This article summarizes and assesses federal K-12 compensatory education policies during the past six decades. It focuses on the centerpiece of that effort, Title I of the Elementary and Secondary Education Act of 1965. Related programs such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds Act are discussed. It…

This article is the third of three on "Sources of Authority in Education." All use the work of Amy Gutmann as a heuristic device to describe and explain the prevalence of market-based models of education reform in the US and the business-influenced Global Education Reform Movement. The other two are "Negating Amy Gutmann:…

President Obama recently described America's current economic, societal, educational, and technological circumstances as "our generation's 'Sputnik' moment." If history repeats itself in the twenty-first century, music educators may face a situation similar to that which developed in the 1960s concerning the impact of education reform on…

The field of dance arts education in the United States is in an entirely different place today than it was at the turn of the century. Much of this change is due to a convergence of events that involved: federal and state legislation, policy, and funding that supported dance in arts education; a forty-year transition of dance out of departments of…

In the United States, as public demands for quality teachers have escalated, there has been a corresponding increase in national policy efforts to tie the standards of student success to teacher preparation, licensing, and evaluation. This conceptual paper examines how national authorities used specific policy tools to usurp the state's…

Offers historical background on some of the National Communication Association's past involvement in K-12 education. Describes the process used to develop the K-12 standards for speaking, listening, and media literacy. Gives an overview of the present effort to articulate competency statements for each standard. (SR)

Criteria, not uniform standards, are appropriate for schools, since neither available resources nor socioeconomic levels are uniform. Education's aim is not to train an army marching to the same drummer. Teachers' challenge is to provide conditions fostering the growth of personal characteristics that are socially important and personally…

Asserts that early geographers were mostly white, wealthy males who used science and measurement as instruments of control. Presents a review of "Feminism and Geography: The Limits of Geographical Knowledge," by Gillian Rose. Concludes that feminists need to challenge the predetermined boundaries of disciplinary thinking. (CFR)

Contends that recent progress in improving geography instruction at the precollegiate level is not yet reflected at the college level. Maintains that a successful effort to create consensus guidelines for college geography majors would enhance geography's reputation as a science discipline and improve student skills and creativity. (CFR)

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)

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.…

Discusses the organizational development of the National Council for the Social Studies (NCSS) during the years 1982-1995. Describes the effort to establish national social studies standards in response to the national Goals 2000 movement. Describes the reorganization of the NCSS committee structure and central office staff. (CFR)

Discusses the historical and contemporary relationships between global competition and education. Compares similarities between educational initiatives following the launch of Sputnik and those of the Goals 2000 program. Provides examples to encourage students to think about the new world order in social studies classrooms. (CFR)

Traces the origins and development of the National Standards for Arts Education. Discusses the long-term effects the national standards might have on preservice and inservice teacher education. Questions whether national standards might lead to a standardization in arts education that would hamper teacher and student creativity. (CFR)

Asserts that, from a school administration point of view, empowerment through faculty cooperation and participation in work-related issues is quite different from actual control of the workplace. Discusses issues related to power, control, and authority in education, particularly in arts education. (CFR)