Comparative Analysis of CCSSM and State Standards
College of Liberal Arts and Sciences
First Presentation: Over the past three decades, the role of curriculum standards has become prominent in the United States. Once used as a method to articulate components of ideal practice and as a framework to guide measurement for student performance (Tate, 2004), the influence of standards in educational policy has evolved due to increased accountability measures tied to standards, their associated assessments and teacher performance. Today standards have considerable importance in outlining the mathematical content taught at particular grade levels, and provides guidance regarding the content that should be taught in mathematics teacher preparation courses. Furthermore, due to the high stakes attached to the mandated assessments associated with standards, these learning expectations carry considerable weight in determining what students have an opportunity to learn (Weiss, Pasley, Smith, Banilower, & Heck, 2003) and how teachers will be evaluated. This presentation will highlight the findings centered around the implementation of different states across the country. Second Presentation: Using Prediction Questions as a Vehicle for Professional Development (w/Esther Billings) Background Knowledge and Educational Significance In this session we recount our professional-development work where we investigated the ways that K-8 teachers uses of prediction questions transfers from a professional development setting to classroom practice and exhibits reform-teaching practice and share implications for professional development experiences. We then broaden this idea of levels of transfer by exploring how, we as professional developers, can extend this levels of framework to work with practicing and prospective teachers.
Associaton of Mathematics Teacher Educators
Kasmer, Lisa and Teuscher, Dawn, "Comparative Analysis of CCSSM and State Standards" (2011). Faculty Scholarly Dissemination Grants. 388.
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