For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co-creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, social partners and, most importantly, students. This report is one of six in a…

This study examines challenges faced by middle-level social studies teachers in West Gojjam, Ethiopia, while implementing the Constructivist Teaching and Learning Approach (CTLAT). 178 social studies teachers were randomly selected and eight were chosen using maximum variation sampling based on characteristics such as teaching experience, female…

This manuscript illustrates the potential use of The Harvard Social Studies Project's (HSSP) ability to promote student decision-making skills by implementing case study material to increase the use of standards-based curriculum and accountability measures in social studies classrooms. Data was developed through a short survey and collected from…

This study aimed to explore the top-down or compact accountability relationship for curriculum implementation in rural public primary schools in the East Wollega zone administration, Ethiopia. An exploratory case study type and a multiple case study research design were employed. A purposeful sampling technique was used. The data were collected…

The ongoing cycle of educational reform in America has led policymakers and educational leaders to prioritize test-based results and de-prioritize noncognitive skills, equitable outcomes, and crucial socio-emotional aspects of schooling (Lynch et al., 2009). Despite the equitable goals outlined in previous education policy reforms, intended…