Frontlines Perspectives on Instructional Support in the Common Core Era. Technical Report. Getting Down to Facts II

Autor/inn/en	Moffitt, Susan L.; Lyddon, Matthew J.; O'Neill, Michaela Krug; Smith, Kelly B.; Schenk, Marie; Willse, Cadence; Cohen, David K.
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Frontlines Perspectives on Instructional Support in the Common Core Era. Technical Report. Getting Down to Facts II
Quelle	(2018), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Common Core State Standards; Instructional Materials; Educational Change; Educational Policy; Teacher Attitudes; Teaching Methods; Faculty Development; Educational Resources; State Policy; Educational Opportunities; Administrator Attitudes; Curriculum Development; Guidelines; English Language Learners; Special Needs Students; Alignment (Education); Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsreform; Politics of education; Bildungspolitik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Bildungsangebot; Bildungschance; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Richtlinien; Sonderpädagogischer Förderbedarf; Kalifornien
Abstract	Prior studies portray support for the Common Core in California (Finkelstein et al. 2018; Jochim and Lavery 2015) as well as support for other significant reforms, like the change in California's school finance system (Koppich and Humphrey 2018). Along with enthusiasm for California's policy changes over the past decade have come calls to "stay the course" to enable the current changes to make their way into practice. How are the frontlines of instructional practice experiencing the current terrain? Do the frontlines share this view that strides are being made? This report focuses on several key questions: (1) What are California teachers' perceptions of the core elements of instructional practice--standards, curriculum, instructional materials, professional learning opportunities--in the Common Core Era?; (2) What are the resources that California teachers use in instruction and the sources of such resources?; (3) What are teachers' perceptions and experience of managing various manifestations of educational disparities as they engage with the Common Core initiative?; and (4) What are opportunities to learn as California moves forward with state policy alignment? The authors focus primarily on teachers' perspectives to address these questions, but they also include insights from California superintendents and state and regional leaders. They also strive to focus on some of the key elements of instruction--standards, curriculum, frameworks, materials, and professional development. (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01