The Curriculum Bridge: From Standards to Actual Classroom Practice

Overview

Translate standards into classroom curriculum that fulfills accountability requirements and meets students' learning needs!

Meeting the individual needs of students and the requirements of federal mandates is a challenge that educators face every day. This third edition of an award-winning book focuses on curriculum, content standards, teaching, and testing and provides teachers with solid guidelines for best practices.

In this detailed, ...

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Overview

Translate standards into classroom curriculum that fulfills accountability requirements and meets students' learning needs!

Meeting the individual needs of students and the requirements of federal mandates is a challenge that educators face every day. This third edition of an award-winning book focuses on curriculum, content standards, teaching, and testing and provides teachers with solid guidelines for best practices.

In this detailed, comprehensive guide, Pearl Gold Solomon discusses the bridge between the written and the taught curriculum and gives readers a big-picture overview of how the current political environment and public opinion affect standards and curriculum. The book offers:

  • An up-to-date review of educational research, including how learning takes place
  • Ways to connect curriculum and standards to best teaching practices
  • Information on traditional, alternative, and high-stakes assessments
  • Expanded coverage of how best to plan and implement professional development

This information-rich resource is an indispensable tool for all educators who want to make informed and meaningful decisions to promote standards-based instruction, improve student outcomes, and create the best possible environments for learning.

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Editorial Reviews

Gary Schumacher
"This book provides good, practical suggestions and ideas, and shows their connections to educational research."
Stephen D. Shepperd
"Comprehensive in scope, this book thoroughly lays out what a classroom teacher or curriculum developer needs to do to create an effective curriculum that can then be adapted into actual classroom instruction."
CHOICE Outstanding Academic Title
"Through the metaphor of a classroom as theater, Solomon assists readers in many vital areas that support creative standards-based classrooms: the organization of students; allocation of time, space, and place; use of materials and technology; participant roles; teacher structured activities; and student achievement measurers. The Curriculum Bridge is an exceptional "how to" resource for practicing educators and a supplemental text and reference for undergraduate or graduate students. "
Choice Magazine Outstanding Academic Title
"Through the metaphor of a classroom as theater, Solomon assists readers in many vital areas that support creative standards-based classrooms: the organization of students; allocation of time, space, and place; use of materials and technology; participant roles; teacher structured activities; and student achievement measurers. The Curriculum Bridge is an exceptional "how to" resource for practicing educators and a supplemental text and reference for undergraduate or graduate students. "
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Product Details

  • ISBN-13: 9781412969840
  • Publisher: SAGE Publications
  • Publication date: 1/8/2009
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 225
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.70 (d)

Meet the Author

Pearl G. Solomon is professor emerita of teacher education at St. Thomas Aquinas College in Sparkill, New York. She has served as a director and officer for professional organizations and as a consultant to many school districts, the New York State Education Department, and the United States Department of Education. Solomon is the recipient of a number of special awards from the state and community for her work in science, math, health, and career education.

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Table of Contents

Preface
About the Author
1 Why Standards and Tests Are on the Front Page 1
At the Top of the Political Agenda: Education 2
Why the Focus on Standards and Tests? 3
The No Child Left Behind Legislation 4
The Media Influence Opinions on Standards 9
The Origins of the Current Wave of Public Concern 11
Initial Responses of the Educational Community 13
Government Calls for Reform 15
Initial Responses to the Calls for Reform 16
Standards in Other Countries 17
A Summary: Systemic Change, Restructuring, and Reform 19
2 Who Chooses the Curriculum: Are Standards and Tests Necessary? 22
Some Charismatic Differences of Opinion 23
The Public Responds 25
Teachers and Teacher Organizations Respond 27
Teacher Educators and Researchers Respond 29
Control of Curriculum 32
Nongovernment Influences on Curriculum 36
Getting Ready to Design Curriculum 48
3 What We Now Know About How Learning Happens 50
Educational Philosophy: Piaget and Constructivism 53
The Changing Nature of the Concept of Intelligence 59
Cognition, Metacognition, and Goals: Connections to Practice 72
Interest 73
Real Experiences and Technology in the Instructional Process 74
4 Choosing Standards and "Designing Them Down" 81
The Curriculum Committee Meets 82
A Bit of History 84
Defining Standards in New Terms 86
Curriculum Enactment 89
5 Constructing Creative Classrooms 102
Organizing the Environment 103
The Actors 114
The Script 119
6 How Are We Doing? Measuring Success 127
Standards and Their Measures 128
The Purposes of Measures or Assessments 129
The Consequences of High-Stakes Assessments 132
Improving HSSB Tests 134
Where Should Meg, April, and Brad Begin? 136
A History of Assessment Forms 138
Challenge 1: Establishing Validity 141
Challenge 2: Tasks or Performances Versus Concepts 141
Challenge 3: Writing Rubrics 149
Challenge 4: Disaggregating the Assessment Results 153
Challenge 5: Levels of Performance, Grading 156
Challenge 6: Sharing Results With Students, Parents, and the Community 157
7 Where Do We Go From Here? 162
Where Will the Leadership for Needed Change Come From? 163
Professional Development for Teachers 169
Using Technology and Its Networks for Sharing Curriculum and Research 176
Technology for Communicating With Our Public 176
References 179
Index 191
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