Papers by Dario Sforza, Ed.D.
The creators and supporters of the Common Core State Standards claim that the Standards require g... more The creators and supporters of the Common Core State Standards claim that the Standards require greater emphasis on higher-order thinking than previous state standards in mathematics and English language arts. We used a qualitative case study design with content analysis methods to test the claim.
We compared the levels of thinking required by the Common Core State Standards for grades 9-12 in English language arts and math with those required by the New Jersey Core Curriculum Content Standards in grades 9-12 English language arts and math (used prior to the Common Core) using Webb’s Depth of Knowledge framework to categorize the level of thinking required by each standard.
Our results suggest that a higher percentage of the 2009 New Jersey high school curriculum standards in English language arts and math prompted higher-order thinking than the 2010 Common Core State
Standards for those same subjects and grade levels. Recommendations for school administrative practice are provided.
Our purpose for this study was to categorize the cognitive complexity and levels of creativity of... more Our purpose for this study was to categorize the cognitive complexity and levels of creativity of the nationally adopted Common Core State Standards in Grades 9-‐12 English Language Arts and Math as compared to the cognitive complexity and levels of creativity of the former New Jersey Core Curriculum Content Standards in Grades 9-‐12 English Language Arts and Math using Webb’s Depth of Knowledge framework. We aimed to reveal the extent to which 21st century skills, such as creativity, critical thinking, strategizing, and problem solving are “infused” into the Common Core State Standards as compared to 21st century skills infused into the previous New Jersey Core Curriculum Content Standards.
This study provides an evidence-‐based evaluation of the decision of adopting the Common Core State Standards and their effectiveness in preparing students with the academically creative skills necessary to compete in our globally complex 21st century work environment. In addition to contributing to the scant research and literature on creativity in education, policy makers and curriculum writers can use my methodology, as shown in this study, to assess future educational standards and assessments.
The creators and supporters of the Common Core State Standards claim that the Standards require g... more The creators and supporters of the Common Core State Standards claim that the Standards require greater emphasis on higher-order thinking than previous state standards in mathematics and English language arts. We used a qualitative case study design with content analysis methods to test the claim. We compared the levels of thinking required by the Common Core State Standards for grades 9-12 in English language arts and math with those required by the New Jersey Core Curriculum Content Standards in grades 9-12 English language arts and math (used prior to the Common Core) using Webb’s Depth of Knowledge framework to categorize the level of thinking required by each standard. Our results suggest that a higher percentage of the 2009 New Jersey high school curriculum standards in English language arts and math prompted higher-order thinking than the 2010 Common Core State Standards for those same subjects and grade levels. Recommendations for school administrative practice are provided.
Books by Dario Sforza, Ed.D.
Teachers College Press, 2019
Common Core Creativity: What Are Preservice Teachers Learning?
In an age of consumer choice, d... more Common Core Creativity: What Are Preservice Teachers Learning?
In an age of consumer choice, decentralization, and deregulation in education, policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. This raises a number of questions: To what extent has the push for privatization and marketization of education shaped how we recruit and train the next generation of teachers? What are they taught and why? How do such policies impact the dispositions of colleges of education and alternative teacher certification organizations? In this book, well-regarded scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how these policies, practices, and ideologies have taken root domestically and internationally.
Common Core Creativity: What Are Preservice Teachers Learning?
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Papers by Dario Sforza, Ed.D.
We compared the levels of thinking required by the Common Core State Standards for grades 9-12 in English language arts and math with those required by the New Jersey Core Curriculum Content Standards in grades 9-12 English language arts and math (used prior to the Common Core) using Webb’s Depth of Knowledge framework to categorize the level of thinking required by each standard.
Our results suggest that a higher percentage of the 2009 New Jersey high school curriculum standards in English language arts and math prompted higher-order thinking than the 2010 Common Core State
Standards for those same subjects and grade levels. Recommendations for school administrative practice are provided.
This study provides an evidence-‐based evaluation of the decision of adopting the Common Core State Standards and their effectiveness in preparing students with the academically creative skills necessary to compete in our globally complex 21st century work environment. In addition to contributing to the scant research and literature on creativity in education, policy makers and curriculum writers can use my methodology, as shown in this study, to assess future educational standards and assessments.
Books by Dario Sforza, Ed.D.
In an age of consumer choice, decentralization, and deregulation in education, policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. This raises a number of questions: To what extent has the push for privatization and marketization of education shaped how we recruit and train the next generation of teachers? What are they taught and why? How do such policies impact the dispositions of colleges of education and alternative teacher certification organizations? In this book, well-regarded scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how these policies, practices, and ideologies have taken root domestically and internationally.
Common Core Creativity: What Are Preservice Teachers Learning?
We compared the levels of thinking required by the Common Core State Standards for grades 9-12 in English language arts and math with those required by the New Jersey Core Curriculum Content Standards in grades 9-12 English language arts and math (used prior to the Common Core) using Webb’s Depth of Knowledge framework to categorize the level of thinking required by each standard.
Our results suggest that a higher percentage of the 2009 New Jersey high school curriculum standards in English language arts and math prompted higher-order thinking than the 2010 Common Core State
Standards for those same subjects and grade levels. Recommendations for school administrative practice are provided.
This study provides an evidence-‐based evaluation of the decision of adopting the Common Core State Standards and their effectiveness in preparing students with the academically creative skills necessary to compete in our globally complex 21st century work environment. In addition to contributing to the scant research and literature on creativity in education, policy makers and curriculum writers can use my methodology, as shown in this study, to assess future educational standards and assessments.
In an age of consumer choice, decentralization, and deregulation in education, policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. This raises a number of questions: To what extent has the push for privatization and marketization of education shaped how we recruit and train the next generation of teachers? What are they taught and why? How do such policies impact the dispositions of colleges of education and alternative teacher certification organizations? In this book, well-regarded scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how these policies, practices, and ideologies have taken root domestically and internationally.
Common Core Creativity: What Are Preservice Teachers Learning?