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Dissertation Development When Compared with Neighboring Counties Essay
Essay Instructions:
In RES-815 you selected five empirical articles to begin working on your dissertation topic. For this assignment you will select 10 new empirical articles on your dissertation topic to annotate and then to complete a reflection section.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Locate the "Dissertation Development Template" in the Study Materials for this topic.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral level writing. The Manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Directions:
Use the Dissertation Development Template to annotate 10 new empirical articles for your dissertation topic.
Complete the reflection section that follows the annotated bibliography in the template to do the following:
State how the potential topic aligns with your program of study.
Justify the feasibility of the intended study.
Write a problem statement for your proposed study using the guidelines in the template.
Briefly defend the need for the proposed study.
Propose a conceptual/theoretical framework for the intended study.
Reflect on the significance of the proposed study.
Defend your selection of articles and annotations.
Essay Sample Content Preview:
Dissertation Development: When Compared with Neighboring Counties, does Charles County Curriculum align with Common Core State Standards?
Name
Institution
Date
Dissertation Development: When Compared to Neighboring Counties, does Charles County Curriculum align with Common Core State Standards?
Annotated Bibliography
Jones, A., & King, J. (2012). The common core state standards: A Vital Tool for Higher Education. Change, 44(6), 37-43. Retrieved November 14, 2020, from HYPERLINK "/stable/23594938" \t "_blank" /stable/23594938
In this journal, Allison Jones and Jacqueline King note that K-12 learners have been adopting new standards, building new forms of assessment and curricular as compared to in higher education who have been dealing with a myriad of challenges. The K-12 standards are on the verge of redefining success for American schools. In partnership with governors, leaders of K-12 have inducted new initiatives to achieve the one goal: college and career readiness, as indicated through the new common core state standards (CCSS) IN English language arts and Literacy (ELA/literacy) and Mathematics. For years, the goal and basic success measure of several school systems were on graduation.
The Common Core State Standards are benchmarked to the best-performing states in the US and other countries around the world, reflecting the judgment of college and university faculties involved in their development, reviewing their knowledge and skills, which matter most for post-secondary achievements. Colleges and Universities can use CCSS and assessments to improve their objectives for learning, productivity, student success, and even economic development. This article responds to key concerns about the new standards and also describes the ways that higher education can use them to achieve its goals.
Botzakis, S., Burns, L., & Hall, L. (2014). Literacy Reform and Common Core State Standards: Recycling the Autonomous Model. Language Arts, 91(4), 223-235. Retrieved November 14, 2020, from /stable/24576868
Botzakis, Burns, and Hall indicate that current reforms in the education sector are characterized by the implementation of Common Core State Standards. This formulaic approach to the solving of complex and diverse challenges has been based on a very limited scope of scientific studies. The limitation culminates in inadequate foundations on narrow views of reading, writing, and speaking/listening making it essential for professional teachers to advance past the standards to ensure all students are supported to succeed. However, the authors warn that the CCSS cannot account for everything a student should know in English language arts, the standards move from the primary assumption that the development of literacy and language arts means incorporating a one-size-fits-all form of teaching also referred to as an autonomous literacy model.
A major downside of using autonomous models that literacy instruction becomes simplistic and more focused on covering the given standard to the detriment of student learning. The CCSS ends up becoming the checklist for academic objectives, hence addressing the issue of learner preparation superficially, geared towards standardized tests that deviate far from learner-based concerns such as CCR (college and career readiness.) Collier et al, (2012) suggest that teachers working with autonomous models and standards focus more on the ‘dip in test scores instead of being concerned about student learning, causing variations on how various skills are taught. Teachers may even lose their jobs, schools losing sponsorships among other things if these patterns indicate a falling curve.
Brass, J. (2016). A Governmentality Perspective on the Common Core. Research in the Teaching of English, 51(2), 230-240. Retrieved November 14, 2020, from /stable/24889916
This article draws attention to the Common Core State Standards' political rationales and self-steering techniques from the perspective of governmentality studies to encourage more informed and strategic engagements with CCSS-based reforms and their possible effects. The author defines governmentality as rational approaches to act upon an individual’s thoughts and actions to steer their action towards specific ends to reduce a nuanced construct. Foucault in his later works coined the term to study modes of power that did not fall inside the traditional conceptions of the state’s sovereignty and disciplinary power. Governmentality studies particularly consider historical ways through which people's actions could be directed to wider social, economic, and political objectives; hence, this perspective can help English teachers discover ways the common core can propel educational and influence how educators know and rule themselves as teachers, scholars and teacher educators.
Jory Brass postulates that government ideas like neoliberalism portray modes of thinking that possible orders and legitimatize certain goals and strategies of government, such as enabling global economic competitions, reducing public expenditures, and ruling through free markets. The author insists that the article is not a critique of the CCSS, but indicates that a review of the CCSS advocates in their terms to highlight neoliberal rationalities, which animate standards-based reforms, and the technical work the Common Core does in governing education through policy technologies.
Matlock, K. L., Goering, C. Z., Endacott, J., Collet, V. S., Denny, G. S., Jennings-Davis, J., et al. (2016). Teachers' Views of the Common Core State Standards and Its Implementation. Educational Review, 68(3), 291-305
Matlock et al emphasize the need to study the many facets of changes in education, as it remains critical, especially from the perspective of teachers that experience these changes firsthand. This need is due to the controversies and politics the Common Core State Standards are embroiled in. Available surveys of teacher perception about the CCSS have primarily focused on the awareness and preparedness of teachers, and also opinions on the quality of the CCSS and its alignment to the curriculum. This article delves into addressing the educator’s views and support towards the Common Core State Standards and its implementation, expected effects, and how its operation has affected pedagogy and the teacher’s thoughts to leave the profession before time. Comparisons based on teacher-groups between grade level taught and years of experience were made. Generally, teachers had a positive attitude towards the CCSS and its implementation. The change in attitude based on an increasing grade-level taught tends to be more negative and was highly unfavorable for those with thoughts of leaving the profession prematurely. The responses varied from the difference in lengths of experience.
Eppley, K. (2015). Seven Traps of the Common Core State Standards. Journal of Adolescent & Adult Literacy, 59(2), 207-216. Retrieved November 14, 2020, from /stable/44011241
This article describes how educators are needed to give up existing values, ideas, and other classroom practices ranging from reading, writing, and literature. It gives more insight into how Common Core State Standards is a hectic practice for teachers as it restricts their engagement with the lives of learners past the classroom. This article presents outcomes from polls showing that educators feel their views do not count and that they are dictated to deliver specific content. By using the sociologist Wright Mill’s analogy of the trap, Karen Eppley asks readers to observe the Common Core State Standards past the Classroom, toward its political and historical connection. These traps detail how the Common Core implementation affects the day to day lives of teachers and students due to its dynamic state, regarding social issues.
The presentation of the seven traps is a critical evaluation of the production for both the common core and the publisher’s criteria and their imprecise designation of documents, with specific emphasis on reading and writing and children’s literature. This review places these documents as open and unpredictable texts awaiting the input of major stakeholders who are the teachers, parents, students, and even community members.
Venezia, A., & Jaeger, L. (2013). Transitions from High School to College. The Future of Children, 23(1), 117-136. Retrieved November 13, 2020, from /stable/23409491
Venezia and Jaeger scrutinize the nature of college readiness concerning high school students, the effectiveness of the programs administered to help them transition into college, and the efforts intended at enhancing those shifts. Most students are not well equipped for college coursework for manifold reasons as the writer postulates. The reasons include the contrast in high school education and college expectations as well as wide discrepancies between the instruction given at the high school level with a greater concentration of students from impoverished environments and the one offered by high schools with learners from well-off backgrounds. The authors pinpoint the usefulness of non-curricular variables like peer influence, filial expectations, and pro-academic conditions. Attempts to improve college readiness recommend many services extending from scholastic information and preparation about college and financial help to; psychosocial and behavioral aid, mind-habit developments such as organizational skills, endurance, anticipation, and resiliency.
Besides, Andrea Venezia and Laura Jaeger address dual enrollment programs manifest promise but the analytical perspectives may amplify results. An exploration of how effective these efforts are is inadequate, but the authors maintain that analyses on precollege aid programs register insignificant impacts whereas the more systemic ones portray mixed outcomes.
Findings revealed that if the standards are furnished with the needed professional improvement in empowering teachers to help students accomplish their career readiness standards, a potential will be actualized. This will help the educator assist the learner to obtain effective non-cognitive knowledge and essential repertoire, the needed informational support to equip and select a suitable postsecondary institution.
Maruyama, G. (2012). Assessing College Readiness: Should We Be Satisfied With ACT or Other Threshold Scores? Educational Researcher, 41(7), 252-261. Retrieved November 13, 2020, from /stable/23271495
Geoffrey Maruyama examines the argumentation that underlies multiple models for assessing the college readiness of learners from high school. It focuses on benchmark results that purportedly exhibit students who are set for college and manifest the problem using outset scores from an authentic assessment mechanism to ascertain readiness. To offer logical and methodological reasons for the given scores, evaluations of Minnesota and national data depict their incapacity....
Name
Institution
Date
Dissertation Development: When Compared to Neighboring Counties, does Charles County Curriculum align with Common Core State Standards?
Annotated Bibliography
Jones, A., & King, J. (2012). The common core state standards: A Vital Tool for Higher Education. Change, 44(6), 37-43. Retrieved November 14, 2020, from HYPERLINK "/stable/23594938" \t "_blank" /stable/23594938
In this journal, Allison Jones and Jacqueline King note that K-12 learners have been adopting new standards, building new forms of assessment and curricular as compared to in higher education who have been dealing with a myriad of challenges. The K-12 standards are on the verge of redefining success for American schools. In partnership with governors, leaders of K-12 have inducted new initiatives to achieve the one goal: college and career readiness, as indicated through the new common core state standards (CCSS) IN English language arts and Literacy (ELA/literacy) and Mathematics. For years, the goal and basic success measure of several school systems were on graduation.
The Common Core State Standards are benchmarked to the best-performing states in the US and other countries around the world, reflecting the judgment of college and university faculties involved in their development, reviewing their knowledge and skills, which matter most for post-secondary achievements. Colleges and Universities can use CCSS and assessments to improve their objectives for learning, productivity, student success, and even economic development. This article responds to key concerns about the new standards and also describes the ways that higher education can use them to achieve its goals.
Botzakis, S., Burns, L., & Hall, L. (2014). Literacy Reform and Common Core State Standards: Recycling the Autonomous Model. Language Arts, 91(4), 223-235. Retrieved November 14, 2020, from /stable/24576868
Botzakis, Burns, and Hall indicate that current reforms in the education sector are characterized by the implementation of Common Core State Standards. This formulaic approach to the solving of complex and diverse challenges has been based on a very limited scope of scientific studies. The limitation culminates in inadequate foundations on narrow views of reading, writing, and speaking/listening making it essential for professional teachers to advance past the standards to ensure all students are supported to succeed. However, the authors warn that the CCSS cannot account for everything a student should know in English language arts, the standards move from the primary assumption that the development of literacy and language arts means incorporating a one-size-fits-all form of teaching also referred to as an autonomous literacy model.
A major downside of using autonomous models that literacy instruction becomes simplistic and more focused on covering the given standard to the detriment of student learning. The CCSS ends up becoming the checklist for academic objectives, hence addressing the issue of learner preparation superficially, geared towards standardized tests that deviate far from learner-based concerns such as CCR (college and career readiness.) Collier et al, (2012) suggest that teachers working with autonomous models and standards focus more on the ‘dip in test scores instead of being concerned about student learning, causing variations on how various skills are taught. Teachers may even lose their jobs, schools losing sponsorships among other things if these patterns indicate a falling curve.
Brass, J. (2016). A Governmentality Perspective on the Common Core. Research in the Teaching of English, 51(2), 230-240. Retrieved November 14, 2020, from /stable/24889916
This article draws attention to the Common Core State Standards' political rationales and self-steering techniques from the perspective of governmentality studies to encourage more informed and strategic engagements with CCSS-based reforms and their possible effects. The author defines governmentality as rational approaches to act upon an individual’s thoughts and actions to steer their action towards specific ends to reduce a nuanced construct. Foucault in his later works coined the term to study modes of power that did not fall inside the traditional conceptions of the state’s sovereignty and disciplinary power. Governmentality studies particularly consider historical ways through which people's actions could be directed to wider social, economic, and political objectives; hence, this perspective can help English teachers discover ways the common core can propel educational and influence how educators know and rule themselves as teachers, scholars and teacher educators.
Jory Brass postulates that government ideas like neoliberalism portray modes of thinking that possible orders and legitimatize certain goals and strategies of government, such as enabling global economic competitions, reducing public expenditures, and ruling through free markets. The author insists that the article is not a critique of the CCSS, but indicates that a review of the CCSS advocates in their terms to highlight neoliberal rationalities, which animate standards-based reforms, and the technical work the Common Core does in governing education through policy technologies.
Matlock, K. L., Goering, C. Z., Endacott, J., Collet, V. S., Denny, G. S., Jennings-Davis, J., et al. (2016). Teachers' Views of the Common Core State Standards and Its Implementation. Educational Review, 68(3), 291-305
Matlock et al emphasize the need to study the many facets of changes in education, as it remains critical, especially from the perspective of teachers that experience these changes firsthand. This need is due to the controversies and politics the Common Core State Standards are embroiled in. Available surveys of teacher perception about the CCSS have primarily focused on the awareness and preparedness of teachers, and also opinions on the quality of the CCSS and its alignment to the curriculum. This article delves into addressing the educator’s views and support towards the Common Core State Standards and its implementation, expected effects, and how its operation has affected pedagogy and the teacher’s thoughts to leave the profession before time. Comparisons based on teacher-groups between grade level taught and years of experience were made. Generally, teachers had a positive attitude towards the CCSS and its implementation. The change in attitude based on an increasing grade-level taught tends to be more negative and was highly unfavorable for those with thoughts of leaving the profession prematurely. The responses varied from the difference in lengths of experience.
Eppley, K. (2015). Seven Traps of the Common Core State Standards. Journal of Adolescent & Adult Literacy, 59(2), 207-216. Retrieved November 14, 2020, from /stable/44011241
This article describes how educators are needed to give up existing values, ideas, and other classroom practices ranging from reading, writing, and literature. It gives more insight into how Common Core State Standards is a hectic practice for teachers as it restricts their engagement with the lives of learners past the classroom. This article presents outcomes from polls showing that educators feel their views do not count and that they are dictated to deliver specific content. By using the sociologist Wright Mill’s analogy of the trap, Karen Eppley asks readers to observe the Common Core State Standards past the Classroom, toward its political and historical connection. These traps detail how the Common Core implementation affects the day to day lives of teachers and students due to its dynamic state, regarding social issues.
The presentation of the seven traps is a critical evaluation of the production for both the common core and the publisher’s criteria and their imprecise designation of documents, with specific emphasis on reading and writing and children’s literature. This review places these documents as open and unpredictable texts awaiting the input of major stakeholders who are the teachers, parents, students, and even community members.
Venezia, A., & Jaeger, L. (2013). Transitions from High School to College. The Future of Children, 23(1), 117-136. Retrieved November 13, 2020, from /stable/23409491
Venezia and Jaeger scrutinize the nature of college readiness concerning high school students, the effectiveness of the programs administered to help them transition into college, and the efforts intended at enhancing those shifts. Most students are not well equipped for college coursework for manifold reasons as the writer postulates. The reasons include the contrast in high school education and college expectations as well as wide discrepancies between the instruction given at the high school level with a greater concentration of students from impoverished environments and the one offered by high schools with learners from well-off backgrounds. The authors pinpoint the usefulness of non-curricular variables like peer influence, filial expectations, and pro-academic conditions. Attempts to improve college readiness recommend many services extending from scholastic information and preparation about college and financial help to; psychosocial and behavioral aid, mind-habit developments such as organizational skills, endurance, anticipation, and resiliency.
Besides, Andrea Venezia and Laura Jaeger address dual enrollment programs manifest promise but the analytical perspectives may amplify results. An exploration of how effective these efforts are is inadequate, but the authors maintain that analyses on precollege aid programs register insignificant impacts whereas the more systemic ones portray mixed outcomes.
Findings revealed that if the standards are furnished with the needed professional improvement in empowering teachers to help students accomplish their career readiness standards, a potential will be actualized. This will help the educator assist the learner to obtain effective non-cognitive knowledge and essential repertoire, the needed informational support to equip and select a suitable postsecondary institution.
Maruyama, G. (2012). Assessing College Readiness: Should We Be Satisfied With ACT or Other Threshold Scores? Educational Researcher, 41(7), 252-261. Retrieved November 13, 2020, from /stable/23271495
Geoffrey Maruyama examines the argumentation that underlies multiple models for assessing the college readiness of learners from high school. It focuses on benchmark results that purportedly exhibit students who are set for college and manifest the problem using outset scores from an authentic assessment mechanism to ascertain readiness. To offer logical and methodological reasons for the given scores, evaluations of Minnesota and national data depict their incapacity....
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