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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition

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Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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47. The Common Core State Standards

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CHAPTER FORTY-SEVEN

The Common Core State Standards

Marilyn Howe



Media have an intrepid way of diminishing the efficacy of U.S. schools. Their headlines and summaries are volatile yet obscure and mask the realities of student achievement. The actual test scores suggest that U.S. students’ scores surpass the average for the Organization for Economic Development and Cooperation (OECD) countries. However, U.S. students were outperformed primarily by students in countries such as Chinese Taipei, Hong Kong, Japan, Korea, and Singapore. With the response from the media and the reality of education in the U.S., spirited controversies ensue. These controversies surround the issue. Educators and the public expect the schools to meet and even exceed educational standards. Given that standards represent the minimum expectations or the “building code” for education, educators and the public would strongly support an educational system that surpasses the expectations that are inherent in the standards. Although, prior to any consideration of supplementing the curriculum, intentional decisions must be made regarding the existing standards and the alignment with these standards.

FRAMEWORK FOR CURRICULUM

It is difficult to address assessment without also considering curriculum and instruction. This triad of curriculum, instruction, and assessment represents a reciprocal process where each entity is influenced by the other. The term curriculum tends to reference the other two. If curriculum is defined in its broadest sense, as suggested by John Dewey (1938) it may be regarded as “all the...

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