Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel

Opfer, V. Darleen; Kaufman, Julia H.; Pane, Joseph D.; Thompson, Lindsey E.

doi:10.7249/rr2487

Cited by 18 publications

(22 citation statements)

References 6 publications

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“…Since ECTs have little local knowledge or relative expertise, they may feel compelled to adopt the norms and practices of others in their school in order to access the local knowledge critical for their success. Not surprisingly, many ECTs seek resources on social media outside their school (Opfer et al, 2018;Risser, 2013;Torphy & Drake, in press), in part because it is an arena in which they do not have to trade their conformity for access to expertise. Administrators must be thoughtful in guiding how ECTs use these interorganizational networks.…”

Section: Discussionmentioning

confidence: 99%

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From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards

Frank

Kim

Salloum

et al. 2020

American Educational Research Journal

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Accountability pressures and the Common Core State Standards for Mathematics have created complex demands for educators, especially early-career teachers (ECTs). Analyzing longitudinal data, including the social networks of 119 ECTs, we find that ECTs increase their ambitious mathematics instruction when their network members positively interpret accountability pressures and curricular standards as manifest in standardized tests and evaluation. This estimated effect is net of an ECT’s rich covariates, including the levels of ambitious mathematics instruction at the beginning of the academic year. It is implied that not all ECTs experience accountability pressures and curricular standards in the same way—their experiences are affected by the immediate networks in which they are embedded. Corresponding guidance for teacher educators and administrators is given.

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Section: Discussionmentioning

confidence: 99%

“…Two of the states implemented CCSS starting in 2012–2013 and 2013–2014, respectively. These were considered CCSS states in Opfer et al (2018). The last state first implemented CCSS in 2010, paused in May 2013, and then withdrew the policy in April 2014 (Torphy et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards

Frank

Kim

Salloum

et al. 2020

American Educational Research Journal

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“…Although the reasons for educator usage of websites such as Pinterest and TpT may not be completely clear, what is known is that teachers are accessing these sites. In their survey of more than 1,000 English language arts and mathematics teachers, Opfer, Kaufman, and Thompson (2017) found that 86% of elementary teachers and 63% of secondary teachers reported consulting Pinterest for ideas and materials to integrate into their instruction, whereas 87% and 53% of elementary and secondary teachers, respectively, used TpT. Hott and colleagues (2019) found that 72% of the math teachers they interviewed, including special education teachers who taught math, used Pinterest to find resources and 58% used education blogs.…”

Section: Research On Website Usage and Qualitymentioning

confidence: 99%

Proceed With Caution: Using Web-Based Resources for Instructing Students With and at Risk for EBD

Beahm

Cook

2019

Beyond Behavior

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A new student, Aiden Rayburn, who is eligible for special education services with an emotional disorder, has joined Ms. Nelson's third-grade classroom. Ms. Nelson received information from his previous school that Aiden has a hard time sitting in his seat and frequently engages in behaviors like slamming his fists on the table when he is frustrated. Ms. Nelson wants to make sure that she is adequately prepared to meet his needs, so she begins to search for ideas on ways to help him stay on task and manage his outbursts. She sits down at her computer and accesses the Teachers Pay Teachers website, which many of her colleagues told her they use when they need ideas for teaching. Ms. Nelson types "behavior management strategies" in the search bar. She instantly receives hundreds of pins with ideas for classroom management, many of which look potentially relevant for Aiden. As she begins to click on different links, Ms. Nelson becomes overwhelmed. There are so many choices. "How do I tell which are the most effective?" she asks herself. Eventually, Ms. Nelson chooses a resource called "Smile/Frown Behavior Strips" because it comes with materials and clear guidelines for implementation. She introduces the strategy with Aiden, but is disappointed to discover that it does not seem to be working. Moreover, she believes that implementation is contributing to a straining of the relationship between Ms. Nelson, Aiden, and Aiden's parents. The more she employs the downloaded technique, the more challenging Aiden's behaviors become. General and special education teachers need to understand the unique needs of students with emotional and behavioral disorders (EBD) and use effective instructional practices and strategies to meet those needs. The story of Ms. Nelson provides a cautionary tale of teachers using websites such as Pinterest and Teachers Pay Teachers (TpT) to get ideas and strategies for addressing challenging behaviors in their classrooms, including those of students with and at risk for EBD. Educators commonly use social media to virtually access instructional resources and recommendations. In 2015, for example, Cummings reported that approximately 1.3 million educational resources were pinned on Pinterest every day. Yet resources and recommendations on these websites are not vetted and may contain misleading information, facilitating teachers' selection and implementation of ineffective strategies that fail to improve student behavior and other outcomes. Therefore, the purpose of this article is to examine the pros and cons of Pinterest and TpT and consider why they are popular with teachers, explore specific resources on Pinterest and TpT, and provide recommendations for educators on how to appropriately use Internet resources, including Pinterest and TpT, to inform instruction.

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“…More thoughtful and specific questions could be constructed and used, and RAND and the Center on Education Policy (among others) recently used state-representative surveys of this sort to gauge implementation (e.g., Center on Education Policy, 2016b; Opfer, Kaufman, & Thompson, 2016). These surveys include questions that probe practices that are or are not aligned with standards, where the teachers would be less likely to know what the “correct” answer is unless they were familiar with the standards.…”

Section: How—and How Well—are the Ccs Being Implemented?mentioning

confidence: 99%

“…These surveys include questions that probe practices that are or are not aligned with standards, where the teachers would be less likely to know what the “correct” answer is unless they were familiar with the standards. This work has found that, even as of 2015, large proportions of teachers in both subjects (mathematics and English language arts/literacy) have misconceptions about what the CCS are calling for (in terms of content and practices), suggesting that their instruction is likely to be questionably aligned at best (Opfer et al, 2016).…”

Section: How—and How Well—are the Ccs Being Implemented?mentioning

confidence: 99%

Is Common Core “Working”? And Where Does Common Core Research Go From Here?

Polikoff

2017

AERA Open

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Five years into the Common Core "experiment," what do we know about the implementation and effects of the standards? Answering this question was the primary goal of this special topic. The answer, it turns out, is not as satisfying as we might like. In this article, I review both the articles that were published under the topic and my broader sense of where the literature is and where it needs to go. This introduction is organized under these two key questions. However, I start with the impact question because I think it is of more interest to policy makers. What Is the Effect of Common Core Standards on Student Outcomes?

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Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel

Cited by 18 publications

References 6 publications

From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards

From Interpretation to Instructional Practice: A Network Study of Early-Career Teachers’ Sensemaking in the Era of Accountability Pressures and Common Core State Standards

Proceed With Caution: Using Web-Based Resources for Instructing Students With and at Risk for EBD

Is Common Core “Working”? And Where Does Common Core Research Go From Here?

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