The Accelerated Learning Work Group's introductory Guide to Accelerated Learning offers descriptions, resources, and examples of state education agencies implementing Accelerated Learning into their programs. It also answers questions, such as: (1) How should Accelerated Learning be implemented?; (2) How are educators best supported during…

This social studies guide is designed to serve as a companion document to the New York Framework and State Standards. The guide provides teachers with a wealth of information, strategies, learning experiences, sample assessments, research, and specific discipline materials to be used in the social studies curriculum development process within each…

This arts resource guide is designed to serve as a companion document to the New York Learning Standards defined for each major curricular area. The guide provides teachers with information, strategies, learning experiences, sample assessments, and specific discipline materials to be used in the arts curriculum development process within each…

This paper attempts to provide some guidance to school administrators, school boards, social studies teachers, and others about the key components of citizenship education and its relationship to social studies education. The paper defines citizenship education as the primary purpose of the social studies and provides three key characteristics of…

This document is a revision of the California History-Social Science Curriculum first published in 1988. The framework represents an effort to strengthen education in the history-social science curriculum while building on the best practices contained in the previous document. The book addresses the goals of knowledge and cultural understanding…

The report issued by the task force on foreign languages and international studies established in Ohio in response to the 1979 report of the President's Commission on Foreign Language and International Studies presents two major recommendations. They are: (1) that the state superintendent of public instruction appoint a permanent advisory council…

This guide is designed to provide direction for school districts required to develop their own competency-based education programs in social studies. The ultimate purpose is to enhance the quality of social studies learning in the state of Ohio. The introductory sections, while useful for social studies teachers, also are designed to provide…

In 1983, Colorado began a project to augment its pool of qualified French and Spanish teachers, enhance the foreign language programs of participating schools, improve the skills of French and Spanish teachers already teaching, meet the need of isolated rural districts, and develop alternative and accelerated teacher certification. A task force…

An informal national survey of new efforts in foreign language education undertaken by the Joint National Committee for Languages revealed that 12 states had made significant progress, another 13 states showed positive movement, and 12 had concluded studies, reports, and/or recommendations that may yield some results. Six had studies in progress,…

The Maryland program guidelines for non-English-proficient (NEP) and limited-English-proficient (LEP) elementary and secondary school students are designed to help administrators and teachers plan instructional programs that will ensure appropriate educational experiences for these populations. The guide begins with an overview of the…