Click on the following links. Please note these will open in a new window.

SAGE Journal User Guide

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?