With the increased emphasis on college and career readiness resulting from the adoption of the Common Core State Standards (CCSS), the need for students to be able to read and write proficiently has become well established. Social studies teachers are now expected to teach nonfiction reading and writing skills in their content-area courses. Many…

As science teacher educators attempt to prepare teachers to underscore the aims of the Next Generation Science Standards (NGSS Lead States, 2013) alongside the Common Core State Standards for Mathematics (NGAC and CCSSO, 2010), they must pay close attention to the intersection of these two content areas. To address this challenge, the authors (a…

The National Council of Teachers of Mathematics' (NCTM's) "Principles and Standards for School Mathematics" (2000) outlines fi ve Process Standards that are essential for developing deep understanding of mathematics: (1) Problem Solving; (2) Reasoning and Proof; (3) Communication; (4) Connections; and (5) Representation. The Common Core…

This comprehensive book offers a practical pathway for developing twenty-first-century skills while simultaneously strengthening content-area learning. "Digital Learning" contains a wealth of research-based practices to integrate the International Society for Technology in Education (ISTE) National Education Technology Standards (NETS) for both…

No one learns in isolation; learning must be tied to real life experiences that are relevant to the student. "Integrated curriculum, interdisciplinary" and "multidisciplinary curriculum, teaming, standards" and "accountability" are terms with which every educator is familiar. "No Child Left Behind" is the…

The University of South Carolina is using assessment to bring about academic change in general education at several levels: the individual student; system-wide courses; and the entire general education program. The approach uses both qualitative and quantitative data, and has enabled faculty to collaborate both across disciplines and all eight…

Interdisciplinary policies and practices at the University of Montreal were studied to determine their effectiveness. The three study objectives were to: (1) determine the magnitude of the range set up by the department degree structure to give student majors an opportunity to take courses outside their basic discipline; (2) assess the degree of…

Compares the coverage and accuracy of economics in the National Council on Economic Education voluntary standards with the treatment of economics in other K-12 standards. Considers the economic concepts and relationships emphasized in the history, civics, and social studies standards. Includes a table illustrating economic concepts and other…

Argues that, although most K-12 social standards are deficient in their coverage of economic concepts, the National Council on Economic Education standards are equally deficient in addressing history and social studies subjects. Maintains that both disciplines must cooperate and coordinate their efforts for any meaningful educational reform to…

Noting that academic failure begins early and that the focus of school reform should be at the elementary level, this book describes the Basic School, an idea based on best practice in elementary education. A Basic School pushes school reform back to the first years of formal education; gives priority to language and suggests a coherent core of…