Mental health challenges are on the rise among today's youth. Recent reports have noted an acute and significant need for school-based mental health education and supportive interventions for children and adolescents. Among these approaches, a growing focus has centered on improving students' mental health literacy (MHL) as a foundational…

Almost 90 percent of social studies curriculum standards do not mention American Indian and Alaska Native (AI/AN) history after 1900, and 27 states do not mention AI/AN peoples in their K-12 curricula at all. AI/AN content and contributions are even less prevalent in English language arts standards, with most states not yet meaningfully…

Critical thinking is an essential skill for learners and teachers alike. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The "Handbook of Research on Critical Thinking and Teacher Education…

Intended for administrators and policymakers as well as teachers, this digest provides a rationale for an integrated language arts curriculum. The digest first defines integrating the language arts curriculum as providing natural learning situations in which reading, writing, speaking, and listening can be developed together for real purposes and…

At its core, a curriculum is what happens among learners and teachers in the classroom. TESOL's Language Curriculum Development Series describes how teachers, curriculum developers, and administrators have developed, adapted, or renewed a language curriculum. In doing so, they have responded creatively and realistically to learners' needs. The…

Produced as part of the implementation plan for "Answering the Challenge: Strategies for Success in Manitoba High Schools," this support document provides information for implementing Senior 1 and Senior 2 English Language Arts. Sections of the document provide information related to: curriculum; differentiating teaching and learning;…

Developed by the National Council of Teachers of English (NCTE) Committee to Evaluate Curriculum Guides and Competency Requirements, this guide is intended to help teachers and administrators to develop exemplary English language arts curricula. The first part of the booklet presents an annotated list of recommended curriculum guides, representing…

Developed by the National Council of Teachers of English (NCTE), Committee to Evaluate Curriculum Guides and Competency Requirements, this guide is intended to help teachers and administrators develop exemplary English language arts curricula. The first part of the booklet presents an annotated list of recommended curriculum guides representing a…

One of a series of documents produced by a nationwide network of early childhood education specialists, teachers, parents, and Head Start staff, the document contains a language arts skills continuum to be used as a tool for individualizing instruction for students learning basic educational skills. A comprehensive set of learner objectives for…

Developed by the National Council of Teachers of English Committee to Evaluate Curriculum Guidelines and Competency Requirements, this guide is intended to help teachers and administrators develop exemplary English language arts curricula. The first half of the booklet presents an annotated list of committee-recommended curriculum guides,…

Intended for administrators and policy makers as well as teachers, this digest presents a selection of reactions to "A Nation at Risk," the report by the National Commission on Excellence in Education. The five parts of the digest discuss the five major recommendations of the ccmmission's report concerning curriculum, standards and…

Argues that curriculum integration may lead to a diminution of social studies content. Contends that classroom activities done in the name of curriculum integration often have no educational value. Provides five guidelines to determine whether an instructional activity is appropriate for curriculum integration. (CFR)

Discusses language across the curriculum movement and its impact on current social studies teaching. Asserts that social studies as a form of literacy means being able to understand the world from multiple perspectives. Recommends that social studies teachers implement inquiry and language principles across the curriculum. (CFR)

Discusses curriculum development and renewal for social studies. Recommends the use of fundamental themes such as democracy and social responsibility as the curriculum focus. Identifies five pitfalls in the development process and provides solutions for each. (CFR)

Asserts that education cannot be limited to the confines of a textbook but must be a true window to the world. Argues that this can be achieved through curriculum and thematic teaching. Provides suggestions for designing and teaching integrated, thematic units. (CFR)