How Do We Know This Works An Overview of Research on Core KnowledgeReport as inadecuate




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Teachers, principals and parents often ask about the effectiveness of Core Knowledge. This article is meant to answer that question, by providing a brief overview of some of the most recent and most relevant research on Core Knowledge. This document has been divided into two sections. The first section treats direct evidence; the second looks at indirect evidence. Direct Evidence is represented by research on Core Knowledge schools, research showing that Core Knowledge can help lift student scores and close the gap between the more and less advantaged students. Indirect Evidence is represented by other studies that confirm the validity of the central ideas behind Core Knowledge. The following are discussed as part of the Direct Evidence: (1) The Oklahoma City Study; (2) The Virginia Longitudinal Study; (3) The John Hopkins Study; (4) Core Knowledge Schools in Colorado; and (5) Some Individual Schools. The following are discussed as part of the Indirect Evidence: (1) Cultural Literacy and Success in Grade School; (2) Cultural Literacy and Success in College; and (3) Knowledge and Power.

Descriptors: Cultural Literacy, Knowledge Level, Core Curriculum, Longitudinal Studies, Higher Education, Academic Achievement, Educational Strategies, Instructional Effectiveness, Educational Research, Achievement Gains











Author: Core Knowledge Foundation

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8099&id=ED484223



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