The revision of Te Whariki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in…

This paper describes a nature-based social-emotional approach to supporting young children's holistic development that can be applied in a range of early childhood settings from forest kindergartens and nature-based preschools to more traditional center-based early childhood programs. "The Social-Emotional and Environmental Education…

This article comes out of the larger context of my doctoral dissertation where I investigated my experiences as an academic who attempts to remain true to Indigenous Knowledge (IK) traditions while working within a Western European intellectual setting. In this current paper, I combine the conceptual frameworks of Aboriginal literacy and…

Craft education in Finland is, in many aspects, in a state of change. This concerns the independent position of craft as a school subject, the content of the compulsory craft courses containing textiles and technical work, the implementation of the new concept of a holistic craft process in the National Core Curriculum and so on. This bears…

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century…

This paper provides an overview of Chinese government attempts to promote a revised school curriculum reflecting a more holistic approach to education under the banner of "suzhi jiaoyu" ("quality education"), and positions the policies in the Chinese historical, educational, social and economic context. While the push has…

Describes attempts to support structured, sequential, and systematic approaches to antiracist multicultural education developments in schools. The authors suggest the use of conceptual frameworks that offer whole school perspectives from which teachers can conceptualize and evaluate policy development and implementation. (GR)

High school instructors need to focus on engagement, not just motivation to inspire student learning. Based on the author's experience working with the toughest students, at-risk kids, struggling students, and drop outs, this book offers teachers strategies that work to harness students' interests and creativity. This book includes techniques and…

Conflict, as a natural part of daily life is to some extent inevitable in all child care centers. Children need to develop effective strategies to deal with conflict, and educators need to reduce the amount of conflict present in the total child care environment. Two roles early childhood educators can play in encouraging conflict resolution are…

Educational policies to combat racist attitudes can succeed if comprehensive strategies are developed compatible with the context and the skills of the teachers involved. These strategies should be part of broader social policies and interests. Strategies should be holistic, comprehensive in scope and sequence, and involve the total school…