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Ylimaki, R. M. (2011) Curriculum Leadership in a Conservative Era. Educational Administration Quarterly, April 2012; vol. 48, 2: pp. 304-346.

1. What does the article outline about distributed leadership?
2. How does the article see instruction leadership for academic, social justice, and equity?
3. How does the article describe the curriculum leadership development?

 

Stodolsky, S., & Grossman, P. (1995) Academic subjects the impact of subject matter on curricular activity: an analysis of five.  American Educational Research Journal.  32(2)  p. 227-249.

http://aer.sagepub.com

1. If teachers are more defined, sequential, and have less autonomy, how do you see this in terms of curriculum implementation and how students retain the learning from these classes?
2. If department policies regarding the rotation of teaching assignments affect teachers' work conditions, please explain the ways and provide your opinion of whether this is positive or negative in terms of student learning.
3. Knowing that individual teachers vary in their beliefs, practices, and teaching assignments, please use your prior experience to analyze two teachers you have experience who taught the same subject matter. Do a discrepancy analysis of the two teachers outlining the methods used and which best suited your learning style.

 

Harnischfeger, A. (1980). Curricular control and learning time:  district policy, teacher strategy, and pupil choice. Educational evaluation and policy analysis. 2(6). P. 19-30.

http://epa.sagepub.com

1. What are some of the various components that impact a district’s decision about selecting a curriculum?
2. What are some consequences of the various course offerings?
3. How does class size and ability grouping impact curriculum?
4. What other factors play a part in the fidelity of implementation of a curriculum?

 

Salisbury, F., and Sheridan, L. (2011). Mapping the journey: Developing an information literacy strategy as part of curriculum reform. Journal of Librarianship and Information Science. 43(3): 185.

http://lis.sagepub.com/

1. If information literacy is critical to the curriculum, how can schools strategically incorporate it?
2. What steps should be used in developing an information literacy strategy?
3. How can information literacy enhance curriculum design?

 

Chapter 4: What kind of Curriculums Are Needed? NASSP Bulletin (1956) 40 (271): 53-159.

http://bul.sagepub.com/

1. How were curriculums different in 1956?
2. What curriculums are still in existence today?
3. How relevant are the curriculums that have survived the past 50 years?
4. How has curriculum making changed over time?

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Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011) Common core standards:  the new u.s. intended curriculum.  EDUCATIONAL RESEARCHER  40 (3): 103-116.

http://edr.sagepub.com/

1. The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature of that change?
2. Do the Common Core standards represent a change for the better from existing state standards?
3. Shared expectations. Some argue that math is math and reading is reading. Why, then, should we have different expectations for students who live in Ohio than for students who live in Mississippi?

 

Braker-Walters, B. (2014) Informational Text and the Common Core: A Content Analysis of Three Basal Reading Programs SAGE Open, October-December 2014; vol. 4, 4: 2158244014555119

1. What imperative did the authors come up with in regards to using basal student reading texts for the Common Core State Standards – English Language Arts?
2. What did they expect school districts and teachers may need to purchase in addition to the basal student reading texts?

 

Bierema, L., (2010) Diversity education: competencies and strategies for educators. Advances in Developing Human Resources 12 (3): 312-331

http://adh.sagepub.com/

1. Davidman and Davidman (1994) identified six goals for multicultural education dimensions, please outline and explain each of the dimensions and how they will help educators provide more meaningful multicultural education.
2. Explain the differences between the following approaches to multicultural education:
   
   1. Teaching the Culturally Different,
   2. The Human Relations Approach,
   3. Single-group Studies.
   4. Multicultural Education,
   5. Multicultural and Social Reconstructionist Education
3. Explain the Skills and Attributes necessary for teaching diversity and how they are relevant.

 

Hill, H., Kapitula, L., & Umland, K. (2011) A validity argument approach to evaluating teacher value-added scores.  American Educational Research Journal. 48(3 ): 794-826.

http://aer.sagepub.com/

1. What, exactly, do teachers’ value-added scores represent?
2. Race to the Top asked states to open the door to value-added accountability systems, both by removing roadblocks to linking teachers and students and by encouraging teacher evaluation plans that include value-added measures as a component.  Debates have arisen about how to properly produce teacher value-added scores and concerns about the validity and reliability of those scores, please write an essay taking one side of the debate and support that belief.
3. What effective teaching practices are important to the value-added scores?

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Izzo, M., Yurick, A., Nagaraja, H., & Novak, J. (2010). Effects of a 21st-Century Curriculum on Students' Information Technology and Transition SkillsCareer Development for Exceptional Individuals  33 (2): 95 – 105.

http://cde.sagepub.com/

1. Please describe information technology literacy.
2. Although No Child Left Behind (NCLB, 2002) emphasizes standards-based instruction for all students, the Individuals With Disabilities Education Act (IDEA, 2004) mandates that schools provide individualized education programs that prepare students with disabilities for college, employment, and independent living. The divergent underlying assumptions of IDEA and NCLB create a conceptual and logistical challenge for educators: How do they align transition with standards-based education?
3. Educational curricula must be developed that meet academic standards, prepare students to succeed on mandated assessments, and prepare students to transition to college and careers with the 21st-century skills needed to succeed.  How might the findings from this study information the development of that curriculum?

 

Frost, R., & Holden, G. (2008). Student voice and future schools:  building partnerships for student participation.  Improving Schools. 11 (1):  83 – 95.

http://imp.sagepub.com/

1. According to the article’s findings, how can we better engage students in their own learning?
2. This article’s outcome suggests that students should not only be asked by their schools what will help them achieve academically, emotionally and economically, but that they should be partners in deciding how best to make the necessary provision.  Outline how you would go about setting up a similar scenario in your own school.
3. According to the article, what are the students’ priorities for developing supportive learning environments and what elements do they want to change?
4. According to the article, what environments, inside and out of school, do students consider provide conditions conducive to learning?

 

Thomson, P., McGregor, J., Sanders, E., & Alexiadou, N. (2009) Changing schools: more than a lick of paint and a well-orchestrated performance? Improving School.  12 (1): 43-57.

http://imp.sagepub.com/

1. In this article, the Creative Partnerships aimed to change the ways in which children learn and teachers teach, and to support whole school change.  Outline the approaches used and compare them to approaches used in US Schools currently.
2. Explain the challenges faced by Creative Partnerships relating to assessment, knowledge, and understandings about social justice.
3. This study outlined what they counted as change, do you agree that this is meaningful change why or why not?

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Zafirovski, M. (2011) Contemporary conservatism and medievalism: ‘Nothing new under the sun’? Social Science Information, June 2011; vol. 50, 2: pp. 223-250.

1. Explain the differences among medievalism, conservatism, and neo-conservatism.
2. Explain the transition from medieval traditionalism to conservatism.
3. Explain the transition from religious conservatism and neo-medievalism.

 

Cuban, L. (1996) Myths About Changing Schools and the Case of Special Education. Remedial and Special Education, March 1996; vol. 17, 2: pp. 75-82

1. What two things do researchers, administrators, and practitioners need to distinguish between?
2. What kind of criteria is being used to judge success/failure of an adoption?
3. What ways can you redefine the existing criteria of judging success and failure into degrees of success?

 

Ogawa, R., Sandholtz, J., Martinex-Flores, M., & Paredes, S. (2003).  The substantive and sumbolic consequences of a district’s standards-based curriculum. American Educational Research Journal.  40 (1): 147-176

http://aer.sagepub.com

1. The authors applied the rational perspective by assessing the extent to which and manner in which the standards-based curriculum shaped the instructional practices of teachers by (a) specifying instructional outcomes; (b) providing structures for the efficient development and implementation of the curriculum; and (c) assessing the degree to which standards were attained.  Please explain in your own words the degree to which you believe this perspective was successful within this school district.
2. The authors also applied the institutional perspective by assessing the extent to which and manner in which the standards-based curriculum was aimed at gaining legitimacy for the district by (a) responding to political and professional influences in the external environment; (b) serving as an important and timely symbol; and (c) being decoupled from the work activity of teachers.  Was this perspective successful and why do you believe that to be true?
3. Compare the findings from each and do a comparison/contrast of the pros and cons of each of these perspectives.

 

Hirschland, M., & Steinmmo, S.  (2003) Correcting the record:  understanding the history of federal intervention and failure in securing US educational reform.  Educational Policy 17 (3): 343-364.

http://epx.sagepub.com/

1. What are the incorrect beliefs about federal interventions in education?
2. How have schools always battled over funding?
3. What legislation has helped education throughout America’s history and which have been impediments?

 

DeBray-Pelot, E., & McGuionn, P.  (2009) The new politics of education:  analyzing the federal education policy landscape in the post-NCLB era.  Educational Policy  23 (1): 15 – 42.

http://epx.sagepub.com/

1. What has been the evolution of educational policy since 1999?
2. How were policies pre-NCLB different than post-NCLB policies?
3. In your opinion and using facts from the article, explain the role of the political parties in impacting education policy through the years.

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Richards, J. (2013) Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal, April 2013; vol. 44, 1: pp. 5-33

1. What are the three designs listed in this article and how are they relevant in this article?
2. What are the different assumptions each of the designs make about the context of the curriculum?

 

Nkosana, L. (2008). Attitudinal obstacles to curriculum and assessment reform. Language Teaching Research, April 2008; vol. 12, 2: pp. 287-312

1. What was found in the article about the written, taught, tested curriculum?
2. What were the findings about the importance of assessing speaking?
3. Explain the findings from this research study.

 

Gottesman, A. (1977).  Applying a model in curriculum planning.  NASSP Bulletin 61: 24 – 30. 

http://bul.sagepub.com/

1. How does this model compare to the model described in the text?
2. How does the article suggest that a needs assessment is designed and how is this the same or different than the model in the text?
3. At the third screening level are the goals of education that flow from philosophy and in turn are influenced by our understanding of and input from learner, society and organized knowledge.  Determine what these level of goals of education might include and creates five goals statements.

 

Law, E., Galton, M., & Wan, S. (2010). Distributed curriculum leadership in action: a Hong Kong case study. Educational Management Administration & Leadership  38 (3): 286 – 303.

http://ema.sagepub.com/

The decentralization of curriculum decision making has been one of the key debates in the broad discussion on appropriate change strategies concerning school improvement, teacher development and pupil learning for the past several decades.  The article is the report of how Hong Kong attempted to decentralize curriculum decision making.

1. How did they ensure that the activities were school based and problem solving in nature with a focus on student learning enhancement?
2. How did they ensure that the activities were collaborative and each member assumed an equal state in the process?
3. How did they ensure social interactions were open and reflective in nature?
4. How did they ensure activities were organized in an inquiry model and subjected to critical scrutiny?

 

Matczynski, T. & Rogus, J.  (1985).  Needs assessment:  a means to clarify the goals of secondary schools.  NASSP Bulletin 69: 34 – 40.

http://bul.sagepub.com/:

1. Do you agree that this is still the best method for designing a needs assessment?  Support your answer with documentation from either the article or the text.
2. What are the possible pitfalls in using the deductive approach to needs assessment?
3. What are the values of utilizing a combination of both the deductive approach versus the inductive approach?  What would you gain from each and how could they be combined in one assessment?

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Carey, R. (2014). A Cultural Analysis of the Achievement Gap Discourse: Challenging the Language and Labels Used in the Work of School Reform. Urban Education, June 2014; vol. 49, 4: pp. 440-468.

1. How does Carey examine the achievement gap?
2. What does Carey describe as a cultural analytic framework?
3. Why is discourse important to the achievement gap closure?

 

Hays, P. (2011). Narrowing the Gap: Three Key Dimensions of Site-Based Leadership in Four Boston Charter Public Schools.  Education and Urban Society, January 2013; vol. 45, 1: pp. 37-87., first published on December 8, 2011.

Explain the role of leadership in the following areas?

1. High expectations for student outcome as measured by college completion;
2. Safe and orderly learning environment
3. All-school adherence to leadership’s vision in the context of the school’s mission.

 

Balfanz, R., Legters, N., Weber, L., and West, T. Are NCLB’s Measures, Incentives, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools?American Educational Research Journal, September 2007; vol. 44, 3: pp. 559-593.

1. How much money could our nation recoup if we cut the number of high school dropouts in half?
2. What did the authors find out about AYP and how it affects low performing highs schools?
3. What are the several proposals the authors came up with to address the shortcomings created for low performing high schools by NCLB?

 

Balfanz, R., Legters, N., West, T., & Weber, L.  (2007). Are nclb’s measures, incentives, and improvement strategies the right ones for the nation’s low-performing high schools?American Educational  Research Journal. 44 (3): 559-593.

http://aer.sagepub.com/

1. According to the article, is NCLB achieving its goals of accurately identifying and stimulating improvement in low-performing high schools?
2. Do the authors believe AYP is a valid and reliable indicator of improvement in low-performing high schools?
3. From the findings in the article, has AYP served as an effective tool for high school reform – why or why not?

 

Burden, R. (1998). Assessing children’s perceptions of themselves as learners and problem-solvers:  the construction of the myself-as-learner scale (MLS).  School Psychology International. 19 (4): 291-305.

http://spi.sagepub.com/

1. Take the MLS survey at the end of the article, what kind of problem solver are you?  Explain as referenced in the article.
2. Do you believe this survey can predict a child’s success in school, explain your answer.
3. How might this instrument be used to help low performing schools?

 

Izzo, M., Yurick, A., Nagaraja, H., & Novak, J. (2010). Effects pf a 21st-century curriculum, on students’ information technology and transition skills. Career Development for Exceptional Individuals 33 (2): 95 – 105.

http://cde.sagepub.com/

1. The divergent underlying assumptions of IDEA and NCLB create a conceptual and logistical challenge for educators:  how does the article align transition with standards-based education?

 

Schoen, L., & Fusarelli, L. (2008) 21st-century schools in an era of accountability innovation, nclb, and the fear factor:  the challenge of leading.  Educational Policy  22 (1): 181-203.

http://epx.sagepub.com/

1. Prominent among the rhetoric for change is the demand for schools to revise teaching and learning methods and curricular foci to meet the needs of an information-based society, i.e., creating “21st-century    schools” .  How does the article compare the various aspects of an information based society as compared to what is now happening in schools?
2. According to the article, what skills do students need to possess to succeed in the 21st century?
3. NCLB has been criticized for narrowing the curriculum and encouraging teachers to teach to the test, so how does the article align NCLB with 21st century skills so they can coexist?  How and what can be integrated to help students be successful?

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Fitchett, P., Staarker, T., & Salyers, B. (2012). Examining Culturally Responsive Teaching Self-Efficacy in a Preservice Social Studies Education Course. Urban Education, May 2012; vol. 47, 3: pp. 585-611.

1. In what methods were the preservice teachers trained to help them be more efficacious?
2. What in-depth culturally relevant teaching practices were most useful for these preservice teachers?
3. What was the difference between innovative culturally responsive teaching and culturally response teaching self-efficacy?

 

Mojkowski, C. (2000) The Essential Role of Principals in Monitoring Curriculum Implementation NASSP Bulletin, February 2000; vol. 84, 613: pp. 76-83

1. What are several of the observations the author came up with and how are principals to implement them?
2. What is the most significant benefit that districts and school can invest in regards to curriculum?

 

Stronge, J., Ward, T., & Grant, L. (2011). What makes good teachers good?  A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education  62 (4) : 339-355

http://jte.sagepub.com/

1. Research and describe in depth three of the five instructional delivery components of effective teachers.
2. Describe the difference outlined between effective teachers in the top quartile and those in the bottom quartile.
3. What are the issues concerning the use of value-added?

 

Clough, D., James, T., & Witcher, A.  (2996).  Curriculum mapping and instructional supervisions.  NASSP Bulletin 80: 79-82.

http://bul.sagepub.com/

1. Create a clear description of curriculum mapping that aligns with the information in the article.
2. Compare and contrast how curriculum management and instructional supervision are the same or different – support your answers with facts and details from the article.
3. Provide various ways in which curriculum maps can be used, supporting your statements with facts and details from the article.

 

Penuel, W., Fishman, B., Yamaguchi, R., & Gallagher, L. (2007).  What makes professional development effective?  Strategies that foster curriculum implementation.  American Educational Research Journal.  44 (4): 921-958.

http://aer.sagepub.com/

1. What model of staff development did the article identify as needed to support the implementation of new curriculum?
2. How is reform oriented professional development more effective in the implementation of new curriculum?  Explain in depth what types of PD are reform oriented and then the rationale for why these are more effective.
3. What is more important to focus on within professional development: content or teaching strategies? Support your answer with your deductions from the results of the article study findings.

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Schoen, L., Fusarelli, L. (2008). Innovation, NCLB, and the Fear Factor: The Challenge of Leading 21st-Century Schools in an Era of Accountability.  Educational Policy, January 2008; vol. 22, 1: pp. 181-203.

1. What were the authors’ findings about the centralizing, standardizing tendencies of the NCLB?
2. What were the authors’ feelings about the types of teaching and leadership required to lead 21st-century schools.
3. What arguments were made by the authors about the isomorphic behavioral responses to NCLB conflict?
4. What did the authors conclude about needed modifications to NCLB?

 

Calhoon, M. (2008) Curriculum-Based Measurement for Mathematics at the High School Level: What We Do Not Know . . . What We Need to Know Assessment for Effective Intervention, September 2008; vol. 33, 4: pp. 234-239., first published on July 10, 2008.

1. Where does curriculum based measurement assessments need to be created and researched to help high school teachers determine the needs of their students in high school?
2. What math classes in high school show a gap in knowledge for high school students and their educators?

 

Godschalk, D., & Lacey, L. (2001).  Learning at a distance:  technology impacts on planning education.  Journal of Planning Education and Research  20: 476 – 481.

http://jpe.sagepub.com/

1. Utilizing the information from the article, explain the history of distance learning.
2. Using the article and additional research you can find on the web, compare the likenesses and differences between higher educational distance learning and K-12 distance learning.
3. Considering the components of creating a distance learning course, outline the components as compared to the technological model from the chapter – explain which components are utilized and which need to be included in distance learning.

 

Saunders, G., & Klemming, F. (2003). Integrating technology into a traditional learning environment Reasons for and risks of success.  Active learning in higher education.  4(1): 74-86.

http://alh.sagepub.com/

1. From the findings in the article, did students do better or less well with the electronic materials.   Explain your answer with supporting details.
2. Use table 4 from the article, turn the statements into questions, then interview at least 10 students and compare your findings to the findings of the article written in 2003.  How have things changed since 2003?

 

Johnson, Debra. (2001). Performance pentagon: five strategies to help all students make the grade .  NASSP Bulletin. 85: 40-55.

http://bul.sagepub.com/

1. Explain why social promotion has been used in schools and why it does not help students.
2. What strategies are a part of intensifying learning and how do they connect to ensure quality learning?
3. Considering the five strategies from the article, which do you believe are the most important, please support your reasoning with details from the article.

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Dixon, F., Yssel, N., McConnell, J., & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy.  Journal for the Education of the Gifted, June 2014; vol. 37, 2: pp. 111-127.

1. Do teachers who express higher teacher efficacy differentiate instruction more in their classrooms than teachers who feel less efficacious?
2. Does professional development in differentiation relate to teacher efficacy?

 

Izzo, M., Nagaraja, H., Novak, J., and Yurick, A. (2010) Effects of a 21st-Century Curriculum on Students’ Information Technology and Transition Skills Career Development for Exceptional Individuals, August 2010; vol. 33, 2: pp. 95-105.

1. The EnvisionIT curriculum equips students with the essential skills for what?
2. The findings in the article underline the importance of implementing curricula that deliver what?

 

Kimball, S. & Milanowski, A.  (2009).  Examing teacher evaluation validity and leadership decision making within a standards-based evaluation system.  Educational Administration Quarterly 45 (1): 34-70. 

http://eaq.sagepub.com/

1. What are the biggest issues in terms of principal evaluation of teachers?
2. What systematic differences were found between the two groups?
3. What were the findings in terms of how principals evaluated teachers in terms of the school’s context?

 

Evers, A., Kreijns, K., Van der Heijden, B., & Gerrichhauzen, J.  (2011).  An organizational and task perspective model aimed at enhancing teachers’ professional development and occupational expertise.  Human Resource Development Review 10 (2): 151-179.

http://hrd.sagepub.com/

1. Explain the relationship between teacher professional development and occupational expertise.
2. What organizational and tasks factors were found to have an influence on both TPD and OE?
3. How is this model developed by these authors different from other models?

 

Alderman, G. & Green, S.  (2011) Social powers and effective classroom management:  enhancing teacher- student relationships.  Intervention in School and Clinic 47 (1): 39-44.

http://isc.sagepub.com/

1. Explain how coercion is a type of social power how it can be used by teacher to influence students to excel both academically and behaviorally. Provide examples of this use.
2. Explain how manipulation is a type of social power and how it can be used by teacher to influence students to excel both academically and behaviorally. Provide examples of this use.
3. Explain how expertness is a type of social power  and how it  can be used by teacher to influence students to excel both academically and behaviorally. Provide examples of this use.
4. Explain how likeability is a type of social power and how it can be used by teacher to influence students to excel both academically and behaviorally. Provide examples of this use.

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Ferguson, M. (2013). When the (Education) Revolution Comes.  Phi Delta Kappan, October 2013; vol. 95, 2: pp. 68-69.

1. Explain how the author outlines needed change for leadership, communication, teachers, and principals.
2. The Common Core State Standards could be a game changer, catapulting American education to the top, what is the game changer?

 

Ferguson, M. (2014). 3 Hurdles for Common Core Adoption.  Phi Delta Kappan, May 2014; vol. 95, 8: pp. 68-69.

1. Why is issue one holding up implementation of the Common Core?
2. How does the lack of support impact the implementation of the Common Core?
3. Why do people not see the Common Core as positive?

 

Peters, S., & Gates, J. (2010). The teacher observation form:  revisions and updates. Gifted Child Quarterly  54 (3): 179-188.

http://gcq.sagepub.com/

Questions:

1. Review the teacher evaluation instrument.  Review Bloom’s taxonomy to gain a deeper understanding of the levels.  Use the evaluation instrument and observe a teacher, marking the items during the observation.  Once completed, determine whether the teacher was teaching at the higher levels of Bloom’s taxonomy?  Explain your observation and your findings in an essay.

Konrad, M., Helf, S., & Joseph, L.  (2011) Evidence-based instruction is not enough:  strategies for increasing instructional efficiency.  Intervention in School and Clinic 2011 47 (2): 67-74.

http://isc.sagepub.com/

1. In planning for instruction, teachers must get organized, please describe in detail what the article considers getting organized.  Do you agree with these authors?  Support your answer with examples and details.
2. In planning for instruction, teachers must set the stage for learning and setting the stage in the classroom can entail various components.  Outline the components of setting the stage and then provide examples of what this might look like, sound like, or feel like in the classroom.
3. In planning for instruction, teachers must make strategic decisions about what to teach.  From the article, which components about this decision making do you believe are most strategic and why?

 

Glasman, N., Cibulka, J., & Ashby, D. (2002). Program self-evaluation for continuous improvement. Educational Administration Quarterly 38 (2): 257-288.

http://eaq.sagepub.com/

1. Using the information from the article, compare and contrast the article’s format for conducting program evaluation vs. the Curriculum Leadership book’s format.  How are the alike and how are they different?
2. What differences did you recognize from the cases in the article?  Which do you believe was more effective and why?
3. Using the Growth Scheme for establishing a framework, create the criteria that would be appropriate for one content area

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Kurz, A., Elliott, S., Wehby, J.,& Smithson, J. (2009). Alignment of the Intended, Planned, and Enacted Curriculum in General and Special Education and Its Relation to Student Achievement.  The Journal of Special Education, November 2010; vol. 44, 3: pp. 131-145

1. To what extent is there a difference in alignment between the state’s intended curriculum and the teachers’ planned curriculum for eighth-grade general and special education mathematics teachers?
2. To what extent is there a difference in alignment between the state’s intended curriculum and the teachers’ enacted curriculum for eighth-grade general and special education mathematics teachers?
3. Is there a relation between alignment of the intended to the enacted curriculum and achievement outcomes for general and special education students in eighth-grade mathematics?

 

Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011) Common core standards:  the new u.s. intended curriculum.  EDUCATIONAL RESEARCHER  40 (3): 103-116.

http://edr.sagepub.com/

1. The Common Core standards released in 2010 for English language arts and mathematics have already been adopted by dozens of states. Just how much change do these new standards represent, and what is the nature of that change?
2. Do the Common Core standards represent a change for the better from existing state standards?
3. Shared expectations. Some argue that math is math and reading is reading. Why, then, should we have different expectations for students who live in Ohio than for students who live in Mississippi?

 

Bierema, L., (2010) Diversity education: competencies and strategies for educators. Advances in Developing Human Resources 12 (3): 312-331

http://adh.sagepub.com/

1. Davidman and Davidman (1994) identified six goals for multicultural education dimensions, please outline and explain each of the dimensions and how they will help educators provide more meaningful multicultural education.
2. Explain the differences between the following approaches to multicultural education:
   
   1. Teaching the Culturally Different,
   2. The Human Relations Approach,
   3. Single-group Studies.
   4. Multicultural Education,
   5. Multicultural and Social Reconstructionist Education
3. Explain the Skills and Attributes necessary for teaching diversity and how they are relevant.

 

Hill, H., Kapitula, L., & Umland, K. (2011) A validity argument approach to evaluating teacher value-added scores.  American Educational Research Journal. 48(3 ): 794-826.

http://aer.sagepub.com/

1. What, exactly, do teachers’ value-added scores represent?
2. Race to the Top asked states to open the door to value-added accountability systems, both by removing roadblocks to linking teachers and students and by encouraging teacher evaluation plans that include value-added measures as a component.  Debates have arisen about how to properly produce teacher value-added scores and concerns about the validity and reliability of those scores, please write an essay taking one side of the debate and support that belief.
3. What effective teaching practices are important to the value-added scores?

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SAGE Journal User Guide

Minor, M, Losike-Sedimo, N., Reglin, G., Royster, O.  (2013). Teacher Technology Integration Professional Development Model (SMART Board), Pre-Algebra Achievement, and Smart Board Proficiency Scores.  SAGE Open, April-June 2013; vol. 3, 2: 2158244013486994

1. To what extent does the TTIPDM increase students’ scores from pretest to posttest as measured by the online released version, pre-algebra strand SOL Test?
2. “To what extent does the TTIPDM increase teachers’ perceptions of their proficiency level with SMART Board technology from pre-implementation to post-implementation as measured by the STPS?

 

Greenhow, C., Hughes, J., and Robelia, B. (2009) Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, May 2009; vol. 38, 4: pp. 246-259.

1. What two emergent technologies will likely influence both research and research in the 2. next decade?
2. Where does there need to be a stronger research focus with Web 2.0 technologies in and outside of the classroom?

 

Hill, J. (1985). Curriculum evaluation – practical approaches to dealing with the pitfalls.NASSP Bulletin.  69: 1-6.

http://bul.sagepub.com/

1. Both issue 1 & 2 are related to evaluating too soon.  How do you see these as issues?  Are they still as relevant today as they were in 1985?
2. What are the most negative impact factors if the evaluators can not find significance difference?
3. Of the 14 issues addressed, do you believe some are more important than others?  Which ones do you believe are most important and why?  Support your answer with information from the article.

 

Gallini, J. & Bell, M. (1983). Formulation of a structural equation model for the evaluation of curriculum.  5: 319 EDUCATIONAL EVALUATION AND POLICY ANALYSIS . 5( 3): 319 -326.

http://epa.sagepub.com/

1. Compare and contrast this process model for curriculum evaluation to those described in the book chapter 12.  Utilize a chart to do the comparison of the various models.
2. What implications do the authors believe this process model provide?
3. Do you believe this model is as good as the various ones outlined in chapter 12?  Please explain why or why not with specifics about the various models.

 

Heck, R. (2007). Examing the relationship between teacher quality as an organizational Property of schools and students’ achievement and growth rates. Educational Administration Quarterly. 43 (4): 399-432.

http://eaq.sagepub.com/

1. Explain, using support from the article, how collective teacher quality was positively related to school achievement levels in reading and math.
2. Explain how the strength of the relationship was conditional on school demographic composition.
3. Explain how the article determined the aspect of collective teacher quality was related to increased student growth rates in math.
4. Analyze the article to determine how higher teacher quality was associated with reduced gaps in student learning rates associated with social class and race/ethnicity

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Cosner, S. (2011). Supporting the Initiation and Early Development of Evidence-Based Grade-Level Collaboration in Urban Elementary Schools: Key Roles and Strategies of Principals and Literacy Coordinators. Urban Education, July 2011; vol. 46, 4: pp. 786-827.

1. What components of leadership did the researchers fin in terms of principal’s roles?
2. What components of leadership did the researchers find for coaches?
3. Explain the importance of the working relationship between principals and literacy coordinators.

 

McKenzie, K. and Scheurich, J. (2004) Equity Traps: A Useful Construct for Preparing Principals to Lead Schools That Are Successful With Racially Diverse Students. Educational Administration Quarterly, December 2004; vol. 40, 5: pp. 601-632

1. The substantial portion of inequity in classrooms is caused by what four factors?
2. Who is the key to school change in a school building?
3. To identify and understand barriers to equity is called what? How do the authors define them?

 

Hill, J. (1985). Curriculum evaluation – practical approaches to dealing with the pitfalls.NASSP Bulletin.  69: 1-6.

http://bul.sagepub.com/

1. Both issue 1 & 2 are related to evaluating too soon.  How do you see these as issues?  Are they still as relevant today as they were in 1985?
2. What are the most negative impact factors if the evaluators can not find significance difference?
3. Of the 14 issues addressed, do you believe some are more important than others?  Which ones do you believe are most important and why?  Support your answer with information from the article.

 

Gallini, J. & Bell, M. (1983). Formulation of a structural equation model for the evaluation of curriculum.  5: 319 EDUCATIONAL EVALUATION AND POLICY ANALYSIS . 5( 3): 319 -326.

http://epa.sagepub.com/

1. Compare and contrast this process model for curriculum evaluation to those described in the book chapter 12.  Utilize a chart to do the comparison of the various models.
2. What implications do the authors believe this process model provide?
3. Do you believe this model is as good as the various ones outlined in chapter 12?  Please explain why or why not with specifics about the various models.

 

Heck, R. (2007). Examing the relationship between teacher quality as an organizational Property of schools and students’ achievement and growth rates. Educational Administration Quarterly. 43 (4): 399-432.

http://eaq.sagepub.com/

1. Explain, using support from the article, how collective teacher quality was positively related to school achievement levels in reading and math.
2. Explain how the strength of the relationship was conditional on school demographic composition.
3. Explain how the article determined the aspect of collective teacher quality was related to increased student growth rates in math.
4. Analyze the article to determine how higher teacher quality was associated with reduced gaps in student learning rates associated with social class and race/ethnicity

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SAGE Journal User Guide

Willis, L. (2010). Is the process of special measures an effective tool for bringing about authentic school improvement? Management in Education, October 2010; vol. 24, 4: pp. 142-148.

1. Do policy makers support schools in challenging circumstances trying to bring about meaningful change?
2. How do educators respond to new legislation on accountability?

 

Wingate, U., Andon, N. & Cogo, A.  (2011). Embedding academic writing instruction into subject teaching:  a case study.  Active Learning in Higher Education.  12 (1):  69-81.

http://alh.sagepub.com

1. What were the design principles of the writing in this article and describe how this might be transferred to any other context.
2. Based on the teachers’ evaluation, determine whether you believe this is a good model and support your answer with details from the article.
3. Explain the student evaluation as outlined in the article.

 

Green, L.  (2005).  Two birds with one stone:  teaching reading and teaching thinking. School Psychology International.  26: 109 – 120.

http://spi.sagepub.com/

1. According to the article, teaching of reading and the teaching of thinking should be integrated, explain how does the author suggest this be done?
2. Compare and contrasts the difference between naming and categorizing and discovering and making rules.
3. Based on what you read in the article, what is necessary to make this type of teaching successful?

 

Lawless, K., & Pellegrino, J.  (2007)  Professional development in integrating technology into teaching and learning:  knowls, unknowns, and ways to pursue better questions and answers. REVIEW OF EDUCATIONAL RESEARCH .  77 (4): 575-614. 

http://rer.sagepub.com/

1. According to the article, what constitutes quality professional development?
2. Explain the various schema outlined in the article.
3. Using the article information, do you believe this type of professional development would result in more integration of technology into the classroom, support your answer with details from the article.

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Little, C., McCoach, D., & Reis, S. (2014). Effects of Differentiated Reading Instruction on Student Achievement in Middle School. Journal of Advanced Academics, November 2014; vol. 25, 4: pp. 384-402.

1. To what degree can the regular reading curriculum be replaced by an independent and interest-based program (SEM-R) without adversely affecting scores on standardized assessments of reading fluency and reading comprehension?
2. How does the performance of middle school students who participate in the SEM-R intervention compare with that of control group students on measures of fluency and comprehension?

 

Prigge, D. (2002) Promote brai-based teaching and learning. Intervention in School and Clinic.  37 (4): 237-241.

http://isc.sagepub.com/

1. The article describes the six ways to teach learners, consider a specific concept you are teaching and provide examples of what that looks like in your lessons.
2. Describe the four ways to manage learners and provide examples of how you would do that in your classroom.
3. Describe four ways to gain and keep learners’ attention – provide examples in a lesson you would teach.
4. The articles describes six ways to increase memory and recall.  Which of these do you use to help increase your own recall and which ones don’t work as well for you.  Provide specific examples of how you use them.

Slavin, R., Madden, N., Calderon, M., chamberlain, A., & Hennessy, M. (2011) Reading and language outcomes of a multiyear randomized evaluation of transitional bilingual education. EDUCATIONAL EVALUATION AND POLICY ANALYSIS.  33 (1): 47-58.

http://epa.sagepub.com/

Questions:

1. Explain what the debate in bilingual education is and what each proponent side believes along with why.
2. Describe how English immersion and Bilingual education differ.
3. Present and explain the findings from the article that support The conclusion that the most important component of the education of ELLs is the quality of instruction.

 

Brulles, D., & Winebrenner, S. (2011) The schoolwide cluster grouping model:  restructuring gifted education services for the 21st century. Gifted Child Today.  34 (4): 35-46.

http://gct.sagepub.com/

1. Describe how the SCGM represents one viable solution for providing effective and consistent gifted services within present budget constraints.
2. Explain how self-contained and pull out programs differ and which might be the best format for whom then explain how these differ from the cluster grouping model.
3. In what ways might the cluster grouping model provide for more inclusion for gifted students, and how does it individualize the curriculum?