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Journal of Education | 13 |
Author
Bicouvaris, Mary V. | 1 |
Birmingham, Nancy | 1 |
Delattre, Edwin J. | 1 |
Fonte, John D. | 1 |
Gagnon, Paul | 1 |
Greenes, Carole | 1 |
McTighe, Joe | 1 |
Schickedanz, Judith A. | 1 |
Sewall, Gilbert T. | 1 |
Silber, John | 1 |
Smith, Ralph A. | 1 |
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Journal Articles | 13 |
Opinion Papers | 13 |
Reports - Descriptive | 4 |
Information Analyses | 1 |
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United States | 1 |
Laws, Policies, & Programs
First Amendment | 1 |
No Child Left Behind Act 2001 | 1 |
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Peer reviewed
Silber, John – Journal of Education, 1994
Discusses the rationale and basic features of an educational partnership between Boston University (Massachusetts) and the Chelsea Public Schools (Massachusetts) designed to rebuild Chelsea's school quality. It reviews the reasons for the educational quality decline in today's urban public school system and highlights the underlying principles and…
Descriptors: College School Cooperation, Cooperative Programs, Educational Improvement, Educational Quality
Peer reviewed
Birmingham, Nancy; And Others – Journal of Education, 1994
Examines the questions and the key elements of the collective and individual responses arising from five teachers who discussed the success of the Boston University/Chelsea (Massachusetts) school system partnership. Changes in their expectations, their positive experiences and disappointments, and their views on what they have learned are each…
Descriptors: College School Cooperation, Cooperative Programs, Educational Improvement, Educational Quality
Peer reviewed
Delattre, Edwin J. – Journal of Education, 1994
Discusses the future direction of the Chelsea (Massachusetts) school system following the Boston University/Chelsea partnership for school and educational improvement. It explores the partnership's achievements and Chelsea's future prospects; the principles, disagreements, tensions, and factions that existed during and as a result of the…
Descriptors: College School Cooperation, Cooperative Programs, Educational Improvement, Educational Quality
Peer reviewed
Gagnon, Paul – Journal of Education, 1994
Argues the case for common national standards in K-12 public schools, explains why past national standardization efforts have stumbled, and explores what currently needs to be done as well as the perceived obstacles. The author concludes by explaining why the issue of common national academic standards is related to equality of opportunity. (GR)
Descriptors: Academic Standards, Educational Change, Educational Improvement, Educational Quality
Peer reviewed
Sewall, Gilbert T. – Journal of Education, 1994
Recalls a previous attempt, via the Committee of Ten, to set national academic standards in American high schools 100 years earlier, describes the effort's defeat, and explains how the objections raised then are much like the ones being raised today. The author argues that the need for national academic standards is more urgent now than ever…
Descriptors: Academic Standards, Curriculum Development, Economic Change, Educational Change
Peer reviewed
Stotsky, Sandra – Journal of Education, 1994
Views the 1994 national civics standards document as a challenging frame of vital themes and questions for school curricula in the humanities and social sciences. The author considers why this set of standards may be the most important one for schools and why they may be the most difficult to implement, even by motivated school administrators. (GR)
Descriptors: Academic Standards, Citizenship Education, Civics, Cultural Pluralism
Peer reviewed
Smith, Ralph A. – Journal of Education, 1994
Discusses perceived problems in the proposed National Standards of Arts Education. According to the author, the greatest concerns are with the political correctness evident in the Standards, its penchant for interdisciplinary studies, and its inflated rhetoric and utopianism. It is suggested that the standards do not take art education seriously…
Descriptors: Academic Standards, Art Education, Curriculum Evaluation, Educational Improvement
Peer reviewed
Bicouvaris, Mary V. – Journal of Education, 1994
Presents the case for a consensus-driven approach to setting subject matter standards for history education. The author argues that the National History Standard Project, designed to broaden the scope of U.S. and world history education, has carried out the original intent of its funders, rejected one-sidedness, and achieved a compromise that…
Descriptors: Academic Standards, Cooperation, Criticism, Educational Improvement
Peer reviewed
Stern, Sheldon M. – Journal of Education, 1994
Suggests there are flaws in the National Standards for United States History that could be detrimental to students. According to the author, in their pervasive present-mindedness and self-censorship, the standard's framers underestimate and ill-serve the students because the standards help develop a smug, superior, and self-righteous attitude…
Descriptors: Academic Standards, Bias, Criticism, Educational Quality
Peer reviewed
Fonte, John D. – Journal of Education, 1994
Criticizes the National Standards in World History because they do not consider what American high school students need most to learn about world history given the limited time allotted to each subject. The author argues that the standards minimize the intellectual and political history of the West, poorly conceptualize the 20th century, and…
Descriptors: Academic Standards, Bias, Curriculum, Educational Improvement
Peer reviewed
Schickedanz, Judith A. – Journal of Education, 1995
Argues that, while teacher and school efforts are important, the conditions outside of schools hold the key to increasing academic achievement substantially. Family socialization practices in American and Asian families are reviewed; and children's early cognitive and social behaviors are linked to later school behavior, including academic…
Descriptors: Academic Achievement, Cognitive Development, Educational Environment, Educational Quality
Peer reviewed
Greenes, Carole – Journal of Education, 1995
Introduces the constructivist theory of mathematical learning, and illustrates its application in a curriculum focusing on fundamental concepts. How knowledge is constructed, how concepts mature, and what it means to learn and to know mathematics are presented. Pedagogical implications of adopting a constructivist perspective on knowledge and…
Descriptors: Cognitive Development, Cognitive Processes, Concept Teaching, Constructivism (Learning)
McTighe, Joe – Journal of Education, 2004
The No Child Left Behind Act has had a pervasive effect on American education in its drive to bring about improvement in student achievement through assessment and accountability. In its standards-based approach to reform, measurement by standardized tests is everything. In this article, the author discusses the issue of private school…
Descriptors: Federal Legislation, Private Schools, Accountability, Educational Change