In both France and Germany, the government, employers' organizations, and unions all participate in defining vocational diplomas based on a national framework of procedures of elaborating and standardizing titles. Important differences between the diploma definition processes in France and Germany may be identified. In Germany, the issue is…

The skill standards in this document were developed as a result of meetings between representatives of the agricultural industry and educational institutions to determine the skills and educational preparation required of an agricultural biotechnology technician, verified by technicians working in laboratories, greenhouses, animal facilities, and…

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 classroom assessment tool for grades 4-6 offers teachers a method to quickly identify the needs of migrant, language-different, and mobile students in language arts, mathematics, and science in relation to national content standards. The Snapshot System asks the student to perform a series of tasks that are keyed to content standards and…

This book, written from the policymaker's perspective, examines key issues facing education ministries trying to find the optimal size of and curricular emphasis for their secondary-education systems. It sets out the principle choices to be made and the dilemmas encountered regarding the scale and thrust of the sector. The work first looks at key…

Claims that the proposed National History Standards subvert the legitimate purpose of history instruction, the explanation and understanding of historical meaning, in an effort to redress historical grievances. Argues that the Standards apply a critical perspective to European culture while celebrating the achievements of native cultures. (MJP)

Maintains that the traditional role of standards in elementary curriculum development is that of asking important questions regarding quality curriculum design and instruction. Presents seven questions to guide teachers as they utilize the standards. (CFR)

Maintains that children's literature provides a rich resource supporting the National Council for the Social Studies (NCSS) national standards. Asserts that many books can be used in the elementary classroom to develop lessons around the 10 NCSS themes. Recommends two or more children's books for each theme. (CFR)

Maintains that music technology growth can assist teachers in implementing interdisciplinary approaches involving history, culture, and music. Presents suggested classroom strategies utilizing CD-ROMs and other interactive media technology. Discusses downloading music education resources from the Internet. (CFR)

Discusses the professional partnership between the George Washington University Graduate School of Education and a local school system that led to the establishment of a successful program of support for National Board for Professional Teaching Standards teaching candidates and for teacher leadership opportunities. The paper focuses on four key…

These are challenging times for teachers. Mixed messages, conflicting demands, and increasing needs on all fronts surround them. Each day, teachers face increasing requirements and significant pressures on their daily practice from administrators and policymakers. It is hard to be, or remain, a teacher of quality committed to one's ideals. In this…

This report on education standards considers national educational reform, New Hampshire initiatives, and implications of education standards for students with special needs. Included is information on national curriculum standards projects for mathematics, art, history, civics and government, geography, English and foreign languages, economics,…

The National Education Standards and Improvement Council (NESIC) was established in the Goals 2000: Educate America Act. One of NESIC's duties is to identify areas in which specific educational standards ought to be developed. Several complex issues arise in carrying out this duty, such as: the need for standards in such non-content areas as…

Great Britain's Further Education Unit (FEU) completed field trials of the Training and Development Lead Body (TDLB) standards to explore the relevance of these national standards to staff in further education (FE). Seventeen colleges and four local education agencies that participated in field trials represented a cross-section of further…

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…