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Pages:
8 pages/β‰ˆ2200 words
Sources:
Check Instructions
Style:
APA
Subject:
Education
Type:
Annotated Bibliography
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 38.28
Topic:

Does Charles County Curriculum Align with Common Core State Standards?

Annotated Bibliography Instructions:

Successful completion of a doctoral dissertation requires significant amounts of independent reading on the research topic. This allows the doctoral learner/researcher to become familiar with the scope of the topic and to identify gaps or tensions within the existing literature on the topic. These gaps and tensions become the source of the dissertation research. In this assignment, you will read and annotate potential sources in your dissertation field of interest. Those demonstrating the most merit to the best of your understanding of the topic at this time should be added to your RefWorks list for potential inclusion in the literature review section of your dissertation.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Locate the most recent assignment submission for "Literature Review Resources" from a previous course. You will be adding to this document to continue building a running literature review.
It is strongly recommended that you engage in this activity throughout the duration of your program.
Instructors will be scoring your submission based on the number of unique sources identified in the list submitted.
Download the resource, "Literature Review Resources Tool" and use it to complete the assignment.
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 resource, "Preparing Annotated Bibliographies," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
Directions:
Read at least 10 empirical articles in your general dissertation field that you have not read previously.
In the "Literature Review Resources" document that you submitted in a previous course, provide the following for each source you are adding to the document:
The APA-formatted citation.
A brief annotation of the key points of the source.
An indication of whether the source has been added to (Y) or excluded from (N) your RefWorks list.
Highlight the additions to the document so the instructor can readily identify them.

Annotated Bibliography Sample Content Preview:

Dissertation Development: Annotated Bibliography
Name
Institution
Dissertation Development: Annotated Bibliography
Gwynne, J., & Cowhy, J. (2017). Getting Ready for the Common Core State Standards: Experiences of CPS Teachers and Administrators Preparing for the New Standards. UChicago Consortium on School Research. https://files.eric.ed.gov/fulltext/ED589705.pdf
The article by Gwynne and Cowhy (2017) explores the experiences of teachers and administrators as they get ready to integrate the CCSS into their teaching practice. The authors stipulate that to achieve the goals of the CCSS, teachers have to align their instructional practices with these goals through appropriate professional development efforts. Based on data drawn from the Chicago Public Schools (CPS) district, the authors indicate that most teachers have not received the right professional development to help them align their teaching with the new standards. In fact, they reveal that 25% and 15% of high school teachers and elementary teachers, respectively, have received no formal professional development related to the CCSS. However, a small percentage of the teachers (about 15% of high school teachers and 20% of elementary school teachers), receive monthly professional development. Gwynne and Cowhy (2017) also reveal that despite the lack of formal professional development, a lot of the teachers meet informally to discuss the new standards and how they can best align their instructional practices with these standards. Another revelation from the study is that teachers from schools that have high organizational capacity levels reported receiving substantial professional development related to the new standards than their counterparts from schools with low organizational capacity levels. Teachers with more CCSS-related professional development were more prepared to teach using the new standards. The authors concluded that teachers need a great deal of CCSS-related professional development to help them align their teaching with the goals of the CCSS.
This article will be added to the RefWorks list since it discusses how teachers can align their teaching with the CCSS. Teachers are integral to the success of the CCSS and their teaching practices need to be aligned with the CCSS as much as the curriculum needs to be aligned with the same. The curriculum cannot be successfully aligned with the CCSS if the teachers are not well prepared to deliver the content.
Polikoff, M. (2015). How Well Aligned are Textbooks to the Common Core Standards in Mathematics? American Educational Research Journal, 1-27. doi: 10.3102/0002831215584435
Polikoff (2015) explores the alignment of textbooks with the CCSS. Specifically, the author investigates the alignment of fourth-grade textbooks with the CCSS in Florida, with a special focus on mathematics. The author also investigates the extent to which the CCSS-aligned textbooks differ from previous textbooks that were used before CCSS was implemented, especially in terms of content. Using the Surveys of Enacted Curriculum (SEC) approach, the author reveals that approximately 28-40% of the contents in the textbooks match the requirements of the CCSS. Additionally, about 75-84% of the CCSS content is included in the textb...
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