constructivist basis. 相似文献
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Abstract A partnership between an elementary school and a university in the Midwest evolved into a professional development school. The authors describe this process, making analogies to the process of constructing a house. The steps are also related to Kagan's (1991) stages of organizational development. From laying the foundation of the partnership through adding the sill (the vision), constructing the frame (the goals and objectives), adding the sheathing (the formal structure), installing siding (the implementation), to maintaining through assessment, the parallels are explored and analyzed. Because the process relates to individuals as well as an institution, the authors also discuss ways in which the processes diverge. The process is presented as a model that might be useful to others engaged in creating a professional development school or improving teacher education. A visual of the model is included. 相似文献
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《Journal of Vocational Education & Training》2012,64(2):163-170
ABSTRACT This article describes the development of a method for quality‐added programme management, based on a model of educative evaluation. The paper contains a discussion of reasons for the development of the model, the procedures involved and the issues that arose in its implementation. An outline of the model itself is followed by some recommendations for strategies for its successful implementation. 相似文献
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Jan Ardies Sven De Maeyer David Gijbels 《Research in Science & Technological Education》2013,31(3):366-386
Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education.Purpose: This study has two goals: exploring the evolution of pupils’ interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys’ and girls’ attitude change over time.Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated.Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students’ attitudes, making use of a multilevel growth model analysis.Results: The results show that students’ interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys’ and girls’ interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn’t see any significant difference between boys and girls. Boys’ and girls’ aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students’ perceptions about technology as a subject for boys and girls are largely stable.Conclusions: The evolution of students’ attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring points than only at the beginning and the end when analysing students’ attitudes towards technology. With this research we found that students interest and aspirations in the field of technology are not stable and do change in the first cycle of secondary education. Overall, we can conclude that if the goal of technology education at school maintains to promote ‘a larger number of students in technological oriented studies and professions’, there is still much to do. 相似文献