Analyzing How Formalist, Cognitive-Processing, and Literacy Practices Learning Paradigms are Shaping the Implementation of the Common Core State Standards [Konferenzbericht] Paper Presented at the Annual Meeting of the Literacy Research Association (61st, Jacksonville, FL, Dec 2, 2011).

Autor/in	Beach, Richard
Titel	Analyzing How Formalist, Cognitive-Processing, and Literacy Practices Learning Paradigms are Shaping the Implementation of the Common Core State Standards [Konferenzbericht] Paper Presented at the Annual Meeting of the Literacy Research Association (61st, Jacksonville, FL, Dec 2, 2011).
Quelle	(2011), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Text Structure; Models; State Standards; Educational Change; Literacy; Educational Policy; Policy Analysis; Learning Theories; Program Implementation; Alignment (Education); Low Income Groups; Teaching Methods; Educational Strategies; Expectation; Content Analysis; Research Needs; Reading Instruction; Writing Instruction; English Instruction; College Preparation; Advanced Placement Programs; Educational Assessment; California; Massachusetts; Texas; ACT Assessment; General Educational Development Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Textstruktur; Analogiemodell; Bildungsreform; Alphabetisierung; Schreib- und Lesefähigkeit; Politics of education; Bildungspolitik; Politikfeldanalyse; Learning theory; Lerntheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Expectancy; Erwartung; Inhaltsanalyse; Forschungsbedarf; Leseunterricht; Schreibunterricht; English langauage lessons; Englischunterricht; Education; assessment; Bewertungssystem; Kalifornien; Master-Studiengang; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This paper analyzes the influence of three different learning paradigms for learning literacy--formalist, cognitive-processing, and literacy practices--on the implementation of the Common Core State Standards. It argues that the Common Core State Standards are based largely on a formalist paradigm as evident in the emphasis on teaching text structure/genre forms for reading, writing, and speaking/listening. It also notes that much of the analysis of alignment of the Common Core State Standards with state standards (Porter et al., 2011) as well as the development of "learning progressions" is based on cognitivist learning/cognitive stage model paradigms. And, it posits the value of adopting an alternative literacy practice paradigm that focuses on creating authentic contexts for literacy learning. It also cites research on issues about creating false expectations for low-income students in ways that do not serve students' best interests. All of this suggests the need for further research on the implementation of the Common Core State Standards. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10