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Best Practices For Teaching Discussion As Part Of High School Common Core State Standards, Mitchel Stengel, Leah Nolan, David Donnick, Wesley Skym, Anna M. Wright
Best Practices For Teaching Discussion As Part Of High School Common Core State Standards, Mitchel Stengel, Leah Nolan, David Donnick, Wesley Skym, Anna M. Wright
Journal of Communication Pedagogy
Instructional discussion is a teaching method used in many classrooms across grade levels. In fact, the Common Core State Standards promote the use of instructional discussion in secondary classrooms (Common Core State Standards Initiative, 2018a). Students, however, are not always taught best practices for engaging in a discussion and may feel unprepared to participate. As a result, discussions may not produce the dynamic learning opportunity they are intended to foster. This essay provides 10 tips for high school teachers to prepare students in the high school classroom to engage in a meaningful classroom discussion effectively in order to ensure students …
Teaching Talk: An Exploration Of The Content And Implementation Of The Common Core State Standards, Anna Wright, Brian Rohman, Dakota Horn, Barbara Meyer, Cheri J. Simonds
Teaching Talk: An Exploration Of The Content And Implementation Of The Common Core State Standards, Anna Wright, Brian Rohman, Dakota Horn, Barbara Meyer, Cheri J. Simonds
Basic Communication Course Annual
The implementation of the Common Core State Standards has brought about a renewed inspiration for exploring the role of communication in K-12 schools as they include a speaking and listening strand. Communication education in K-12 schools had been sparsely researched; however, a handful of scholars have made calls to increase the research and advocacy done in this arena. There is a need to understand the K-12 context as a means to inform practices at the college level. This study breaks down the speaking and listening strand of the standards to create a better understanding of the content addressed and applies …
High School Teachers' Self-Reported Knowledge And Implementation Of Social And Emotional Learning Competencies, Stephanie Y. Clark Rhoe
High School Teachers' Self-Reported Knowledge And Implementation Of Social And Emotional Learning Competencies, Stephanie Y. Clark Rhoe
Walden Dissertations and Doctoral Studies
Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored …
The Social Networks And Paradoxes Of The Opt-Out Movement Amid The Common Core State Standards Implementation, Yinying Wang
The Social Networks And Paradoxes Of The Opt-Out Movement Amid The Common Core State Standards Implementation, Yinying Wang
Educational Policy Studies Faculty Publications
Opting out of state standardized tests has recently become a movement—a series of grassroots, organized efforts to refuse to take high-stakes state standardized tests. In particular, the opt-out rates in the state of New York reached 20% in 2015 and 21% in 2016. This study aims to illustrate the social networks and examine the paradoxes that have propelled the opt-out movement in New York—the movement’s epicenter with the highest opt-out rate in the United States. Drawing on the conceptual frameworks of social movement theory, social network theory, and policy paradox, this study compiled the opt-out corpus by using the data …
Potential Ramifications Of Common Core State Standards Adoption On Information Literacy, Jacob Paul Eubanks
Potential Ramifications Of Common Core State Standards Adoption On Information Literacy, Jacob Paul Eubanks
Communications in Information Literacy
In the United States, the decline in jobs for high school educated workers and the proliferation of jobs for post-secondary educated workers is driving the development of the Common Core State Standards. The Common Core State Standards theoretically shift K-12 pedagogy towards ability development of critical and extended thinking skills, preparing high school graduates for college and career readiness. This literature review explores the reasoning behind the shift to the Common Core State Standards and asks questions regarding the potential ramifications their adoption might have on post-secondary information literacy instruction.
School Librarians And The Common Core: How They Can Help Teachers And Students Through The New Standards, Enito Mock
School Librarians And The Common Core: How They Can Help Teachers And Students Through The New Standards, Enito Mock
Dissertations, Theses, and Capstone Projects
The author addresses the critical role school libraries play in student academic achievement. He also addresses the role school librarians could play in successfully implementing the Common Core State Standards (CCSS). Historically being left out of education reforms such as No Child Left Behind in 2001, school media specialists now have the opportunity to shine and show off their unique skill set in curriculum design, information literacy, and research. In collaborating with teachers to carry out lesson plans focused on the CCSS, school librarians can teach students essential skills such as critical thinking, brainstorming, and writing/reading techniques. In discussing why …
Performance Assessment For Quality Teaching: Three Critical Variables For Measuring And Improving Teaching And Learning, Kathleen L. Gallagher Phd
Performance Assessment For Quality Teaching: Three Critical Variables For Measuring And Improving Teaching And Learning, Kathleen L. Gallagher Phd
Dissertations
While outstanding teachers are any school system's most important investment, assessing the quality of instructional practice has proven to be an ongoing challenge for the profession. Despite assertions that effective teachers are the single most important school-related factor responsible for increased learning, no teacher's employment is dependent on their performance in the classroom or the quality of instruction that they provide. This problem has fueled a growing mistrust in school districts nationwide, specifically in the area of teacher evaluation. One possible explanation is that the profession lacks the scaled level of expertise needed to evaluate instruction consistently and in a …