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Curriculum Development
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SEDL Letter Volume IX, Number 3: Constructivism - Is It Constructivism?

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Editor's Note: How Do Learners Learn? The Practice Implications of Constructivism Is It Constructivism? New Community Networks: Wired for Change Resources for Constructivism Credits SEDL Letter | Constructivism | Is It Constructivism? Is It Constructivism? by Mimi Mayer The word constructivism crops up in a growing number of education circles. It appears in 28 files archived at the US Department of Education's World Wide Web site. The keyword constructivism summoned 240 journal article abstracts at the ERIC Gopher site - and that was a partial list only. Arkansas, Louisiana, New Mexico, and Texas are developing curriculum frameworks based upon the national standards for mathematics and science, which apply constructivist strategies. Evidently, growing numbers of educators are talking about Read More
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SEDL Letter Volume IX, Number 3: Constructivism - The Practice Implications of Constructivism

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Editor's Note: How Do Learners Learn? The Practice Implications of Constructivism Is It Constructivism? New Community Networks: Wired for Change Resources for Constructivism Credits SEDL Letter | Constructivism | The Practice Implications of Constructivism The Practice Implications of Constructivism by Wesley A. Hoover Constructivism has roots in philosophy, psychology, sociology, and education. But while it is important for educators to understand constructivism, it is equally important to understand the implications this view of learning has for teaching and teacher professional development. Constructivism's central idea is that human learning is constructed , that learners build new knowledge upon the foundation of previous learning. This view of learning sharply contrasts with one in w Read More
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SEDL Letter Volume X, Number 2: New Policies for Southwestern Schools - From Statehouse to Schoolhouse

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Editor's Note: New Policies for Southwestern Schools From Statehouse to Schoolhouse More Money for Schools, Less Consensus on Allocations Dialing up Discounts: The New E-Rate Rings Up Discounted Internet and Telecommunications Services for Schools The E-Rate in the South and Southwest Resources for School Policy-Making Credits SEDL Letter | New Policies for Southwestern Schools | From Statehouse to Schoolhouse From Statehouse to Schoolhouse by Julia Guzman State Legislative Sessions in the South and Southwest Deliver Changes for Schools In a year graced by a booming economy, the public has demonstrated a concern for education in this country, and policymakers have taken notice. Americans all interact with the educational system in some way. Students, parents, educators, taxpayers, and citi Read More
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Great Ideas in Education

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Order a copy of Educational Freedom for a Democratic Society Return to list of all titles available from Great Ideas in Education Return to Great Ideas Home Page "The cumulative effect [of Educational Freedom ] is a powerful critique of federal political solutions to major social and educational problems." ( Choice ) Educational Freedom for a Democratic Society A Critique of National Educational Goals, Standards, and Curriculum Edited by Ron Miller Catalog Number 4112, 1995, 290 pages, Paperback, $18.95 T his is a bold and provocative book about the most important educational issue of our time. It is essential reading for everyone involved in educational policy and administration, and it is certainly vital reading for anyone concerned about the future direction of education in the United S Read More
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NC Standard Course of Study

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. . . . . . Google Search TEXTBOOKS PUBLICATIONS TESTING TEACH4NC QUICK LINKS NC STANDARD COURSE OF STUDY MISSION :: North Carolina first established a Standard Course of Study in 1898. The North Carolina Standard Course of Study provides every content area a set of competencies for each grade and high school course. Its intent is to ensure rigorous student academic performance standards that are uniform across the state. It is based on a philosophy of teaching and learning that is consistent with current research, exemplary practices, and national standards. UPCOMING EVENTS 2006 Curriculum & School Reform Conference: October 2-3, 2006 Raising Achievement and Closing Gaps-March 26-28, 2007 The 2007 Raising Achievement and Closing Gaps Conference continues to reflect our overarching directi Read More
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TIP: Concepts

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Sequencing of Instruction One of the most important issues in the application of learning theory is sequencing of instruction. The order and organization of learning activities affects the way information is processed and retained (Glynn & DiVesta, 1977; Lorch & Lorch, 1985; Van Patten, Chao, & Reigeluth, 1986) A number of theories (e.g., Bruner , Reigeluth , Scandura ) suggest a simple-to-complex sequence. The algo-heuristic theory of Landa prescribes a cumulative strategy. According to Gagne's Conditions of Learning theory , sequence is dictated by pre-requisite skills and the level of cognitive processing involved. Criterion Referenced Instruction (Mager) allows the learner the freedom to choose their own learning sequence based upon mastery of pre-requisite lessons. Component Display T Read More
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TIP: Concepts

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Problem-Solving Theories of problem-solving are dominated by the work of Newell & Simon on GPS (General Problem Solver) . This work established the information processing paradigm for the study of problem-solving and the concepts of "means-ends-analysis" and "problem space". According to the GPS framework, problem-solving involves the identification of subgoals and the use of methods (especially heuristics) to satisfy the subgoals. The Gestalt psychologist Wertheimer also conducted research on problem-solving and emphasized the importance of understanding the structure (i.e., the relationship among parts) of the problem. In his lateral thinking theory, DeBono stressed the importance of looking at a problem with a fresh perspective. Schoenfeld presents a theory of proble Read More
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TIP: Concepts

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Cognitive/Learning Styles Cognitive styles refer to the preferred way an individual processes information. Unlike individual differences in abilities (e.g., Gardner , Guilford , Sternberg ) which describe peak performance, styles describe a person's typical mode of thinking, remembering or problem solving. Furthermore, styles are usually considered to be bipolar dimensions whereas abilities are unipolar (ranging from zero to a maximum value). Having more of an ability is usually considered beneficial while having a particular cognitive style simply denotes a tendency to behave in a certain manner. Cognitive style is a usually described as a personality dimension which influences attitudes, values, and social interaction. A number of cognitive styles have been identified and studied over th Read More
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TIP: Concepts

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Learning Strategies Learning strategies refer to methods that students use to learn. This ranges from techniques for improved memory to better studying or test-taking strategies. For example, the method of loci is a classic memory improvement technique; it involves making associations between facts to be remembered and particular locations. In order to remember something, you simply visualize places and the associated facts. Some learning strategies involve changes to the design of instruction. For example, the use of questions before, during or after instruction has been shown to increase the degree of learning (see Ausubel ). Methods that attempt to increase the degree of learning that occurs have been called "mathemagenic" (Ropthkopf, 1970). A typical study skill program is SQ Read More
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TIP: The Theories

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TIP: The Theories The Theories ACT* (J. Anderson) Adult Learning Theory (P. Cross) Algo-Heuristic Theory (L. Landa) Andragogy (M. Knowles) Anchored Instruction (J. Bransford & the CTGV) Aptitude-Treatment Interaction (L. Cronbach & R. Snow) Attribution Theory (B. Weiner) Cognitive Dissonance Theory (L. Festinger) Cognitive Flexibility Theory (R. Spiro) Cognitive Load Theory (J. Sweller) Component Display Theory (M.D. Merrill) Conditions of Learning (R. Gagne) Connectionism (E. Thorndike) Constructivist Theory (J. Bruner) Contiguity Theory (E. Guthrie) Conversation Theory (G. Pask) Criterion Referenced Instruction (R. Mager) Double Loop Learning (C. Argyris) Drive Reduction Theory (C. Hull) Dual Coding Theory (A. Paivio) Elaboration Theory (C. Reigeluth) Experiential Learning (C. Rogers) Fu Read More
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TIP: Theories

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Conditions of Learning ( R. Gagne) Overview: This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning. For example, for cognitive strategies to be learned, there must be a chance to practice developing new solutions to problems; to learn attitudes, the learner must be exposed to a credible role model or persuasive arguments. Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to comp Read More
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A new test won't save our standards

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Abilene Reporter News: Opinion Home News Obituaries Sports Dallas Cowboys Features Entertainment Opinion Classifieds OPINION Editorials Letters to the Editor Columns Editorial Cartoons Reporter-News Archives Friday, November 14, 1997 A new test won't save our standards By Linda Chavez In the waning days of the 105th Congress, Republicans finally nixed the president's plan for a national test of fourth- and eighth-graders in reading and math. But the victory, spurred by conservative education groups, could come back to haunt Republicans if they don't do a better of explaining why a national test is a bad idea. Simply repeating that American education policy is set at the local level won't be enough to satisfy most parents in this increasingly mobile society. Families often change school dis Read More
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Aligning and Articulating Standards Across the Curriculum

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Critical Issue: Aligning and Articulating Standards Across the Mathematics Curriculum ISSUE: Students often do not see any relationship between the mathematics they learn in school and the other subjects they study. As a result, many students do not see or understand the connection between mathematics and their daily lives. Some students may excel at performing mathematical functions, but there is evidence that they cannot apply those skills to solve everyday problems . Still other students find their K-12 mathematics instruction experiences to be fragmented or unnecessarily repetitious. With the development of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989), schools have a new opportunity to ensure that students are Read More
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AllPolitics - counterpoint - Feb. 26, 1997

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Competition, Not Standards National Education Standards: Ready Now! 1997 1996 Competition, Not Standards By Lisa Snell Setting aside the larger question of whether imposing national education standards is a legitimate function of a limited federal government, let's turn to the specific question of whether or not national standards will lead to education reforms. Simply put, no. It is competition, not standards, that provides an incentive for the public education establishment to enact meaningful school reforms. While clear standards are a necessary component of a quality education, there is no evidence that standards by themselves lead to education reforms. The Third International Mathematics and Science Study, which tested randomly selected students from 41 countries, found no correlation Read More
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Answers to Frequently Asked Questions from The Center for EducationReform

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Answers to Frequently Asked Questions About Education Reform The following is a list of frequently asked questions (FAQs) regarding various education reform issues and what they means for students, educators and schools. They are intended to provide only an introductory overview of key issues. Additional links are provided within each topic to take you to areas with more information. Just the FAQs on: School choice : what is it? ? where is it? ? does it work? ? doesn't choice "cream" the best students? ? doesn't choice just subsidize rich families? ? is choice constitutional? ? wouldn't more money be a better idea? Private Scholarship Programs : what are they? ? where are they? ? how do they work? Tuition Tax Credits and Deductions : what are they? ? where are they? ? don't the h Read More
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Archived - Developing Content Standards: Creating a Process for

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Archived Information Developing Content Standards: Creating a Process for Change October 1993 Education leaders at every level of the system are developing standards to specify what students should know and be able to do in key subject areas. Local and state groups, professional organizations, and consortia of states and districts are constructing standards. The current movement to develop challenging, ambitious expectations for student learning can be traced to the pathbreaking efforts of the National Council of Teachers of Mathematics (NCTM) and states like California in the mid-1980s. Now, 45 states are planning, developing, or implementing new curriculum frameworks (Pechman and LaGuarda 1993). Nearly every major subject-matter association is engaged in the process of defining standards Read More
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Archived: Education Reforms and Students at Risk: Changes in Curriculum (8d)

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A r c h i v e d I n f o r m a t i o n Education Reforms and Students at Risk: A Review of the Current State of the Art - January 1994 Changes in Curriculum The content, purpose, and organization of courses and activities shape every student's school experience. In addition to multicultural education efforts, other initiatives reject the special education model of offering more of the same content at a (perhaps) slower pace by making the school curriculum more engaging and relevant. These efforts generally focus on developing content that relates to the student's current interests and life experiences or by combining vocational with academic tasks. Real-world learning . A number of curriculum projects have been developed that focus on real-world experiences for the learning content. Example Read More
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Archived: GOALS 2000: Educate America Act

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A r c h i v e d I n f o r m a t i o n H.R. 1804 GOALS 2000: EDUCATE AMERICA ACT One Hundred Third Congress of the United States of America At the Second Session Begun and held at the City of Washington on Tuesday, the twenty-fifth day of January, one thousand nine hundred and ninety-four An Act To improve learning and teaching by providing a national framework for education reform; to promote the research, consensus building, and systemic changes needed to ensure equitable educational opportunities and high levels of educational achievement for all students; to provide a framework for reauthorization of all Federal education programs; to promote the development and adoption of a voluntary national system of skill standards and certifications; and for other purposes. Be it enacted by the Se Read More
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Archived: Table of Contents

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A r c h i v e d I n f o r m a t i o n Study of Curriculum Reform Project Director Ronald D. Anderson University of Colorado Table of Contents Title page Preface Acknowledgments Executive Summary Summary Review of Literature Study Aims and Study Questions Case Study Summaries Fruitvale High School Mathematics River City High School Mathematics Mountainview High School Mathematics Fort Sheridan Middle School Science Fairview Middle School Science Westview High School Science Edison High School Oakgrove Middle School Rockview High School Cross-Site Analysis Introduction The Cross-Site Analysis Process Nature of the Reforms Traditional--Reform Pedagogy Continuum Barriers to Reforms The Essentials of Attaining Reforms Extending the Analysis Along Lines Suggested by Other Research Assessment of Read More
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BC Ministry of Education - Curriculum

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Search the Ministry of Education site: : Advanced Search Help with searching Main Index Help Contact Us B.C. Home B.C. Home Ministry of Education Curriculum Ministry of Education Curriculum Curriculum Topics Guidelines for Internal Ministry Review of Draft Curriculum Draft IRPs: Public Review and Feedback Curriculum Guides (1977-1993) Second Language IRPs (Template Developed) Curriculum Related Resources Curriculum Cycle Reports Required Areas of Study Recommended Learning Resources Ordering Information Assessment Topics Classroom Assessment Performance Standards Graduation Topics Adult Education Board/Authority Authorized Courses Course Information Handbook Graduation Program 2004 Popular Topics Early Learning Initiatives Literacy Policy Primary Program Provincial Exams Contacts Curriculu Read More
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Brent Wilson's Homepage

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. University of Colorado at Denver . School of Education Brent Wilson's Homepage Brent Wilson Hi, I'm a professor in information and learningtechnologies (ILT) at the University of Colorado at Denver. I alsoserve as coordinator of the ILT program. This homepageprovides links to some of my papers and class resources. Iteach courses in instructional design, cognition and instruction, andadoption and use of technologies in education. I am particularlyinterested in why people resist technology, and how we incorporatetechnologies into our work. I enjoy studying the effects--pro and con--oftechnology on teaching, learning, and work performance. Brent's Classes TIE Conference in Copper Mountain Brent's Papers Learning and the Internet WebQuests for Reflection (2002) Educational Trends for Read More
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Brent Wilson's Homepage

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. University of Colorado at Denver . School of Education Brent Wilson's Homepage Brent Wilson Hi, I'm a professor in information and learningtechnologies (ILT) at the University of Colorado at Denver. I alsoserve as coordinator of the ILT program. This homepageprovides links to some of my papers and class resources. Iteach courses in instructional design, cognition and instruction, andadoption and use of technologies in education. I am particularlyinterested in why people resist technology, and how we incorporatetechnologies into our work. I enjoy studying the effects--pro and con--oftechnology on teaching, learning, and work performance. Brent's Classes TIE Conference in Copper Mountain Brent's Papers Learning and the Internet WebQuests for Reflection (2002) Educational Trends for Read More
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Brent Wilson's Homepage

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. University of Colorado at Denver . School of Education Brent Wilson's Homepage Brent Wilson Hi, I'm a professor in information and learningtechnologies (ILT) at the University of Colorado at Denver. I alsoserve as coordinator of the ILT program. This homepageprovides links to some of my papers and class resources. Iteach courses in instructional design, cognition and instruction, andadoption and use of technologies in education. I am particularlyinterested in why people resist technology, and how we incorporatetechnologies into our work. I enjoy studying the effects--pro and con--oftechnology on teaching, learning, and work performance. Brent's Classes TIE Conference in Copper Mountain Brent's Papers Learning and the Internet WebQuests for Reflection (2002) Educational Trends for Read More
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Brent Wilson's Homepage

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. University of Colorado at Denver . School of Education Brent Wilson's Homepage Brent Wilson Hi, I'm a professor in information and learningtechnologies (ILT) at the University of Colorado at Denver. I alsoserve as coordinator of the ILT program. This homepageprovides links to some of my papers and class resources. Iteach courses in instructional design, cognition and instruction, andadoption and use of technologies in education. I am particularlyinterested in why people resist technology, and how we incorporatetechnologies into our work. I enjoy studying the effects--pro and con--oftechnology on teaching, learning, and work performance. Brent's Classes TIE Conference in Copper Mountain Brent's Papers Learning and the Internet WebQuests for Reflection (2002) Educational Trends for Read More
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Building on Prior Knowledge and Meaningful Student Contexts/Cultures

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Critical Issue: Building on Prior Knowledge and Meaningful Student Contexts/Cultures Pathways Home Page | Critical Issues for this area ISSUE: Students learn more effectively when they already know something about a content area and when concepts in that area mean something to them and to their particular background or culture. When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose. Alice Moses, Program Director of the National Science Foundation, talks about the importance of building on children's prior knowledge by incorporating hands-on experiences in science instruction. [Audio file, 243k] Excerpted from the video series Restructuring to Promote Learning, videoconference #2 Read More
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Constructivism: From philosophy to practice

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CONSTRUCTIVISM From P hilosophy to P ractice Socrates (470-399 B.C.) Knowledge is only perception . Socrates Knowledge is not a transferable commodity and communication not a conveyance E. von Glasersfeld (1987) The world presents itself to us, effectively . - J. Baudrillard Which worlds? - Knowbotics Research ...learning theories or models are rarely developed to a point where they can be more or less operationalized. Mendelsohn & Dillenbourg (1994) Constructivism does not claim to have made earth-shaking inventions in the area of education; it merely claims to provide a solid conceptual basis for some of the things that, until now, inspired teachers had to do without theoretical foundation. E. Von Glasersfeld (1995) S ocrates liked to work with students. His approach essentially consiste Read More
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Critical Issue: Developing an Applied and Integrated Curriculum

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Critical Issue: Developing an Applied and Integrated Curriculum ISSUE: The foundation of all efforts to improve high school students' transition to postsecondary education and/or careers is an applied and integrated curriculum that connects academic and vocational learning. This curriculum concept, supported by appropriate instruction and assessment, is designed to raise students' academic and vocational skills. It enables students to succeed either in securing higher paying and satisfying employment after high school or in having a general career focus when continuing their education in college or technical school. To a great extent, an applied and integrated curriculum embodies what research shows about meaningful, engaged learning . Although development of this curriculum may be more ti Read More
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Critical Issue: Enhancing Learning Through Multiage Grouping

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Critical Issue: Enhancing Learning Through Multiage Grouping ISSUE: Redesigning schools to nurture the developmental needs (social, emotional, intellectual, and physical) of all children is one of the significant challenges educators face in the 21st century. The use of multiage grouping , an alternative to the conventional graded classroom, is one viable means that schools may consider in order to meet this challenge. Overview | Goals | Action Options | Pitfalls | Different Viewpoints | Cases | Contacts | References OVERVIEW: Multiage classrooms utilize an organizational structure in which children of different ages (at least a two-year span) and ability levels are grouped together, without dividing them or the curriculum into steps labeled by grade designation (Gaustad, 1992). A multitud Read More
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Curricular Connections: Types of Curricular Connections

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skip to left navigation • skip to page content Education Home K-12 Site Map Contacts Feedback Accueil M À 12 Search >K-12 Home Related Links Curriculum Information for : Educators Families and Communities Students Administrators Disclaimer Publications Education, Citizenship and Youth Kindergarten to Grade 12 Event Calendar Publications Catalogue Schools in Manitoba Updates Workshop Registration Curricular Connections < Previous | TOC | Next > Elements of Integration in the Classroom Types of Curricular Connections Curricular integration can be charted along a continuum, as illustrated below. Curricular Connections Continuum Characteristics of Curricular Connections (Table 1) Within Subject Areas Between Subject Areas Beyond Subject Areas Intradisciplinary Multi/pluridiscipl Read More
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Curriculum Development

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I have moved and improved my site. It is now bigger and better than ever with a lot more links and interesting features. Click on the "Home" button below to go to my new site. The information you might be looking for may be located HERE. Click Here To Go To My New Page Read More
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Curriculum Development and Frameworks

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Curriculum Development and Frameworks Dr. R. A. NeSmith It has been said that, ?The stronger the philosophical base of the curriculum, the easier it will be to develop appropriate curriculum content? (Wulf & Shave 1984). Then it is only fair to state that the weaker the philosophical base of the curriculum the more public relations and educational muscle required to force it to ?succeed,? at least until the next curriculum reconstruction. If a job is worth doing, it is worth doing right and doing well, especially when it involved the educating of our youth, our greatest resource. The purpose of this article is to provide some guidelines, suggestions, and motivation to educators seeking to reconstruct their curriculum. There is one thing that curriculum is not. Curriculum is NOT the textboo Read More
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EPAA Vol. 6 No. 10 Wilson: Educational Standards and the problem of Error

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This article has been retrieved times since May 22, 1998. Education Policy Analysis Archives Volume 6 Number 10 May 22, 1998 ISSN 1068-2341 A peer-reviewed scholarly electronic journal. Editor: Gene V Glass Glass@ASU.EDU. College of Education Arizona State University,Tempe AZ 85287-2411 Copyright 1998, the EDUCATION POLICY ANALYSIS ARCHIVES.Permission is hereby granted to copy any article provided that EDUCATION POLICY ANALYSIS ARCHIVES is credited and copies are not sold. Educational Standards and the Problem of Error Noel Wilson School of Education The Flinders University of South Australia Abstract This study is about the categorisation of people in educational settings. It is clearly positioned from the perspective of the person categorised, and is particularly concerned with the viola Read More
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Expectations and Student Outcomes

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School Improvement Research Series (SIRS) Research You Can Use Close-Up #7 Expectations and Student Outcomes November 1989 Kathleen Cotton INTRODUCTION ..."You see, really and truly, apart from the things anyone can pick up (the dressing and the proper way of speaking, and so on), the difference between a lady and a flower girl is not how she behaves, but how she's treated. I shall always be a flower girl to Professor Higgins, because he always treats me as a flower girl, and always will; but I know I can be a lady to you, because you always treat me as a lady, and always will." The Schooling Practices That Matter Most View details » by Kathleen Cotton Add to cart View all School Improvement products With this quotation from George Bernard Shaw's play, PYGMALION, Robert Rosenthal and Lenor Read More
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http://www.naeyc.org/about/position/pscag98.pdf

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http://www.prel.hawaii.edu/products/products/integrat-curri.pdf

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http://www.sedl.org/scimath/msframework.pdf

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Integrated Curriculum

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S chool I mprovement R esearch S eries (SIRS) Research You Can Use Close-Up #16 Integrated Curriculum Kathy Lake Introduction The integrated curriculum is a great gift to experienced teachers. It's like getting a new pair of lenses that make teaching a lot more exciting and help us look forward into the next century. It is helping students take control of their own learning. - M. Markus, media specialist, quoted in Shoemaker, September 1991, p. 797 I'm learning more in this course, and I'm doing better than I used to do when social studies and English were taught separately. - Student, quoted in Oster 1993, p. 28 This teacher and student express an increasingly widespread enthusiasm for curriculum integration. While not necessarily a new way of looking at teaching, curriculum integration h Read More
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integrating curriculum - integrating the classroom curriculum

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You are here: About > Education > Secondary Education Secondary Education Education Secondary Education Essentials Why Teach? Teacher Personality Quiz Top 10 Discipline Tips Keys to Successful Teaching Graduation Speeches Topics Curriculum and Lesson Plans Assessments and Tests Technology and Education Learning Theories Teacher Education Teaching Strategies Issues in Education Educational Reform Teacher Resources Administration and Guidance Special Education Buyer's Guide Before You Buy Top Picks Inspirational Movies Motivational Books Astronomy Resources Product Reviews Tools Find a Job Online Degrees Yellow Pages Forums Most Popular Articles Latest Articles Help Integrating Curriculum Guide picks Integrating Curriculum Does integrating curriculum really work? The answer is yes Read More
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Integrating Middle School Curriculum Around Real-World Issues

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S chool I mprovement R esearch S eries (SIRS) Research You Can Use Snapshot #38 Integrating Middle School Curriculum Around Real-World Issues Waldo Middle School Salem, Oregon James W. Kushman Research Findings Engaging students in real-world problem solving as they acquire the skills and knowledge needed for success in work and life is as important for middle school students as it is for those in high school. Among the many personal transitions middle school students make is that they begin to think about school as preparation for life. Helping students see the connections between school and life can be accomplished by an interdisciplinary curriculum rooted in real-world topics that are exciting and timely. Learning can be further enhanced through a performance orientation that allows stu Read More
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Integration of the Disciplines - ITI Model

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Integration of the Disciplines Integrated Thematic Instruction Model An integration of the disciplines approach commonly uses themes and topics to describe an area of study. In the thematic methodology or approach to learning, subjects or courses are considered subordinate to the theme. This allows the typical separation between disciplines or subjects to be overcome. Thematic studies are commonly one of three types: those focusing on concepts, those focusing on topics, and those focusing on categories. Shoemaker (1989) distinguishes two of these as: using a topic as a theme provides a narrow area of study for a short period and using a concept as a theme allows for a broad area of study in which many topics can be explored. Kovalik (1989) described Integrated Thematic Instruction (ITI) as Read More
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kros973.htm

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THE PROFESSIONAL JOURNAL FOR EDUCATION KAPPAN HOME ARTICLES ONLINE PDK HOME The Five-Foot Bookshelf Readings on Middle-Level Education and Reform By Susan Rosenzweig SPECIAL MIDDLE-GRADES SECTION What Works in Middle-Grades School Reform The Project on High Performance Learning Communities The Impact of School Reform for the Middle Years The Five-Foot Bookshelf Speaking with One Voice Program Descriptions THE IDEA OF the five-foot bookshelf dates to the 19th century and originally referred to the 50-volume set of Harvard classics -- purported to include all the great books of the Western world. My challenge is to put together a five-foot bookshelf of indispensable readings in middle-level education and reform. Ten years ago it would have been difficult to put together a one-foot bookshelf Read More
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Leadership

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Leadership Critical Issues in Leadership Technology Leadership: Enhancing Positive Educational Change Guiding Principals—Addressing Accountability Challenges Building a Collective Vision Building a Committed Team Establishing Collaboratives and Partnerships Creating High-Achieving Learning Environments Leading and Managing Change and Improvement Supporting Materials 1994 Bibliography on School Restructuring Leadership Checklist Urban Education Monographs School-Linked and Community-Based Integrated Services Additional Resources Internet Links Although NCREL takes care in selecting other Internet sites to which it links or points, such selection does not imply endorsement by NCREL, its partners, or funding agents. American Association of School Administrators Has information about this Read More
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Learner-Centered Classrooms, Problem-Based Learning, and the Construction of Understanding and Meaning by Students

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Learner-Centered Classrooms, Problem-Based Learning, and the Construction of Understanding and Meaning by Students To create an effective learning situation in the classroom, Combs (1976) says that three characteristics are needed: The atmosphere should facilitate the exploration of meaning. Learners must feel safe and accepted. They need to understand both the risks and rewards of seeking new knowledge and understanding. The classroom must provide for involvement, interaction, and socialization, along with a business-like approach to getting the job done. Learners must be given frequent opportunities to confront new information and experiences in the search for meaning. However, these opportunities need to be provided in ways that allow students to do more than just receive information. S Read More
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Learning Point Associates NCREL Redirect

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Search Home Afterschool Programming Comprehensive School Improvement Data for School Improvement Literacy Mathematics and Science Teacher Quality Technology Evaluation Policy Professional Services Research Learning Point Associates We're Sorry The resource you are looking for is no longer available because it is either outdated or has been replaced. It was developed by the North Central Regional Educational Laboratory® (NCREL®), and the five-year federal contract to operate NCREL ended in 2005. Many of the resources developed under this contract remain accessible through the Learning Point Associates website. You may contact us with questions or to inquire about resources you may need in your education work. The U.S. Department of Education has awarded Learning Point Associates its fifth c Read More
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Learning Point Associates NCREL Redirect

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Search Home Afterschool Programming Comprehensive School Improvement Data for School Improvement Literacy Mathematics and Science Teacher Quality Technology Evaluation Policy Professional Services Research Learning Point Associates We're Sorry The resource you are looking for is no longer available because it is either outdated or has been replaced. It was developed by the North Central Regional Educational Laboratory® (NCREL®), and the five-year federal contract to operate NCREL ended in 2005. Many of the resources developed under this contract remain accessible through the Learning Point Associates website. You may contact us with questions or to inquire about resources you may need in your education work. The U.S. Department of Education has awarded Learning Point Associates its fifth c Read More
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Learning Point Associates NCREL Redirect

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Search Home Afterschool Programming Comprehensive School Improvement Data for School Improvement Literacy Mathematics and Science Teacher Quality Technology Evaluation Policy Professional Services Research Learning Point Associates We're Sorry The resource you are looking for is no longer available because it is either outdated or has been replaced. It was developed by the North Central Regional Educational Laboratory® (NCREL®), and the five-year federal contract to operate NCREL ended in 2005. Many of the resources developed under this contract remain accessible through the Learning Point Associates website. You may contact us with questions or to inquire about resources you may need in your education work. The U.S. Department of Education has awarded Learning Point Associates its fifth c Read More
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Learning Point Associates NCREL Redirect

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Search Home Afterschool Programming Comprehensive School Improvement Data for School Improvement Literacy Mathematics and Science Teacher Quality Technology Evaluation Policy Professional Services Research Learning Point Associates We're Sorry The resource you are looking for is no longer available because it is either outdated or has been replaced. It was developed by the North Central Regional Educational Laboratory® (NCREL®), and the five-year federal contract to operate NCREL ended in 2005. Many of the resources developed under this contract remain accessible through the Learning Point Associates website. You may contact us with questions or to inquire about resources you may need in your education work. The U.S. Department of Education has awarded Learning Point Associates its fifth c Read More
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Learning Point Associates NCREL Redirect

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Search Home Afterschool Programming Comprehensive School Improvement Data for School Improvement Literacy Mathematics and Science Teacher Quality Technology Evaluation Policy Professional Services Research Learning Point Associates We're Sorry The resource you are looking for is no longer available because it is either outdated or has been replaced. It was developed by the North Central Regional Educational Laboratory® (NCREL®), and the five-year federal contract to operate NCREL ended in 2005. Many of the resources developed under this contract remain accessible through the Learning Point Associates website. You may contact us with questions or to inquire about resources you may need in your education work. The U.S. Department of Education has awarded Learning Point Associates its fifth c Read More
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Learning Point Associates NCREL Redirect

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Search Home Afterschool Programming Comprehensive School Improvement Data for School Improvement Literacy Mathematics and Science Teacher Quality Technology Evaluation Policy Professional Services Research Learning Point Associates We're Sorry The resource you are looking for is no longer available because it is either outdated or has been replaced. It was developed by the North Central Regional Educational Laboratory® (NCREL®), and the five-year federal contract to operate NCREL ended in 2005. Many of the resources developed under this contract remain accessible through the Learning Point Associates website. You may contact us with questions or to inquire about resources you may need in your education work. The U.S. Department of Education has awarded Learning Point Associates its fifth c Read More
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Learning Point Associates NCREL Redirect

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Search Home Afterschool Programming Comprehensive School Improvement Data for School Improvement Literacy Mathematics and Science Teacher Quality Technology Evaluation Policy Professional Services Research Learning Point Associates We're Sorry The resource you are looking for is no longer available because it is either outdated or has been replaced. It was developed by the North Central Regional Educational Laboratory® (NCREL®), and the five-year federal contract to operate NCREL ended in 2005. Many of the resources developed under this contract remain accessible through the Learning Point Associates website. You may contact us with questions or to inquire about resources you may need in your education work. The U.S. Department of Education has awarded Learning Point Associates its fifth c Read More
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LRS Curriculum Home Page

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Curriculum Guides and Lesson Plans The following curriculum plans are designed to helpteachers and curriculum coordinators read other school-wide anddistrict-wide curriculum plans to get ideas that could beimplemented in their schools. Most of the guides are for elementary school curricula. However, atthe bottom of this page, there is a link to those guides which cover middleschool, junior high, and high school levels. In addition, these curriculum plans give guidelines as to the leveland depth of knowledge that students should reach at certain grades. The four pages below are interlinked to each other to reflect relevant resources. The documents themselves are located on a Gopher server. We assume most users are using a Web browser so use the BACK button to navigate back out of the Read More
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Math Forum - Curriculum Development

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--> Mathematics Education Curriculum Development Projects Back to Mathematics Education Math Education This page: Curr. Development More Topics Adult Numeracy Assessment Block Scheduling Calculus Reform Collaborative Learning College Standards Constructivism Curric. Development Grouping & Tracking Interdisciplinary Math Math Education Reform Math for Employment Mathematicians NCTM Standards Other Courses WWW & Pedagogy Organizations/Journals Research Teacher Education/ Prof. Development Technology Calculators Computers Software Conferences WWW Sites (JRME) Key Issues for Mathematics The National Science Foundation (NSF) has funded many pre-college curriculum development projects. Some have completed their work; some are still in progress. There are a number of college-level projects as wel Read More
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McREL: Mid-continent Research for Education and Learning, Content Knowledge Standards and Benchmark Database

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skip navigation Home Contact Us Sitemap Search Careers FREE-SOURCES About Us Products & Services Our Work Quick Links News Room A compendium of content standards and benchmarks for K-12 education in both searchable and browsable formats. Interactive Browse the standards Search the database Activities Resources Lesson Plans Standards Products, consulting, training & workshops Background Purpose History Process Acknowledgments References McREL's Contributions Signup for McREL FREE-SOURCES • Privacy Policy - Disclaimer Copyright 2007 © » Mid-continent Research for Education and Learning Read More
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Misconceptions About the GOALS 2000: Educate AmericaAct

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A r c h i v e d I n f o r m a t i o n United States Department of Education Misconceptions About the GOALS 2000: Educate America Act T he passage of the GOALS 2000: Educate America Act in March of 1994 heralded a new role for the federal government in its support for education. No longer would the federal role focus only on narrow categorical programs. Now, it would also promote a comprehensive approach to help all students succeed academically. This new focus on achievement grew out of a bipartisan recognition that too many U.S. students were not achieving at the levels necessary for them to succeed in the modern economy. As the federal government carries out this new role of flexible support for state and local school improvement efforts, some misconceptions have arisen about GOALS 2000. Read More
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National Testing: Measuring Learning Does Not Improve Learning

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FairTest: The National Center for Fair & Open Testing 342 Broadway Cambridge, MA 02139 (617)864-4810 (617) 497-2224 (fax) Website: www.FairTest.org, e-mail: FairTest@aol.com Back to FairTest's home page Support FairTest's Work. MEASURING LEARNING DOES NOT IMPROVE LEARNING: FairTest Fact Sheet on National Testing The Clinton Administration Proposal President Clinton is pushing ahead with plans for a national test of students in grade 4 in reading and grade 8 in mathematics. The test is advertised as both measuring basic skills and establishing high standards. The exams will be based on the test frameworks of the National Assessment of Educational Progress (NAEP). The federal government will pay to develop the tests and for the initial administration. After that, states will have to pay for Read More
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NCRVE MDS-956 - Section 2: Exploring Curriculum Options

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NCRVE Home | Site Search | Product Search Section 2: Exploring Curriculum Options Introduction The Impact of Change Potential Barriers to Change Making Change Happen Available Options Examining the Options References Introduction The thematic curriculum may be configured in a variety of ways. Since how various themes are arranged can affect what is taught and how it is taught, different implementation options should be explored early in the development process. This is begun by discovering how change may impact on students, teachers, administrators, support staff, and others. After the potential impact of change has been addressed, available curriculum options can be examined. Contextual, organizational, delivery, and content options are introduced in this section and discussed more extens Read More
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Restructuring Curriculum to Promote Child-Initiated Activiy

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School Improvement Research Series (SIRS) Research You Can Use Snapshot #24 Restructuring Curriculum to Promote Child-Initiated Activiy South Colby Elementary School Port Orchard, Washington Jan Jewett RESEARCH FINDINGS Student investment in and willingness to use the processes and tools of learning can be significantly affected by the way schools structure and implement curriculum and instruction. This principle led staff of South Colby Elementary School in Port Orchard, Washington to undertake a restructuring process focused on research findings in early childhood education and effective school leadership and management practices. In EFFECTIVE SCHOOLING PRACTICES: A RESEARCH SYNTHESIS/1990 UPDATE (Northwest Regional Educational Laboratory), the following school-level research findings ar Read More
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Rural Students at Risk: School Practices

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School Practices "Students do not fail simply because they are black or poor or pregnant or from a single-parent home. They fail, in part, because schools are not responsive to the conditions and problems accompanying these personal and SES conditions" (Wehlage et al., 1989, p. 50-51). Teachers can have a significant impact on how well their students achieve. How they treat their various students may make the difference between decisions to remain in school or to drop out. Many students report teacher conflicts as a significant factor in their decision to drop out (Roderick, 1993). It is apparent from research that at-risk students are frequently treated differently from their higher achieving peers. For example, sometimes these [at-risk] students are ... seated farther away from the teach Read More
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SEDL - Facilitative Leadership:The Imperative for Change

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Leadership for Restructuring or Systemic Change Negative Notes On a Positive Note Outcomes for Students Outcome-Driven Restructuring Again, The Need for Leaders Transformational Leadership: From Push to Pull Permission for Passion To Foster Restructuring New Roles for Old Concluding This Section Children are the living messages we send to a time we will not see. -- N. Postman, 1982, p. xi The increasing problems of poverty and social disruption in the lives of our children are more threatening than ever before. To rescue children "from hopelessness and violence," we must consider dramatic changes in educational programs and social services (Hayes, 1992, p. 724). Reactions to this appeal and to the call for major educational changes have been mixed. At the federal executive and legislative Read More
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SEDL - Issues About Change: Leading Change From The Classroom: Teachers As Leaders

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Issues ... about Change Volume 4 Number 4 1995 Leading Change From The Classroom: Teachers As Leaders As the movement to restructure schools continues, teachers are increasingly being called upon to provide leadership in schools. Why Teacher Leadership? The notion of teacher leadership is not new, but recently it has been transformed. In the past, teacher leadership roles have been limited in scope and established at the prerogative of school administrators. Teachers have long served as team leaders, department chairs, association leaders and curriculum developers. In these roles teachers have often served as "representatives" rather than "leaders" who enact change (Livingston, 1992). In addition, leadership roles for teachers have traditionally lacked flexibility and required a lengthy, o Read More
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SEDL - Issues About Change: Professional Learning Communities: What Are They And Why Are They Important?

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Issues ... about Change Volume 6 Number 1 1997 Professional Learning Communities: What Are They And Why Are They Important? In education circles, the term learning community has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning - to suggest just a few. This paper focuses on what Astuto and colleagues (1993) label the professional community of learners, in which the teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as Read More
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SEDL - Issues About Change: Realizing School Improvement Through Understanding the Change Process

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Issues ... about Change Volume 1 Number 1 1990 Realizing School Improvement Through Understanding the Change Process Federal legislation, state regulations, district mandates - in addition to local school and community interests - all have demanded change, improvement, and new results from schools. These voices have vigorously exhorted school administrators and teachers to respond to the challenges of producing a more technologically prepared citizenry and to the needs of various student populations designated as at-risk. While schools have responded with effective schools projects, school improvement programs, and any number of efforts to change curriculum and instructional practices, little real or widespread change seems to have occurred. Schools, classroom settings, teaching, and instr Read More
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SEDL - Issues About Change: Site-Based Decision Making

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Issues ... about Change Volume 1 Number 4 1991 Site-Based Decision Making: Its Potential for Enhancing Learner Outcomes Schools are doing a very good job of doing what they were designed to do - decades ago. In the early twentieth century, when the country was moving beyond an agricultural economy into the industrial era, the goal of public education was to provide school attendees with a basic education; the curriculum was dominated by reading, writing, arithmetic (Joyce, Hersh, & McKibbin, 1983). In the current post-industrial period, however, our society has charged schools with delivering a high quality, multi-disciplinary education to all students, seeking to guarantee the promise of successful learning and adulthood employment for each of our children. To complicate this mandate, nev Read More
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SEDL - Issues About Change: Superintendents of Small Districts and School Improvement

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Issues ... about Change Volume 3, Number 1 1993 Superintendents of Small Districts and School Improvement: Planning, Providing Resources and Professional Development Leaders are change-makers, and previous studies provide insights into what leaders do to make change happen. In general, six strategies that a school administrator uses, often simultaneously, to effect change have been identified. Previous Issues...about Change have described the research regarding these strategies: articulating the vision; planning and providing resources; training; monitoring; coaching; and creating a culture and context for change (Hord & Czerwinski, 1991; Boyd, 1992a). Two of these strategies, creating a context for change and developing and articulating a shared vision, have been discussed in greater deta Read More
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SEDL - Issues About Change: Total Quality: A Missing Piece for Educational Improvement?

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Issues ... about Change Volume 3, Number 3 1994 Total Quality: A Missing Piece for Educational Improvement? Education has brought American society overall to the highest standard of living "achieved by any nation, any time. And it has been the means by which untold millions of citizens have achieved personal freedom, dignity, and fulfillment" (Cook, 1990, p. 40). However, for an ever-increasing number of citizens, this possibility is becoming slimmer and slimmer. Why is this? Obvious changes have been occurring and several categories of these changes are influencing American education. One of these includes changes stemming from agrarian to industrial to information-based economies. Another is the emergence of new family structures (the IRS recognizes 13 variations of family) that puts the Read More
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SEDL - Leadership Characteristics that Facilitate School Change

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Characteristics of Leaders of Change Vision Believing that Schools are for Student's Learning Valuing Human Resources Communicator and listener Proactive Risk-takers Summary of Characteristics Leadership to promote and implement educational change has not been uniform. Knowledge about the qualities of the individuals who have successfully implemented such strategies has been minimal. If the educational community has knowledge of successful strategies and programs, why is there limited implementation? Did the leader make the difference? What are the characteristics these people possess that enabled them to change their districts and schools? Although knowledge is limited on what types of leaders are needed, there are a number of assumptions about leadership. In educational organizations the Read More
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SEDL - Professional Learning Communities: Communities of Continuous Inquiry and Improvement

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Web Page has Moved SEDL recently re-designed its Web site, and the publication Professional Learning Communities: Communities of Continuous Inquiry and Improvement is in a new location. You will be taken to the new location in 10 seconds. Please update any bookmarks or links to this document. Read More
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SEDL - Professional Learning Communities: Communities of Continuous Inquiry and Improvement

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Web Page has Moved SEDL recently re-designed its Web site, and the publication Professional Learning Communities: Communities of Continuous Inquiry and Improvement is in a new location. You will be taken to the new location in 10 seconds. Please update any bookmarks or links to this document. Read More
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SEDL - SCIMAST Classroom Compass - Constructing Knowledge in the Classroom

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ow do we learn? Watching a young child grow from infancy to toddlerhood, we marvel at the amount of learning that has allowed her to understand her expanding environment. Those early years provide the basis for language, physical dexterity, social understanding, and emotional development that she will use for the rest of her life. What a vast amount of knowledge is acquired before she sets foot in school! This child taught herself by gathering information and experiencing the world around her. Such learning exemplifies constructivism-an idea that has caused much excitement and interest among educators. Constructivism emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning. It recognizes the construction of new understanding as a co Read More
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SEDL - SCIMAST Classroom Compass - Constructing Knowledge in the Classroom

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ritten activities and exercises alone do not go to the heart of constructivism, but books have laid the groundwork for this approach to learning. The basic writings in this field are sometimes interesting and often illuminating, even though they cannot "give" anyone constructivism. Teachers, however, can use these works to build their own understanding of constructivism and its place in the classroom. Here are some representative selections of constructivist thinking and of useful guides to constructivist ideas. As a philosophy of learning, constructivism can be traced at least to the eighteenth century and the work of the Neapolitan philosopher Giambattista Vico, who held that humans can only clearly understand what they have themselves constructed. Many others worked with these Read More
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SEDL - SCIMAST Classroom Compass - Constructing Knowledge in the Classroom

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ow do we learn? Watching a young child grow from infancy to toddlerhood, we marvel at the amount of learning that has allowed her to understand her expanding environment. Those early years provide the basis for language, physical dexterity, social understanding, and emotional development that she will use for the rest of her life. What a vast amount of knowledge is acquired before she sets foot in school! This child taught herself by gathering information and experiencing the world around her. Such learning exemplifies constructivism-an idea that has caused much excitement and interest among educators. Constructivism emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning. It recognizes the construction of new understanding as a co Read More
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SEDL - SCIMAST Classroom Compass - Cooperative Learning

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? 1994 Southwest Educational Development Laboratory Credits Read More
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SEDL - SCIMAST Classroom Compass - Developing Curriculum Across the Disciplines

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Choices about what to teach are some of the most important decisions that educators make. While national and state standards and district curriculum frameworks can give general guidance, teachers make the final decisions for day-to-day instruction. The following hypothetical story presents one way teachers might work together to develop curriculum. This scenario could fit in some settings and with some teachers, but, since schools are unique places and teachers have individual preferences for balancing independence and collaboration in their professional lives, not all teachers would work well with this model. Problems of logistics or organization are not covered here. Evelyn Madison, a life science teacher at Elmore Middle School, and Diane Rainey, the mathematics teacher, had often worke Read More
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SEDL - SCIMAST Classroom Compass - Developing Curriculum Across the Disciplines

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Choices about what to teach are some of the most important decisions that educators make. While national and state standards and district curriculum frameworks can give general guidance, teachers make the final decisions for day-to-day instruction. The following hypothetical story presents one way teachers might work together to develop curriculum. This scenario could fit in some settings and with some teachers, but, since schools are unique places and teachers have individual preferences for balancing independence and collaboration in their professional lives, not all teachers would work well with this model. Problems of logistics or organization are not covered here. Evelyn Madison, a life science teacher at Elmore Middle School, and Diane Rainey, the mathematics teacher, had often worke Read More
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Standards-Based Reform: What is Missing

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Standards-Based Reform: What is Missing? by Patricia Cloud Duttweiler and Undine McEvoy Introduction 	Newspapers and journals across the nation are publishing articles about educational standards and their impact on schools and students. In most of the articles, the issue of higher standards is invariably coupled with (a) the necessity for assessing students’ achievement to determine if they are meeting the higher standards and (b) developing ways to hold students, schools, teachers, and principals accountable for meeting the standards. Two essential interventions, however, are missing in most of the discussions about standards, assessment, and accountability: professional development and student academic support. 	This paper suggests that standards-based reform is doomed to fai Read More
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Teachers Share Curriculum Experiences

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October 1998 Teachers Share Curriculum Experiences C hange and growth are themes that run throughout Teacher Stories of Curriculum Change, a new NWREL publication that introduces 11 Northwest teachers and gives them a forum in which to describe the key curriculum experiences that have shaped their teaching practice. Teachers? beliefs about good teaching are often influenced by curriculum itself, note Dr. Jane Braunger of NWREL and Barbara Wallace of Multnomah Education Service District, who compiled and edited the collection. Wallace and Braunger asked these teachers how significant curriculum experiences have affected their convictions about student learning and their own teaching, and how they have helped them grow as teachers. "We wanted to know what happened to change educators? unders Read More
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The Atlantic

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This article is viewable only by Atlantic subscribers. If you are not yet a subscriber, please consider subscribing online now . In addition to receiving a full year (ten issues) of the print magazine at a rate far below the newsstand price, you will be granted instant access to everything The Atlantic Online has to offer—including this article! Click here to join us as an Atlantic subscriber. If you are already a subscriber, and have previously registered for access to the Web site, please log in above. If you are already a subscriber, but have not yet registered for access to the Web site, click here to do so. Home | Atlantic FAQ | Masthead | Site Guide | Subscribe | Subscriber Help | Atlantic Store | Educational Program | Jobs/Internships | Privacy Policy | Feedback | Advertise Co Read More
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The Atlantic

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This article is viewable only by Atlantic subscribers. If you are not yet a subscriber, please consider subscribing online now . In addition to receiving a full year (ten issues) of the print magazine at a rate far below the newsstand price, you will be granted instant access to everything The Atlantic Online has to offer—including this article! Click here to join us as an Atlantic subscriber. If you are already a subscriber, and have previously registered for access to the Web site, please log in above. If you are already a subscriber, but have not yet registered for access to the Web site, click here to do so. Home | Atlantic FAQ | Masthead | Site Guide | Subscribe | Subscriber Help | Atlantic Store | Educational Program | Jobs/Internships | Privacy Policy | Feedback | Advertise Co Read More
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The Atlantic

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This article is viewable only by Atlantic subscribers. If you are not yet a subscriber, please consider subscribing online now . In addition to receiving a full year (ten issues) of the print magazine at a rate far below the newsstand price, you will be granted instant access to everything The Atlantic Online has to offer—including this article! Click here to join us as an Atlantic subscriber. If you are already a subscriber, and have previously registered for access to the Web site, please log in above. If you are already a subscriber, but have not yet registered for access to the Web site, click here to do so. Home | Atlantic FAQ | Masthead | Site Guide | Subscribe | Subscriber Help | Atlantic Store | Educational Program | Jobs/Internships | Privacy Policy | Feedback | Advertise Co Read More
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The Atlantic

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This article is viewable only by Atlantic subscribers. If you are not yet a subscriber, please consider subscribing online now . In addition to receiving a full year (ten issues) of the print magazine at a rate far below the newsstand price, you will be granted instant access to everything The Atlantic Online has to offer—including this article! Click here to join us as an Atlantic subscriber. If you are already a subscriber, and have previously registered for access to the Web site, please log in above. If you are already a subscriber, but have not yet registered for access to the Web site, click here to do so. Home | Atlantic FAQ | Masthead | Site Guide | Subscribe | Subscriber Help | Atlantic Store | Educational Program | Jobs/Internships | Privacy Policy | Feedback | Advertise Co Read More
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The TIMSS:Looking at Classrooms around the World

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Classroom Compass Volume 3 Number 3 Spring 1997 The TIMSS: Looking at Classrooms around the World U.S. Students and TIMSS What Are We Teaching? How Are We Teaching? Other Influences More to Come The TIMSS (Third International Mathematics and Science Study) report, releasedNovember 1996, presented the first results from an ambitious cross-nationalassessment of achievement in mathematics and science education. Students in 41countries took part in the achievement test. This first report of the lowersecondary level population (13-year-old students) will be followed in 1997 byfindings on student achievement at fourth grade, and at the end of high school. TIMSS has many parts. The research design includes assessments, questionnaires,curriculum analyses, videotapes of classroom instruction, Read More
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TheAtlantic.com :: Home

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Food A Magical Cup Corby Kummer tours the cutting edge of the coffee world, where baristas use mesmerizing high-end brewing techniques and light roasts are making a comeback. READ MORE Past Present The Land of Lost Luggage The Atlantic found the fate of misplaced bags in this 2002 piece. READ MORE Photo by David McNew/Getty Images Travels Among the Pandas James Fallows exposes China’s soft underbelly. READ MORE Art by Reuters/China News Photo/Landov Foreign Affairs Scents and Sensibility How Sarah Chayes helped Afghans build a thriving soap and body-oil business—and overcame the incompetence of America’s aid establishment. READ MORE Photo by Sarah Chayes Past Present Lincoln’s Great Depression Seven score and four years ago this week, Lincoln spoke the sparse, poeti Read More
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Washingtonpost.com: Education Testing Special Report

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EDUCATION TESTING Overview Test Yourself Key Stories Opinion Links & Resources Talk Special Reports --> (Juana Arias/The Washington Post) The Latest Stories In Md., the 'Bubble' Test Has Burst (Washington Post, May 11) U.S. High School Seniors Rank Near Bottom (Washington Post, Feb. 25) Recent news about education testing from The Post and the AP . --> Tests Are Key to the Clinton Education Agenda By Dan Froomkin Washingtonpost.com Staff National tests are the key to President Clinton's education agenda. Clinton wants fourth-graders to be tested in basic reading, and eighth graders in basic math, starting in the spring of 1999. The tests would, for the first time, provide reliable data on how many American schoolchildren are mastering the basics. But Clinton's plan has come under withering Read More
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Welcome to goENC.com

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Subscribe to goENC.com About goENC.com Contact goENC.com ENC.ORG is now goENC.COM! You have reached this web page because the Eisenhower National Clearinghouse (ENC) is no longer funded by the U.S. Department of Education and has discontinued operations as of September 29, 2005. ENC materials are still available from our new web site, goENC.com . goENC.com is a subscription service that continues to offer the same timely, high-quality math and science resources you've come to expect from ENC. From professional development to lesson plans to web resources, it's all here. Learn how your school, school district, university, or library can subscribe at goENC.com/subscribe/ . We have also added subscriptions for individuals. For further information, contact a representative from goENC.com by em Read More
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Welcome to goENC.com