Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement…

This article discusses the ePortfolio system for grades 9-12 at the Virtual Learning Academy Charter School (VLACS). ePortfolio implementation at VLACS developed from an Advisory course curriculum that supports students' journey toward becoming college, career, and citizenship ready. We provide a unique perspective for implementation in that VLACS…

This article provides a theoretical framework through which to reimagine and revitalize contemporary music education practices, using the large ensemble paradigm called "band" as the primary unit of analysis. Literature suggests that band places too much emphasis on teacher control and external measures of validation. Critics propose replacing…

This article addresses a program model developed to address the professional development needs of content teachers who work with English language learners (ELLs) and offers recommendations for teachers, administrators, school districts, state agencies, and institutions of higher education, to address job-embedded professional development needs.…

This article uses the Supreme Court decision in Goss vs Lopez as a starting point and frame reference for describing and assessing the discipline procedure in one public high school. (DS)

Ethnic mother tongue (EMT) language teaching is necessary if non-English native speakers in United States schools are to achieve the vocabulary, syntactic sophistication, and literacy in their mother tongue that comes from school learning. Recommendations, impressions, and descriptions of EMT teaching are presented. (MT)

Oral proficiency testing is contrasted with traditional academic testing to show its appropriateness as a technique for measuring the ability to speak and understand a foreign language. Implications for teaching foreign languages are discussed. (MT)

After presenting a definition of economics education, this article points out the many important reasons for teaching this subject, including its relevance to history and to future learning and participation in society. (CB)

Various approaches to developing and implementing economics curricula are explored, including positive and normative economics, teacher-developed informal curriculum, district-developed formal curriculum, "outside" curriculum, the infusion approach, or as a separate course. It is suggested that a "blend" of the alternatives may optimize the…

A review of relevant literature considers different views on ideological bias and what they offer economics teachers deciding what to teach and how to teach it. Particular emphasis is placed on: (1) determining the appropriate mix and sequencing of instruction on positive and normative ideas; (2) determining the amount of instructional time; and…

The Johns Hopkins University Economic Education Leadership Program developed a summer program for gifted students focusing on economics education. Internship experiences provided the participating students with opportunities to gain knowledge in economics. (CB)

The author proposes a framework that describes the teaching-learning process as shared responsibility between teacher and students from the outset. Research leading to the development of this model is reviewed. (MT)

The authors examine the literacy curriculum of special education classes in the context of how literacy operates in the real world. A junior high school special education class is described as a way of raising basic issues as to the nature of special education literacy curriculum. (MT)

The authors examine the content, time, teacher performance, and leadership policies which have been legislated in several states as a result of the national wave of discontent with the quality of education. Emphasis is on the need for implementation of these policies to be informed by recent reseacrh. (MT)

The Academic Intervention Program in Urbana, Ohio began as an exploration into the nature of individual differences in students and how they learn. The metacognitive approach and systematic work on learning styles and strategies points to a promising future in integrating the brain and learning. (MT)