Literature Review Education Annotated Bibliography

Dissertation Development: Annotated Bibliography
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Dissertation Development: Annotated Bibliography
Buzick, H., Rhoad-Drogalis, A., Laitusis, C., & King, T. (2019). Teachers' Views of Their Practices Related to Common Core State Standards-Aligned Assessments. ETS Research Report Series, 1-16. Retrieved January 26, 2020, from https://files.eric.ed.gov/fulltext/EJ1238533.pdf
The article by Buzick, Rhoad-Drogalis, Laitusis, and King (2019) provides details about teachers' views in line with their teaching practices as they relate to the Common Core State Standards (CCSS)-aligned assessment. The authors begin by stipulating that aligning the assessment of students with the CCSS will positively influence educators' teaching practices. Drawing on data from five web-based surveys, the researchers examine educators' teaching practices before and after the CCSS were introduced. Teachers from 282 public schools in New Jersey were surveyed. More than half of the students taught by these teachers participated in the regular state assessment. Results indicate that teachers changed their teaching approaches after introducing CCSS to ensure that their students were well prepared for the assessment. Their efforts were directed at facilitating CCSS alignment. The results also reveal that teachers' perspectives on instructional practices concerning CCSS were mostly similar across the study participants. Finally, the study indicates that most teachers were knowledgeable about CCSS and could administer CCSS-aligned assessments.
This study will be added to the RefWorks list because it offers a rich literature source on aligning certain aspects of education and teaching practices with the CCSS.
Abadie, M., & Bista, K. (2018). Understanding the Stages of Concerns: Implementation of the Common Core State Standards on Louisiana Schools. Journal of School Administration Research and Development, 3(1), 57-66. Retrieved January 26, 2020, from https://files.eric.ed.gov/fulltext/EJ1190934.pdf
In their study, Abadie and Bista (2018) examine the main concerns that stakeholders experience in implementing the CCSS. The authors utilize both quantitative and qualitative methods. Quantitative data were obtained through questionnaires, which provided information about participants' experiences and feelings concerning the implementation of CCSS. Qualitative data were obtained through interviews. The study was carried out in a school district in Louisiana. Purposive sampling was employed in selecting the school district and the two schools(one private and one public), and three teachers who participated in the interview. Results indicate that concerns of instability and timeline characterized the implementation process in the public school. Instability stemmed from the lack of clear decision-making concerning the curriculum. Therefore, they had negative experiences with the implementation process, which affected how they delivered content to their students. Implementation in the private school was characterized by stability, manageable timelines, and professional development support. Their experiences with the implementation process were positive, and so was the impact on their students.
This study will not be included in the RefWorks list. It focuses mostly on the implementation process and the factors that hindered or enabled a smooth transition to CCSS and less on the curriculum's alignment with CCSS.
Xu, Z., & Cepa, K. (2015). Getting College and Career Ready During State Transition Toward the Common Core State Standards. Calder Working Paper 127. Retrieved January 26, 2020, from https://files.eric.ed.gov/fulltext/ED557605.pdf
Xu and Cepa (2015) conducted a study to explore the effects of transitioning to the CCSS. Drawing on longitudinal data from Kentucky, the authors investigate how the transition has affected the progress, performance, and college and career readiness of students. Findings from the study indicate that students who have gone through the CCSS transition recorded better learning progress than those who have not gone through the transition. In addition, the performance was higher and more improved in subjects whose curriculum had been aligned with the CCSS. Also, the results reveal that most students involved in the transition are more college and career ready than their counterparts who had not yet gone through the transition.
This study provides a deeper understanding of how aligning the curriculum with the CCSS can profoundly affect students' performance in different subjects. Also, data used in this article was retrieved from Kentucky, which was the first state to adopt the CCSS. As such, it provides information on implementation, alignment, and the success of CCSS from an early adopter. This article will therefore be added to the RefWorks list.
Simmons, K., Darch, C., Hinton, V., & Padgett, A. (2017). Considering the New Common Core State Standards for Teaching Spelling to Urban Students with Disabilities. International Journal of Special Education, 32(4), 659-670. Retrieved January 26, 2020, from https://files.eric.ed.gov/fulltext/EJ1184114.pdf
Simmons, Darch, Hinton, and Padgett (2017) note the importance of effective writing instructions in accordance with the CCSS. They investigate explicit instruction as an instructional approach for urban students with disabilities and compare it with the traditional approach. A randomized study is utilized where two groups of 41 students in total are assigned to two treatments. One is assigned to the traditional approach and the other to the explicit instruction approach. The results indicate that the explicit instruction group performed better than the traditional instruction group in three core areas, namely: regular, irregular, and morphographic words.
The authors posit that the explicit instruction approach would benefit urban students with learning disabilities under the CCSS because it offers foundational skills highly emphasized by the CCSS. In particular, the author opines that even though CCSS emphasizes the importance of foundational skills, it has not clearly outlined the benchmarks for foundational skills used by teachers in providing writing instructions. Accordingly, the authors indicate that the explicit instruction approach can fill that gap. This study will not be included in the RefWorks list.
Papola-Ellis, A. (2014). Teaching Under Policy Cascades: Common Core and Literacy Instruction. Journal of Language & Literacy Education, 10(1), 166-187. Retrieved January 26, 2020, from https://files.eric.ed.gov/fulltext/EJ1030716.pdf
Papola-Ellis (2014) examines the role of educational policies in shaping the future of education and the impact of such policies on the teaching practices of teachers in the United States. Drawing on data from a larger study carried out in one school in the first year of implementing the CCSS, the author explores how teachers plan literacy instruction based on the guidance of educational policies and initiatives. The researcher selected three participants who were subject to weekly observations and interviews about their literacy instruction for three months from the larger study. The study results reveal that to align their curriculum with the CCSS, and teachers allowed students to read the materials on their own first before reading with them, as per the Publisher's Criteria. Also, teachers shifted from using students' instructional reading levels more often to using grade-level texts. The study's results also indicate that there was an increase in the use of informational texts. In general, the implementation of the CCSS meant that teachers had to abandon their old practices and adopt new ones to align the curriculum with the CCSS. Accordingly, they became more dependent on outside influences, such as Publisher's Criteria for CCSS, to plan and instruct literacy classes.
The author posits that such shifts, necessitated by educational policies, profoundly affect how teachers assist students in the classroom. The author opines that when outside influences dictate what teachers should and should not do, teachers' professional knowledge base, which is invaluable, will become obsolete and will be replaced by recommendations made by people who lack knowledge about the nature of classrooms and the needs of students. This article will be included in the RefWorks list for its invaluable insights on how aligning the curriculum with the CCSS affects planning and instruction.
Alase, A. (2017). An Interpretative Phenomenological Analysis of the Common Core Standards Program in the State of South Dakota. International Journal of Education & Literacy Studies, 5(3), 24-34. Retrieved January 26, 2020, from https://files.eric.ed.gov/fulltext/EJ1154018....