Describes the creation and implementation of voluntary standards and benchmarks for the teaching and learning of economics at the precollege level. The standards, established by the National Council on Economic Education in 1997, outline fundamental economic concepts to be taught at each grade level. Includes copies of the standards. (MJP)

This paper describes how university coursework for a graduate level teaching internship in Childhood Education (preK-4) at the University of Arkansas incorporates standards of the National Board for Professional Teaching Standards (NBPTS) and encompasses performance-based assessment as utilized in Praxis III to develop instructional units. The…

Maintains that the Music Educators National Conference (MENC) achieved an important symbolic victory by being a primary developer of the National Standards for Arts Education. Presents and discusses five issues related to the Goals 2000 program in general and the standards related to music education in particular. (CFR)

Asserts that it is important to avoid bandwagon superficialities related to the interdisciplinary approach to arts education in the K-12 curriculum. Concludes that the overarching issue related to the National Standards implementation is how to keep content and process in a productive relationship. (CFR)

New Standards Project is consortium of 17 states and 6 leading school districts working with cluster of specialists to design and implement system of performance standards, authentic assessments, and professional development aimed at improving educational equity and excellence. New matrix examinations and portfolios will yield results that can be…

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 curriculum is the product of a project between the Office of Juvenile Justice and Delinquency Prevention (OJJDP) and the National Juvenile Detention Association to develop and implement a 40-hour, core training curriculum for line staff in education programs in juvenile confinement and custody facilities. The curriculum is primarily intended…

Three categories of vocational education and training exist in Taiwan: technological and vocational education (TVE), public training (PT), and enterprise training (ET). Together, the TVE programs provided in senior vocational schools, junior colleges, and institutes/universities of technology constitute a complete system that parallels the…

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)

Provides a curriculum conceptualization combining the new National Geographic Standards with the national standards developed by the National Council for the Social Studies. Presents a recommended list of seven books with accompanying learning activities for teaching about South Africa in the elementary social studies classroom. (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.…