Reviews the history of the national standards movement. Discusses the standards developed by the Task Force on Standards of the National Council for the Social Studies (NCSS). Describes the content and format of the NCSS standards, how they could be used, and what resources are necessary for effective implementation. (CFR)

Asserts that full implementation of the national geographic standards will require their adoption by all states and school districts. Discusses the role of professional associations and teacher education in the implementation process. Maintains that the national standards provide the geography education community a unique opportunity. (CFR)

Argues that geography education lacks empirical data that might inform and underpin decisions about standards setting, curriculum design, materials development, teaching strategies, and assessment procedures. Identifies four needs: (1) a new attitude toward research; (2) baseline studies; (3) a research agenda; and (4) a research clearinghouse.…

This issues brief discusses the No Child Left Behind Act of 2001. Specifically, it reports on the results of focus groups that explored where people stand on standards-based education and whether they are likely to support or abandon struggling schools. The focus groups consisted of more than 60 participants who represented a broad cross-section…

Presents excerpts from "Expectations of Excellence: Curriculum Standards for Social Studies." Defines and explains 10 thematic strands that form the basis for the standards. Includes integrated content from history, geography, other social sciences, and the humanities. (CFR)

Contends that, despite recent successes, the geographic education community faces serious problems based on its failure to create and maintain strategies for effect preservice teacher education. Argues that a broad cooperative program involving teachers, school district officials, geographic educators, and the community is a potential remedy. (CFR)

Asserts that improvement of curriculum and instruction in geography must include the integration of spatial technologies. Argues the future requires the development of exemplary curriculum materials, a greater network of users, distribution of hardware and software to teachers, and agreement about ethics in information processing. (CFR)

Contends that geographic education has received increased attention during the past decade from professional geographers, K-12 educators, and the general public. Reviews current efforts and future directions of geographic education and states that all geographic educators share the responsibility for continuing the progress of the reform movement.…

Asserts that the new voluntary arts national standards present educators with a important opportunity to improve music and arts education in K-12 schools. Outlines the role of the national standards movement. Discusses the interrelationships among the standards and the undergraduate curriculum, teacher certification, and advanced placement. (CFR)

Presents a speech by the president of the National Council for the Social Studies (NCSS), given at the organization's annual meeting. Discusses the national standards movement and contends that the NCSS standards integrate knowledge from the full spectrum of the social sciences and the humanities. (CFR)

Maintains that improving preservice geography teacher education is difficult because few geography faculty understand the teacher education process and many education professors are not well-educated geographically. Discusses 13 recommendations to improve preservice geography teacher education. (CFR)

Describes the efforts of the Alaska Department of Education and geography educators to develop standards based on the National Geography Standards model. Discusses the statewide public consensus process and includes a chronological table of events. Provides six sample standards and performance criteria from the Alaska 2000 geography standards.…

Contends that citizenship education has become a political agenda rather than an educational concern. Argues that the national standards movement is fueled by opponents of multicultural education, global education, and an integrated social studies curriculum. (CFR)

These guidelines help professional development chairs, administrators, and teachers collaboratively plan for the ongoing skill development and content acquisition of staff members. Section 1, "Missions, Mandates, and Regulations for Professional Development," describes the mission of professional development as supporting teachers in…

This paper examines: (1) what those who directly employ and educate America's students after they leave high school think of the quality of the U.S. elementary and secondary schools; (2) what recent students and their parents think of the quality of the education they or their children received; and (3) what a cross section of Americans think…