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1.4: Summary, References and Resources

  • Page ID
    44674
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    Summary

    In this chapter we have taken you through the processes that connect and align the national content and CEC Standards with long-term and short-term instructional objectives. Like an engineer or an architect you, the teacher, are allowed virtual freedom within predetermined guidelines. Again, these guidelines are the national, state, or CEC Standards and the ensuing long-term objectives; and your freedom is in your creative construction and implementation of your short-term instructional objectives. Like the engineer and the architect, however, your short-term instructional objectives should be specific and measurable.

    Chapter 1 References

    Badgett, J.L. & Christmann, E. P. (2009). Designing elementary instruction and assessment: using the cognitive domain. Thousand Oaks, CA: Corwin.

    Badgett, J.L. & Christmann, E. P. (2009). Designing middle and high school instruction and assessment for students with mild disabilities. Thousand Oaks, CA: Corwin.

    Christmann, E.P. (2012). Beyond the numbers: making sense of statistics. Arlington, VA: National Science Teacher’s Association.

    Council for Exceptional Children. (2014). Life centered education curriculum matrix. Retrieved from www.cec.sped.org/~/media/Fil...E_Matrix_4.pdf.

    Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference? Medical Teacher, 24 (2), 151-155.

    National Council for the Social Studies. (2017). College, career, and civic life (c3) framework for social studies state standards: Guidance for enhancing the rigor of k-12 civics, economics, geography, and history. Retrieved from https://www.socialstudies.org/c3.

    National Council of Teachers of English and International Reading Association. (1996). Standards for the English language arts. Urbana, IL: Author.

    National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

    NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: National Academies Press.


    Chapter 1 Resources

    Black, P. & William, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139-144.

    Earl, L.M. (2012). Assessment as learning: Using classroom assessment to maximize student learning (2 nd edition). Thousand Oaks, CA: Corwin.

    Friend, M. & Bursuck, W.D. (2005). Including students with special needs: A practical guide for classroom teachers (4 th edition). Boston: Allyn & Bacon.

    Good, T.L. & Lavigne, J.E. (2017). Looking into classrooms (11 th edition). London: Routledge.

    Gronlund, N.E. (2003). Assessment of Student Achievement. Boston: Allyn & Bacon.

    Hallahan, D.P., Lloyd, J.W., Kauffman, J.M., and Weiss, M.P. (2004). Learning disabilities: Foundations, characteristics, and effective teaching (3 rd edition). Boston: Allyn & Bacon.

    Miller, M.D., Linn, R.L. & Gronlund, N.E. (2013). Measurement and assessment in teaching (11 th edition). Upper Saddle River, NJ: Pearson.

    Moss, C.M. & Brookhart, S.M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria, VA: Association for Supervision and Curriculum Development.

    Penuel, W.R. & Shepard, L.A. (2016). Assessment and teaching. In D.H. Gitomer & C.A Bell (Eds.), Handbook of research on teaching (5 th edition) (pp. 787-850). Washington, DC: American Educational Research Association.

    Rinkema, E.A. & Williams, S. (2018). The standards-based classroom: Make learning the goal. Thousand Oaks, CA: Corwin.

    Spinelli, C.G. (2011). Classroom assessment for students in special and general education (3 rd edition). Upper Saddle River, NJ: Pearson.

    Swanson, H.L. Harris, K.R., and Graham, S. (2005). Handbook of learning disabilities. New York: Guilford.


    This page titled 1.4: Summary, References and Resources is shared under a not declared license and was authored, remixed, and/or curated by Edwin P. Christmann, John L. Badgett, & Mark D. Hogue.