Equipping Teachers to Align ELA Instruction to Standards

Autor/inn/en	Kaufman, Julia H.; Opfer, V. Darleen
Titel	Equipping Teachers to Align ELA Instruction to Standards
Quelle	In: State Education Standard, 19 (2019) 2, S.18-23 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	State Standards; Language Arts; English Instruction; Alignment (Education); Elementary School Teachers; Secondary School Teachers; Public School Teachers; Knowledge Level; Instructional Materials; Teacher Competencies; Faculty Development; Geographic Location; Louisiana; United States + Suchen Sie Ihr Suchwort? Sprachkultur; English langauage lessons; Englischunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrkunst; USA
Abstract	Current state standards set an ambitious vision for English language arts (ELA) and demand much of teachers: They are expected to engage students in close readings of complex, grade-level texts, which in turn requires students to comprehend texts, follow authors' development of ideas, interpret words and phrases, and analyze structure. Yet most teachers do not know much about the standards, and they often lack standards-aligned instructional materials to help students meet them. Through the RAND American Teacher Panel--a nationally representative, longitudinal panel of teachers, the authors surveyed a randomly selected sample of K-12 public teachers in the U.S. in 2015, 2016, and 2017. The study asked two main questions about ELA teachers' responses: (1) Do teachers know key aspects of their state standards for ELA? and (2) Do teachers have access to high-quality ELA instructional materials that can help them address those standards in the classroom? The bottom line: Most ELA teachers do not know what their standards promote, much less use instructional materials that would allow them to address their standards. These findings changed very little over the three years. Yet responses of teachers from one state--Louisiana--were somewhat of an outlier. Compared with other U.S. teachers, Louisiana teachers appeared to know more about their state ELA standards, use more standards-aligned materials, and report more standards-aligned instruction. In this article, the authors highlight findings from the survey, specifically what teachers know about standards and state strategies in Louisiana. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01