Education Commons^™

Secondary And Postsecondary Educators’ Writing Expectations After The Implementation Of The Common Core State Standards, Lauren Gibbons

Theses and Dissertations

Despite low levels of writing proficiency, noted gaps between secondary and postsecondary writing practices, and calls for a vertical curriculum, there is little research directly comparing the writing expectations of high school and college-level English educators after the implementation of the Common Core State Standards. In this convergent mixed methods research study, I explored the writing expectations of members of these two distinct communities to better understand how differences in expectations may contribute to the perceived writing gap between secondary and postsecondary contexts. Grounded in sociocultural theory, I conducted survey and interview research to study this topic, drawing on both …

Implementation Of Literacy Strategies And The Impact On Word Problems, Lindsey R. Glick

Theses and Dissertations

The purpose of this study is to determine whether the implementation of literacy strategies in a fifth grade mathematics classroom would affect comprehension. The specific aim is to see what happens when students utilize literacy strategies when solving mathematical word problems. Three literacy topics were the focal point in this study: vocabulary, writing, and comprehension. Literacy strategies from each topic were introduced and applied during a mathematics class. Surveys, math journals, graphic organizers, classroom discussions, and interviews were analyzed. The limitations and implications for incorporating literacy instruction in a mathematics class are discussed.

Background Knowledge Conversations About Informational Text, Vanessa Gottesfeld

Theses and Dissertations

The purpose of this study was to discover what happened when students are given opportunities to discuss their background knowledge before reading an informational text and to discuss how their background knowledge changed and grew after reading the text. The specific aim of this project was to find out how students interacted with each other during these structured and scaffolded conversations. Transcripts of student conversations, student artifacts, observations of conversations, and a teacher research journal were analyzed. The group of students studied demonstrated the ability to learn from each other, expand on each other's comments, and address misconceptions. The implications …

Curricula As Complements: Inclusive Content-Based Literature And The Goals Of Common Core In Secondary Students’ English Achievement, Sara Lott

Theses and Dissertations

The Common Core State Standards now suggest a 70% nonfiction, 30% fiction reading load for 6th to 12th grade students (Common Core State Standards Initiative, 2017). To satisfy this curricular push toward nonfiction, many secondary English teachers are shifting away from inclusive literature instruction to a more standardized English Language Arts (ELA) model based on Common Core’s five strands for ELA: reading informational text, reading literature, writing, language, and speaking and listening. This ideological and practical shift within secondary ELA has created a local-level problem of practice. Owing to Common Core’s relative silence on issues of diversity, shifts away from …

Implementation Of Common Core State Standards And South Carolina College And Career Ready Standards: Successes And Struggles, Matthew D. Scandrol

Theses and Dissertations

In 2009 the Common Core State Standards (CCSS) initiative was introduced to the nation’s education systems. The CCSS initiative compelled schools and districts to re-evaluate instructional programs to better meet the instructional needs of students as well as the professional development needs of teachers and administrators.

On May 30, 2014, South Carolina became the second state to withdraw from the CCSS initiative. South Carolina developed its own statewide set of standards to replace the Common Core for the 2015-2016 school year. Titled the South Carolina College and Career Ready Standards (SCCCRS), these standards are heavily influenced by the Common Core. …

What Is Being Said About Historical Literacy In Literacy And Social Studies Journals: A Content Analysis, Kiera Beddes

Theses and Dissertations

The Common Core State Standards and the National Council for the Social Studies (C3 Framework) have recently prompted renewed emphasis on literacy, particularly in history, therefore it is important to analyze and compare what exactly the teacher educators of leading journals are saying about historical literacy. This study examines the literacy messages for the history classroom in The Journal of Adolescent and Adult Literacy and Theory (JAAL) and Research in Social Education (TRSE) from 2010-2015. An emergent, qualitative content analysis was used to analyze data from these journals. Results from this study indicates definitions on historical literacy vary between journals, …

An Examination Of The Practice Of Aligning Speech-Language Therapy Goals To The Common Core State Standards For English Language Arts, Gerard Francis Shine

Theses and Dissertations

Implementation of the Common Core State Standards (CCSS) is now a curriculum priority for school districts across the United States. Speech-language pathologists (SLPs) are exploring ways to incorporate the CCSS into their assessment and therapy practices. Literature centered on the development of language goals aligned with the CCSS for English language arts (ELA) was limited. The purpose of this study was to identify if SLPs working in public elementary and middle school settings had adopted the practice of aligning their language-intervention goals to the CCSS for ELA for students on their caseloads. Perceived feasibility of language goal alignment to the …

Determining The Alignment Of Math 105 - Intermediate Algebra At The University Of Wisconsin--Milwaukee To The Goals Of The Common Core State Standards, Raymond Dempsey

Theses and Dissertations

In this analysis we examine the Common Core State Standards for Mathematics and compare them to content presented in Math 105 - Intermediate Algebra at the University of Wisconsin-Milwaukee, in order to determine how well the UW-Milwaukee course develops the skills described in the standards. This is done by examining the structure, textbook content, and assessments of the course. Examining relevant high school standards, we determine that many of the procedural elements of these standards are present in the course while many of the conceptual elements are absent or poorly developed. After, we discuss content that is present in the …