K-12 students are expected to acquire competence in data display as part of developing statistical literacy. To support research, assessment design, and instruction, we developed a hypothesized learning progression (LP) using existing empirical literature in the fields of mathematics and statistics education. The data display LP posits a…

In this brief we use the CASEL reviews of evidence-based programs to answer the question, "What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?" Specifically, we identify and describe four approaches that have been…

A social studies framework for grades K-12 contains six sections. Seven social studies goals and their components are presented on the inside covers of the volume. An introduction describes the K-12 program rationale. A section on scope and sequence is divided into subsections for each grade level. For each grade level, a brief entry presents…

Designed to assist administrators, supervisors, and elementary and secondary school classroom teachers and theater specialists in developing a sequential theater arts curriculum, this curriculum guide provides directions for developing curricular and cocurricular theater arts programs based on the individual needs of learners from kindergarten…

Feels education has neglected the visual and creative parts of the self accessible through art. Offers a rationale for having K-12 students draw for 30 minutes daily following structured visual exercises to strengthen skills in seeing, remembering, and connecting. Offers a critique of Mortimer Adler's Paideia Proposal. (DMM)

A sequential skills program can provide a new and important focus for the K-12 social studies program. The reading, writing, and thinking skills which should be taught are discussed. Sample learning activities are suggested. (RM)

Addresses the need for a balance between skills- oriented and content-oriented approaches to teaching social studies. Suggests a program in which an updated skills sequence could be interposed over an identified scope of prime content. (Author/KC)

Reviews the advantages of teaching reading through a mastery reading program and examines the role of the mastery teacher. (JM)

Geography skills for elementary and secondary grades are outlined in this teacher's guide. The teaching and learning of geography skills is a developmental process. Once introduced and understood, skills must be used repeatedly and in different situations if they are to become part of the students' equipment for learning. A planned program for…

Discusses problems which arise when a discipline such as music uses more than one learning domain. Points out the difficulty in developing music skills while trying to achieve cognitive goals such as those outlined in Bloom's taxonomy. Examines whether such a taxonomy can help in sequencing learning in the music classroom. Provides suggestions for…

Designed for use by local schools in developing language arts programs, this guide is organized into eight sections. An introductory section contains a rationale for language arts in the school program, discussions of the characteristics of a good language arts program and of student language rights, lists of general communication goals for…

This Virginia framework for music instruction in kindergarten through 12th grade established objectives designed to develop concepts and skills, to encourage positive attitudes toward music as an art form, and to value music's role in daily life. The objectives are organized by grades and by choral and instrumental music experience. Sequential…

A scope and sequence for incorporating humanities into the existing K-12 curriculum contains 8 sections. Following an introduction, the first section outlines characteristics of an effective humanities program. The second and third sections contain teacher and student objectives for a humanities program, minimum requirements, and alternatives for…

A basic principle of second language learning is the need to negotiate meaning in any language-learning situation. Once meaning is established, comprehension follows. Clusters of meaning result in schemata, which serve as the basis for sustained communication and ultimately, permanence of language learning. The comprehension approach to second…

Developed for educators in a rural North Dakota community school, this booklet provides a social studies scope and sequence of skills for students in grades K-12. Following a statement of educational philosophy and a list of district goals, the document presents a grade by grade breakdown of social studies objectives. For each grade, focus of…