Literaturnachweis - Detailanzeige
| Autor/in | Rothman, Robert |
|---|---|
| Titel | Fewer, clearer, higher. How the Common Core State Standards can change classroom practice. |
| Quelle | Cambridge, Massachusetts: Harvard Education Press (2013), XII, 179 S. |
| Reihe | Harvard Education letter. Impact series Impact series (Cambridge, Mass.) |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781612506197; 1612506194; 9781612506203; 1612506208 |
| Schlagwörter | USA; Education; Standards; United States; Educational change; Bildungstheorie; Bildungspraxis |
| Abstract | The Common Core State Standards and the next chapter in American education -- Less is more : focus, focus, focus -- Achieving coherence -- An end to the math wars -- Covering all the bases : mathematical practices -- Just the facts -- Prove it -- Up the staircase : text complexity -- Elevating discussion -- A role for everyone -- The road ahead : implementing the Common Core State Standards -- Appendix : resources on the Common Core State Standards. "In clear and concise language, veteran education writer Robert Rothman identifies nine instructional "shifts" encouraged by the new Common Core State Standards and provides examples of how teachers and school districts are overcoming challenges in implementation. He presents the research and rationale behind each change and provides examples of teachers making the shifts as well as sample test questions that could be used to gauge student progress in the future. Rothman also addresses major challenges that are emerging as districts and schools move to implement the standards and highlights the ways leading school districts are working to overcome them. Fewer, Clearer, Higher--the mantra adopted by the writers of the Common Core to emphasize the difference between existing state standards and the new ones needed to truly prepare all students for college or careers--is an indispensable guide for educators and anyone else seeking a better understanding of this major new development in education policy."Publisher's website. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2015/4/11 |
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