Cognitive Language and Content Standards: Language Inventory of the Common Core State Standards in Mathematics and the Next Generation Science Standards

Autor/inn/en	Winn, Kathleen M.; Mi Choi, Kyong; Hand, Brian
Titel	Cognitive Language and Content Standards: Language Inventory of the Common Core State Standards in Mathematics and the Next Generation Science Standards
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 4 (2016) 4, S.313-339 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	STEM Education; Common Core State Standards; Science Instruction; Teaching Methods; Decision Making; Language Usage; Instructional Program Divisions; Educational Policy; Mathematics Instruction; Epistemology; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Elementary School Students; Middle School Students; Comparative Analysis; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? STEM; Common core curriculum; Curriculum; Kerncurriculum; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Sprachgebrauch; Politics of education; Bildungspolitik; Mathematics lessons; Mathematikunterricht; Erkenntnistheorie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	STEM education is a current focus of many educators and policymakers and the Next Generation Science Standards (NGSS) with the Common Core State Standards in Mathematics (CCSSM) are foundational documents driving curricular and instructional decision making for teachers and students in K-8 classrooms across the United States. Thus, practitioners and researchers need to possess a deep and working understanding of these standards. This study aims to examine how terms within the CCSSM and the NGSS are used and aligned by addressing the following research questions: (1) What common terminology is found across CCSSM and NGSS? (2) How does the terminology between the CCSSM and the NGSS compare to one another? (3) How do the cognitive terms found in CCSSM and NGSS change across grade bands? The findings indicate that there are numerous places where common terminology is aligned and used similarly both across grade bands and between the sets of standards. Conversely, many other terms are used with varying degrees of emphasis. Because STEM is presented as a holistic subject, these variable meanings and/or expectations reveal the potential for misguided expectations within the classroom as students, teachers, and principals use the same terminology in multiple, but distinct contexts. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. Tel: +90-505-490-6703; Fax: +90-332-323-6225; e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01