All learning is based on the mastery of essential literary skills, and in this impactful title from author and reading specialist Peg Grafwallner, educators will discover tools they need to embed literacy into all subjects. Using this book's skill-building strategies and reproducibles, educators can effectively teach those literacy skills to…

"The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of…

With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed. Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In…

Minnesota plays an integral role in the worldwide increase in the exchange of goods, services, and ideas. It is imperative that the state's citizens be able to relate to an increasingly interrelated world and to gain the skills, attitudes, and knowledge needed to participate intelligently in such exchanges. Educating to these ends is essential.…

This paper considers how well today's young adolescents are prepared for their future roles as citizens, noting that the public schools have a unique opportunity to positively affect their students' civic knowledge, values, and behaviors. The paper contends that recent research suggests that the next generation of citizens may lack the knowledge,…

Educating students about character development and responsibility can and should be an integral part of the academic curriculum. This collection contains units of study that were written to exemplify some of the many ways that these themes might be taught in preK-12 Massachusetts classrooms. Using the standards of the Massachusetts Curriculum…

Discusses the nature of social studies as a discipline. Defines it as citizenship education for teaching students how to deal with change and conflict in society. Suggests that social studies teachers believe that content should be interdisciplinary, emphasize themes and concepts dealing with social and personal issues, and teach the process of…

Discussion of the need to include affective components in the education of gifted students considers: development of interpersonal and emotional intelligence, the need for an affective curriculum component, the role of the teacher to address the social and emotional needs of gifted students, and inclusion of affective learning in multidisciplinary…

This packet provides information on New Century College, a program within George Mason University (Virginia) based on an integrated integration model of interdisciplinary course work, experiential learning, and service learning within learning communities. The program is organized into three "divisions" and requires 12 hours of…

This document describes a curriculum model that aims to help students gain a sense of stewardship toward their community and an appreciation for their heritage. At the Sense of Place Symposium, Iowa teachers and administrators worked together to develop an interdisciplinary curriculum framework that would connect students to their communities. The…

It is widely believed that a child's imagination ought to be stimulated and developed in education. Yet, few teachers understand what the imagination is or how it lends itself to practical methods and techniques that can be used easily in classroom instruction. This book offers practical help for teachers who want to engage, stimulate, and develop…

Provides direction for developing appropriate and meaningful social studies instruction for the development of responsible citizenship in adolescents. Suggests that curriculum design should have some relationship to physical, social, emotional, and intellectual development. Identifies concerns with the self, right and wrong, others, and the world…

This paper proposes a five-step model intended to meet the needs of gifted students in the context of the mixed ability reality that most teachers in regular classrooms encounter. The model consists of five steps each of which has several components. The steps and components are: (1) acceptance (initiatives must start out small and sound to be…