Common Core, Socioeconomic Status, and Middle Level Student Achievement: Implications for Teacher Preparation Programs in Higher Education

Autor/inn/en	Dotson, Lauren; Foley, Virginia
Titel	Common Core, Socioeconomic Status, and Middle Level Student Achievement: Implications for Teacher Preparation Programs in Higher Education
Quelle	In: Journal of Education and Learning, 6 (2017) 4, S.294-302 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Socioeconomic Status; Academic Achievement; Teacher Education Programs; Standardized Tests; Accountability; Poverty; Middle School Students; Higher Education; Preservice Teachers; Preservice Teacher Education; Curriculum; Common Core State Standards; Educational Legislation; Elementary Secondary Education; Federal Legislation + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Schulleistung; Standadised tests; Standardisierter Test; Verantwortung; Armut; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Curricula; Lehrplan; Rahmenplan; Common core curriculum; Curriculum; Kerncurriculum; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement are the focus of this paper. Recognizing the impact of poverty on student achievement as measured by standardized tests the authors question the explicit practices of teacher preparation programs in preparing teacher candidates to work with students of poverty, particularly at the middle level. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01