A "common" vision of instruction? an analysis of English/Language arts professional development materials related to the common core state standards

Emily Hodge, Susanna L. Benko

Research output: Contribution to journalArticleResearchpeer-review

8 Citations (Scopus)

Abstract

The purpose of this article is to describe the stances put forward by a selection of professional development resources interpreting the Common Core State Standards for English Language Arts (ELA) teachers, and to analyse where these resources stand in relation to research in ELA. Specifically, we analyse resources written by English educators and/or literacy scholars and by the lead authors of the ELA standards, David Coleman and Susan Pimentel. The visions of "Common Core instruction" forwarded by these resources are sometimes similar, but frequently different. These differences illustrate key tensions between the Common Core authors. interpretation of what current instructional practices are-and how they need to be changed-and the perspectives of others from ELA and literacy. We also consider what these materials imply for teachers' voice and autonomy in educational reform.

Original languageEnglish
Pages (from-to)169-196
Number of pages28
JournalEnglish Teaching
Volume13
Issue number1
StatePublished - 1 Jan 2014

Fingerprint

English language
art
instruction
resources
literacy
educational reform
teacher
autonomy
educator
interpretation
Professional Development
Resources
Language Arts
Literacy

Keywords

  • Common core state standards
  • Professional development resources
  • Standards-based reform
  • Teacher autonomy

Cite this

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A "common" vision of instruction? an analysis of English/Language arts professional development materials related to the common core state standards. / Hodge, Emily; Benko, Susanna L.

In: English Teaching, Vol. 13, No. 1, 01.01.2014, p. 169-196.

Research output: Contribution to journalArticleResearchpeer-review

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