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ERIC Number: EJ1033172
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0040-5841
Alignment: Its Role in Standards-Based Reform and Prospects for the Common Core
Massell, Diane; Perrault, Paul
Theory Into Practice, v53 n3 p196-203 2014
The Common Core State Standards (CCSS) of 2010 represent a new chapter in the 25-year history of standards-based reforms (SBR). The CCSS attempts to bring the system back to the principles of its founding--more rigorous, focused, academic content and performance expectations collectively embraced by the nation. The new standards depart significantly from existing practice, especially in their high level of cognitive demand, topical range, and curricular sequencing. In this article, we explore what decades of experience have shown about alignment to standards. Most conceive of alignment as a relatively simple technical task of matching curriculum and other tools to the standards. This is a necessary, but only a first, step, and one that is more complex than often imagined. To achieve the far-reaching institutional changes envisioned by SBR, additional and intensive work is necessary to align system incentives, as well as classroom instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A