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ERIC Number: ED527334
Record Type: Non-Journal
Publication Date: 2011-Dec-2
Pages: 29
Abstractor: As Provided
Reference Count: 63
Analyzing How Formalist, Cognitive-Processing, and Literacy Practices Learning Paradigms are Shaping the Implementation of the Common Core State Standards
Beach, Richard
Online Submission, Paper Presented at the Annual Meeting of the Literacy Research Association (61st, Jacksonville, FL, Dec 2, 2011)
This paper analyzes the influence of three different learning paradigms for learning literacy--formalist, cognitive-processing, and literacy practices--on the implementation of the Common Core State Standards. It argues that the Common Core State Standards are based largely on a formalist paradigm as evident in the emphasis on teaching text structure/genre forms for reading, writing, and speaking/listening. It also notes that much of the analysis of alignment of the Common Core State Standards with state standards (Porter et al., 2011) as well as the development of "learning progressions" is based on cognitivist learning/cognitive stage model paradigms. And, it posits the value of adopting an alternative literacy practice paradigm that focuses on creating authentic contexts for literacy learning. It also cites research on issues about creating false expectations for low-income students in ways that do not serve students' best interests. All of this suggests the need for further research on the implementation of the Common Core State Standards.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Massachusetts; Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: ACT Assessment; General Educational Development Tests; National Assessment of Educational Progress