東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Common in Common Core: An Invest...

Jackson, Tonyaneka,

Linked to FindBook

Google Book

Amazon

博客來

The Common in Common Core: An Investigation of the Parallelism in Standards Aligned Middle School Mathematics Curricula /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Common in Common Core: An Investigation of the Parallelism in Standards Aligned Middle School Mathematics Curricula // Tonyaneka Jackson.
Author:	Jackson, Tonyaneka,
Description:	1 electronic resource (160 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31145566
ISBN:	9798382613185

The Common in Common Core: An Investigation of the Parallelism in Standards Aligned Middle School Mathematics Curricula /
Jackson, Tonyaneka,

The Common in Common Core: An Investigation of the Parallelism in Standards Aligned Middle School Mathematics Curricula /Tonyaneka Jackson. - 1 electronic resource (160 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Declining national assessment scores and continuous critiques of Common Core curricula have presented persistent challenges for stakeholders within the American education system. This study was an investigation of the existence of parallelism in five commonly used Common Core middle school mathematics curricula. An embedded mixed methods research design including the Lawshe Method, was used to determine whether lessons were congruent in the way they represent the expectations in Common Core State Standards 6.G.A.1, 6.G.A.3, and 8.G.B.7. Ten panelists with experience using and/or supporting the Common Core standards, evaluated lessons in each of the five curricula using a standards-specific evaluation tool of student and teacher behaviors. The findings indicated that while the lessons aligned with the Common Core State Standards for Mathematics, they lacked parallelism and consistency when compared to each other. This investigation highlighted the critical need for educators involved in teaching and learning, curriculum development, curriculum evaluation, and assessment writing to operate in the same thread of understanding before using the standards to create learning experiences, materials, rankings, or assessments. Future research endeavors should continue to audit the knowledge of math educators, particularly those involved in creating models and materials for classroom use. Results from this study contribute to the gaps in educational research regarding the alignment of math instructional materials, math standards literacy, and inter-rater reliability in math standards-based instruction where educators consistently share the same understanding and evaluations of math concepts.

English

ISBN: 9798382613185Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Mathematics curricula

The Common in Common Core: An Investigation of the Parallelism in Standards Aligned Middle School Mathematics Curricula /
LDR:03205nmm a22004333i 4500 001 2431912
005 20250624125409.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798382613185
035 $a (MiAaPQD)AAI31145566
035 $a AAI31145566
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Jackson, Tonyaneka, $e author. $3 3820942
245 1 0 $a The Common in Common Core: An Investigation of the Parallelism in Standards Aligned Middle School Mathematics Curricula / $c Tonyaneka Jackson.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (160 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
500 $a Advisors: Watson, Sandra Committee members: Weems, Amy; Bell, Jeremy; Lovett, Myra.
502 $b Ed.D. $c University of Louisiana at Monroe $d 2024.
520 $a Declining national assessment scores and continuous critiques of Common Core curricula have presented persistent challenges for stakeholders within the American education system. This study was an investigation of the existence of parallelism in five commonly used Common Core middle school mathematics curricula. An embedded mixed methods research design including the Lawshe Method, was used to determine whether lessons were congruent in the way they represent the expectations in Common Core State Standards 6.G.A.1, 6.G.A.3, and 8.G.B.7. Ten panelists with experience using and/or supporting the Common Core standards, evaluated lessons in each of the five curricula using a standards-specific evaluation tool of student and teacher behaviors. The findings indicated that while the lessons aligned with the Common Core State Standards for Mathematics, they lacked parallelism and consistency when compared to each other. This investigation highlighted the critical need for educators involved in teaching and learning, curriculum development, curriculum evaluation, and assessment writing to operate in the same thread of understanding before using the standards to create learning experiences, materials, rankings, or assessments. Future research endeavors should continue to audit the knowledge of math educators, particularly those involved in creating models and materials for classroom use. Results from this study contribute to the gaps in educational research regarding the alignment of math instructional materials, math standards literacy, and inter-rater reliability in math standards-based instruction where educators consistently share the same understanding and evaluations of math concepts.
546 $a English
590 $a School code: 1352
650 4 $a Mathematics education. $3 641129
650 4 $a Education. $3 516579
650 4 $a Middle school education. $3 969762
650 4 $a Curriculum development. $3 684418
653 $a Mathematics curricula
653 $a Math standards literacy
653 $a Middle school
653 $a American education system
690 $a 0280
690 $a 0515
690 $a 0450
690 $a 0727
710 2 $a University of Louisiana at Monroe. $b Curriculum and Instruction. $e degree granting institution. $3 3819503
720 1 $a Watson, Sandra $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-11A.
790 $a 1352
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31145566