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市场调查报告书

准备共同核心

Getting Ready for the Common Core 2013-2014

出版商 SIMBA Information, Inc. 商品编码 286406
出版日期 内容信息 英文 104 Pages
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准备共同核心 Getting Ready for the Common Core 2013-2014
出版日期: 2013年09月23日 内容信息: 英文 104 Pages
简介

美国跨州共同核心课程标准(CCSS)运动,2010年几乎全州普及了。引进确保高中毕业孩子们的升学和就业的CCSS,对各州,或K-12教材、服务的提供业者来说,也成为重要的焦点。新的共同核心标准的评估,预定2014年~2015年在全美施行。

本报告提供美国的CCSS市场相关整体概要,以小学、中学、高中的教师为对象、共同核心相关调查结果为基础,为您概述为以下内容。

调查手法

摘要整理

第1章 K-12市场情势

  • 简介
  • 焦点:Clarity、语言、数学
  • 广泛的采用
  • 共同核心所提供的教材、教育技术的机会
  • 动作缓慢的市场
  • 采用对象
  • 选择多样化
  • 共同核心引进的课题
  • 共同核心引进的成本估计
  • 共同核心的资金来源为复数
  • 各州有不同引进步调

第2章 变化的形势:英语、读写调查结果

  • 简介
  • 商业出版社现在使用中的计划优势
  • 印刷格式选择目前核心教材
  • 3大出版社:小学的阅读/英语
  • 传统:初中的阅读/英语
  • 线上在高中的文学/英语课程显示立足点
  • 开始进行引进学校共同核心的英语
  • 学区内的开发课题
  • 商业出版社计划的多样性
  • 教师的补助教材的选项
  • 补助教材的计划
  • 各种提供业者的补助教材、试验准备

第3章 变化的形势:数学调查结果

  • 简介
  • 现在使用中的商业出版社计划
  • 现在使用中的核心教材的印刷格式
  • 3大出版社的小学核心数学
  • 多数出版社的初中核心数学
  • 高中核心数学从线上与混合选择
  • 新的CCSS的引进进行中
  • 目前引进情形映照出的未来计划
  • 大出版社的未来计划的预测
  • 补助教材来自各种选项
  • 继续使用纸本的辅助教材
  • 各种提供业者的补助教材、试验准备

第4章 变化的形势:形成的评估调查结果

  • 简介
  • 现在使用中的形成性评价
  • 学区开发的形成性评价
  • 形成性评价的管理多样化
  • 形成性评价的未来计划

第5章 结论与预测

附录

  • 1. 调查结果:特徵
  • 2. 调查结果:小学
  • 3. 调查结果:初中
  • 4. 调查结果:高中
目录
Product Code: CURP5121411

The state-led Common Core State Standards movement spread throughout almost all of the states in 2010, and implementing the standards to make sure children graduate from high school academically prepared for college and work has been a major focus of those states and K-12 instructional materials and services providers ever since.

Implementation of new Common Core-aligned assessments is due to take place in 2014-2015 across the country.

With the focus on standards in English and mathematics of greater rigor than in the past and an emphasis on the integration of technology in learning and for assessment, Simba Information committed to research the readiness of school districts to implement the new standards and tests and what types of instructional materials are most in demand among teachers.

Partnering with MCH Strategic Data, Simba launched a survey of elementary, middle- and high-school teachers in early May. The results form the basis of the new report Getting Ready for the Common Core 2013-2014.

Topics in the report include:

  • Current use and planned purchases of core and supplemental English language arts and math programs according to grade levels: K-5, 6-8, 9-12;
  • Current and planned use of formative assessment, according to grade levels: K-5, 6-8, 9-12;
  • Role of open education resources;
  • Changing patterns of use for print and digital materials;
  • Relation of district size and geographical area to the progress in moving to Common Core Standards.

The report is designed to help decision-makers, strategic marketers and product developers at educational materials, software and services providers as they make decisions for seizing opportunities in the U.S. school market.

Table of Contents

Methodology

Executive Summary

Chapter 1: K-12 Market Landscape

  • Introduction
  • Focus: Clarity, Language Arts & Math
  • Broad Adoption
  • CC Offers Opportunities for Instructional Materials, Ed Tech
  • Slow-Moving Market
  • Adoptions Target Common Core
  • School Picks Show Variety
  • Challenges to Common Core Implementation
  • Cost Estimates for Common Core Implementation Vary
  • Funding the Common Core Taps Multiple Sources
  • Pace of Implementation Slows in Some States
  • Table 1.1: Key Points in Common Core Standards
  • Table 1.2: Common Core Adoption

Chapter 2: Changing Landscape: English Language Arts & Literacy Survey Results

  • Introduction
  • Commercial Publishers Dominate Current Programs in Use
  • Print Format is Current Choice for Core Instruction
  • Big Three Publishers Provide Core Elementary Reading/ELA
  • Tradition Holds in Middle School Reading/ELA
  • Online Shows Footholds in High School Literature/ELA Courses
  • Schools Have Embarked on Common Core ELA Implementation
  • In-District Development Challenges Commercial Dominance
  • Variety Among Commercially Published Programs Expected
  • Teachers Explore Options for Sourcing Supplemental Materials
  • Print Persists for Planned Supplemental Acquisitions
  • Supplementals & Test Prep Will Come from Varied Providers
  • Table 2.1: Source of Current Core Instructional Reading/Literature/Language Arts Programs
  • Table 2.2: Format Current Program Used Most Often
  • Table 2.3: Current Core Elementary Reading/Language Arts Programs
  • Table 2.4: Current Core Middle School Literature/Language Arts Programs
  • Table 2.5: Current Core High School Literature/Language Arts Programs
  • Table 2.6: Program Implemented Since 2010 to Align with New Standards
  • Table 2.7: When Will Purchase if Core Not Aligned
  • Table 2.8: If Planning New Core, Which Format
  • Table 2.9: Source Planned for Expected Core Implementation
  • Table 2.10: Plan to Acquire Elementary Core Reading/Language Arts, Expect to Choose
  • Table 2.11: Plan to Acquire Core Middle School Literature/Language Arts, Expect to Choose
  • Table 2.12: Plan to Acquire Core High School, Expect to Choose
  • Table 2.13: Source Planned for Supplemental Purchase
  • Table 2.14: If Planning New Supplemental, Which Format
  • Table 2.15: Plan to Acquire Elementary Supplemental Reading/Language Arts, Expect to Choose
  • Table 2.16: Plan to Acquire Supplemental Middle School Literature/Language Arts, Expect to Choose
  • Table 2.17: Plan to Acquire Supplemental High School Literature/Language Arts, Expect to Choose

Chapter 3: Changing Landscape: Math Survey Results

  • Introduction
  • Commercially Published Programs Widely Used Now
  • Print Format Used Now for Core Instruction
  • Big Three Publishers Provide Core Elementary Math
  • More Publishers Provide Core Middle School Math
  • Online and Blended Included in Core High School Math Choices
  • Implementing New Core for Standards is Under Way
  • Future Plans Mirror Current Implementations
  • Big Publishers an Expected Part of Future Plans
  • Supplemental Choices to Come from Varied Sources
  • Use of Print-Based Supplementals Expected to Continue
  • Supplementals & Test Prep Will Come from Varied Providers
  • Table 3.1: Source of Current Core Instructional Mathematics Programs
  • Table 3.2: Format Current Program Used Most Often
  • Table 3.3: Current Core Elementary Math Programs
  • Table 3.4: Current Core Middle School Math Programs
  • Table 3.5: Current Core High School Math Programs
  • Table 3.6: Program Implemented Since 2010 to Align with New Standards
  • Table 3.7: When Will Purchase if Core Not Aligned
  • Table 3.8: If Planning New, Which Format
  • Table 3.9: Source Planned for Expected Core Purchase
  • Table 3.10: Plan to Acquire Elementary Core Math, Expect to Choose
  • Table 3.11: Plan to Acquire Core Middle School Math, Expect to Choose
  • Table 3.12: Plan to Acquire Core High School, Expect to Choose
  • Table 3.13: Source Planned for Supplemental Purchase
  • Table 3.14: If Planning New Supplemental, Which Format
  • Table 3.15: Plan to Acquire Elementary Supplemental Math, Expect to Choose
  • Table 3.16: Plan to Acquire Supplemental Middle School Math, Expect to Choose
  • Table 3.17: Plan to Acquire Supplemental High School, Expect to Choose

Chapter 4: Changing Landscape: Formative Assessment Survey Results

  • Introduction
  • Formative Assessment Widely Used Now
  • Districts Develop Formative Assessments
  • Formative Assessment Administration Varies
  • Future Plans for Formative Assessment
  • Table 4.1: Currently Using Formative Assessment to Guide Instruction
  • Table 4.2: Schools Use of Formative Assessment in Reading/English Language Arts and Mathematics
  • Table 4.3: How Formative Assessments Are Administered
  • Table 4.4: Plans Implement New Formative Assessment in Next Year or Two
  • Table 4.5: How Schools Will Obtain New Formative Assessments
  • Table 4.6: Formative Assessment Expected to be Purchased

Chapter 5: Conclusions & Outlook

  • Introduction
  • Implementation Comes in Stages
  • For New Materials, Schools Look to Commercial Providers and in-House
  • Technology Clearly Advances
  • Surprising Persistence of Print Supplementals
  • OER Gets Bigger Response as Supplemental Resource
  • Online Testing Success Will Be Significant Factor

Appendix I: Survey Results: Identifying Characteristics

Appendix II: Survey Results: Elementary Schools

Appendix III: Survey Results: Middle Schools

Appendix IV: Survey Results: High Schools

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