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Session Type: Structured Poster Session
For the past five years, our federally funded center has explored how state leaders, district leaders, principals, and teachers approach and experience the implementation of their state’s rigorous content standards, whether they are the Common Core or state-developed standards. In a structured poster session, we offer our multi-level analyses of the trends and variations with regards to several different dimensions of standards implementation (e.g., leadership practices, teacher perceptions and instruction, coaching supports) across California, Ohio, Massachusetts, Pennsylvania, and Texas. In doing so, we also pay close attention to standards-based supports provided for historically marginalized groups, students with disabilities and English learners.
Influencing the Instructional Core: Examining Changes in Alignment of Teachers' Instruction to College- and Career-Readiness Standards - Meghan Comstock, University of Pennsylvania; Laura M. Desimone, University of Delaware
The More Things Change, the More They Stay the Same: Examining Attitudes Toward Standards Over Time - Adam K. Edgerton, Learning Policy Institute; Laura M. Desimone, University of Delaware
Who's in Charge? A Five-State Study of "Local Control" - Shira Haderlein, Mathematica; Laura M. Desimone, University of Delaware
Adaptive State and District Leadership to Address Curricular Problems of Practice - Katie Pak, The School District of Philadelphia; Laura M. Desimone, University of Delaware
"Drowning in Data": A District's Efforts to Develop Data Literacy at Scale - Amy Stornaiuolo, University of Pennsylvania; T. Philip Nichols, Baylor University
Standards Implementation on the Ground: Case Study Research of Classrooms and Schools - Amy Stornaiuolo, University of Pennsylvania; Laura M. Desimone, University of Delaware; Jillian Harkins, University of Pennsylvania
Examining Productions of Difference: Inclusion Discourses and Practices for English Learners and Students With Disabilities - Erica Saldivar Garcia, New York University; Katie Pak, The School District of Philadelphia; Shira Haderlein, Mathematica; Nelson Flores, University of Pennsylvania
Feedback on Alignment and Support for Teachers Study - Michael S. Garet, American Institutes for Research; Toni M. Smith, American Institutes for Research