Critical Race Theory (CRT) is a legal framework that originated in the 1970s intending to challenge legal scholarship to consider the historical and present impact and causes of structural inequality and racism. CRT is an academic lens primarily used at the doctoral level and is not a defined curriculum or something outlined in the Kansas State…

With a visionary approach to school improvement, "Equity-Based Leadership" proposes a framework to support system leaders seeking to organize change and achieve more equitable education. In this ambitious yet pragmatic work, Joshua P. Starr makes the case that intentional and attentive district leadership can bring about continuous…

Ideal for faculty and administrators looking to blend business education and the liberal arts, this toolkit combines exemplary syllabi from 26 leading institutions with step-by-step strategies to advocate successfully for curricular innovation. Conceived with comprehensiveness in mind, these resources cover both inspiration and implementation for…

The provision of a well-planned, modified, and articulated curriculum that would provide students with disabilities appropriate access to the general curriculum and effective instructional support is the thrust of this paper. The paper examined the various issues on the concept and objectives of special education and the role of a well-designed…

This document is a revised version of the National Consumer and Financial Literacy Framework (the Framework) originally developed in 2005. It articulates a rationale for consumer and financial education in Australian schools; describes essential consumer and financial capabilities that will support lifelong learning; and provides guidance on how…

Often the school is left as an institution seemingly ethically neutral, leaving untouched questions about whether the school itself is a site of injustice toward both educators and children. Springing from his well-known "Building an Ethical School", Robert J. Starratt now looks more closely at the educational leader's responsibility to ensure…

Learning in and through the arts helps develop the essential knowledge, skills and creative capacities all students need to succeed in school, work and life. As building-level leaders, school principals play a key role in ensuring every student has access to high-quality and equitable arts learning as part of a well-rounded education. This guide…

This book is about moving from the conceptual to practical applications that impact the day-to-day teaching and learning processes. Skoglund and Ness give school leaders all the tools that are necessary to change the culture of a school, improve teacher performance, and elevate student achievement. Each component of the process is clearly…

Fully updated to reflect current issues in the field of art education. Checklists embedded in charts allow users to indicate where their school or district stands in relation to the criteria--which has been expanded to include district wide, elementary, middle, high school, and superior standards. The criteria within the checklists reflect…

Learning in and through the arts develops the essential knowledge, skills, and creative capacities all students need to succeed in school, work, and life. As the top building-level leaders, school principals play a key role in ensuring every student receives a high-quality arts education as part of a complete education. In a time of shrinking…

Discusses the need to teach information skills (as opposed to library skills) in elementary and secondary schools and describes some of the curriculum policies and courses developed by schools in the United Kingdom and Australia. (CLB)

The curricular framework set forth in this document is designed to assist administrators and teachers in planning, developing, and implementing K-12 dance programs. The publication is organized in five major sections: the first section presents a philosophy defining the nature of dance in relation to society, the learner, and the school…

Examines the impact at the primary level of efforts to introduce a national curriculum in Great Britain. Contends that the biggest obstacle is confusion about the definition and implementation of an integrated curriculum approach. Warns that effective cross-curricular programs already in operation may be replaced with highly differentiated and…

This study explores middle-level administrators' perceptions of the implementation of English as a foreign language curriculum policies in the Chinese tertiary context. Drawing on data collected from interviews with the department heads of six universities in a north-western city in China, the article examines their perspectives on the national…

Asserts that the pedagogical approach proposed by Friedrich Froebel in the 1930s can be found in the Art National Curriculum in England. Describes the Art National Curriculum and links it to Froebel's integrated and sequenced approach to curriculum development and instruction. (CFR)