In U.S. music education, the elementary music program is the level most likely to include all students, before music becomes an elective choice in secondary schools. As students approach adolescence, however, their interest in general music may decline, particularly if they are not engaged in activities they find meaningful. Although past research…

The integration of artificial intelligence (AI) topics into K-12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and…

The Native American Astronomy Outreach Program (NAAOP) at Lowell Observatory is an in-class STEM enrichment program that pairs astronomers with 4th-8th grade teachers at Native-serving schools in northern Arizona. The astronomer works with the teacher to present hands-on astronomy activities to their class with the goal of getting students excited…

How can teachers integrate the UN Sustainable Development Goals into their classrooms? A teacher and teacher educator duo provide a wonderfully detailed account of how they designed and implemented a curriculum focused on SDG Goal 12, Responsible Consumption and Production. Through their journey to empower children to be critical and compassionate…

With the release of the 2017 National Assessment of Educational Progress (NAEP) and 2016 Progress in International Reading Literacy Study (PIRLS) results, concerns that reading scores of U.S. students have remained flat for the past decade have surfaced again along with suggestions about the source of this problem and how it might be remedied. The…

Many teachers experience the tension between using published curriculum materials and teaching in ways that are responsive to children. Teachers are often expected to use a particular mathematics curriculum series, but they still want to be able to build on and connect to children's multiple mathematical knowledge bases (MMKB).…

English learners are best supported when they receive culturally relevant content-area instruction in their first language. Numerous studies (e.g., Lindholm-Leary 2001) support this approach, and bilingual and dual language teachers in the community of Austin, Texas, have called for curricular resources. In response, a group of researchers,…

Pfeiler-Wunder and Tomel are exploring the spaces that exist within and between their art educational practices in this article, questioning: "Who this is about?" Mira Kallio-Tavin presents a similar questioning in her "Studies" commentary, "Impossible Practice and Theories of the Impossible: A Response to Helene…

This article focuses on the connection between the visual arts and language arts with the many teaching and learning possibilities that may arise from an art curriculum infused with language arts. As a K-5 art specialist in a rural Georgia public school, the author feels passionately about the importance of interdisciplinary art education for…

Most children talk to their parents about what they learned at school. Parents hear about books read, pictures drawn, stories written and games played. But how often do parents hear of children using ICT to make multimedia stories with a mathematical focus? In this paper the term "multimodality" will be used to describe such activities.…

The first goal of this Project is the development of elementary school mathematics curricula sensitive to indigenous mathematical thought and experience. A necessary prerequisite for the achievement of this goal is to recapture and honor the mathematics developed and practiced in the Micronesian communities. This is the Project's second goal. The…

This article presents the participatory curriculum development process and foundational Dine (Navajo) concepts that inform the Tools for "Iina" (Life) curriculum, designed for grades 4-6 by a group of Dine educators to strengthen resiliency by addressing children's health, relationships, identity, and sense of the future, utilizing core concepts…

In this article, the research findings of a deconstructive visual ethnography focused on the production of immigrant girls' identities will be analysed. This collaborative research project involved experimentation with a dialogic curriculum aimed at creating diverse identity narratives with immigrant girls at an urban primary school in Barcelona.…

Thematic units are more than isolated lists of vocabulary, grammar points, or language functions. It is important to design thematic units from the national standards with clearly defined objectives. They should offer opportunities for connections with other content areas. Units should also have a strong cultural foundation, perhaps centered on a…

As a classroom teacher of art, the author questions the definitive ends that often accompany progressive enterprises in education. He questions the pressure he has experienced to reduce curricular possibilities and learning outcomes to the space of a single document. He argues that planning a learning outcome is "not" an architectural…