In June 2010, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Offices (CCSSO) released the Common Core State Standards. The stated aim of the Common Core standards is to define the knowledge and skills students should achieve in order to graduate from high school ready to succeed in a…

Paper presented at a symposium held at Florida State University where various approaches to the use of drama in elementary and secondary schools were considered. (Editor/RY)

Focusing on subjectivity and objectivity in the experience of art, this article concentrates on the kind of knowing that the knowing of art is (thinking, feeling, conation, intuition) and on the aesthetic intuition which transforms this knowledge. Discusses implications for art education. (DB)

Address at the 52nd Annual meeting of the National Council for the Social Studies.

Five realistic suggestions are made with regard to stating objectives in order to facilitate the entire process of reaching the objectives. (JB)

Developmental findings on moral stages, moral-philosophic conceptions of principles, and the tenets of constitutional democracy cohere to define a philosophically and psychologically viable conception of moral education. Though outlined in 1909 by John Dewey, this conception has only recently gained the research support needed to make it truly…

Describes how expanding the geography curriculum so that it deals with cognitive and affective outcomes in a confluent manner can make geography lessons more interesting to teachers and students. An inquiry lesson on petroleum is presented as an example. (Author/DB)

Implications of each of the ten goals set by the Pennsylvania State Departments for quality education in the middle schools are related to the industrial arts program in Bucks County. (MU)

Stresses that values and moral education can be compatible with content-oriented social studies instruction. Explains how teachers of junior and senior high school students can assist students to use problem-solving and decision-making processes to make rational decisions, clarify values, and understand content. (Author/DB)

The primary aim of global education in the elementary and secondary schools is to prepare students for responsible citizenship in a present and future global society. Global education is based on the propositions that the extent of interdependence in the contemporary world is such that we can speak of a global society, that students can be…

Examines various levels and areas set for minimum competency and concludes that educators and parents should clearly define minimum competency before establishing conflicting minimum competency requirements in schools. (Author/DB)

The G-C-O-LP-G development plan is a step by step procedure for the development of a Goals-Concepts-Objectives-Lesson Plan-Guide which may be used by instructional leadership personnel. (Author/CB)

Knowledge objectives, skill and process objectives, and affective objectives are given for teaching K-12 social studies. Knowledge objectives are provided that help students to function rationally and humanely through a reservoir of data, ideas, concepts, generalizations, and theories in combination with thinking, valuing, and social…

This paper considers the narrow goals characteristic of most accountability programs, discusses methods for transcending these limited goals (linking goals to broad society values), and suggests steps that supervisors can take to implement accountability in an open system. The author argues that students, administrators, and teachers must be…