In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational…

Between the 1980s and 2007, Portugal used to have one-stage (5-year period) initial teacher education (ITE) programs. In 2007 and consistent with the Bologna process guidelines, Portuguese teacher education moved toward a two-stage model, which includes a 3-year undergraduate program of subject matter that leads to a "licenciatura" (or…

Educators at all school levels know that successful students--at all ability levels--have families who stay informed and involved in their children's education. Yet many middle level and high school teachers report that the only time they contact families is when students are in trouble. This disconnect between knowledge and behavior can be…

Provides 10 guidelines to follow in implementing a competency-based curriculum. The guidelines include not imposing the program from above, matching measurement devices to instructional goals, stimulating student support of the program, and allowing for easy adjustment of competency measures. (IRT)

Reports changes in high school graduation requirements in general and English requirements in particular and discusses in more detail the proposed changes in the grade 10 practical English curriculum (MM)

This document is the initial description of the specifications of the philosophies, procedures, and processes for secondary schools to use in planning, implementing, and managing Individually Guided Education (IGE) learning programs. This is specified in a target format. Also delineated is the general and specific developmental strategy the…

This paper poses a systematic change process for secondary schools that will enable them to achieve individualized and personalized learning for students. Included in the process are a perspective on change, planning issues and elements, a strategy for planning, a target/timeline framework, and a sequence for change. Finally, a pupose-oriented…

Current reports and recommendations on needed improvements in American secondary education, part of a long history of criticisms of the high school and of proposals for its reform, were discussed. (Author/RK)

Between 1991 and 1995, the Scottish Office Education and Industry Department funded a national evaluation of the implementation of the 5-14 Development Programme based on information gathered from both primary and secondary schools. This Interchange is concerned with secondary school perspective alone. Data were gathered from a nationwide…

Briefly reviews the history of English language instruction and presents a set of guidelines for designing an integrated language arts curriculum for the secondary school. (HOD)

Recommends institutionalizing curriculum policy initiatives for gifted learners at state and local levels that are compatible with new state standards and assessments and also consider flexibility, differentiation, and articulation in planning and implementation. Support structures such as grouping and teacher education must also be incorporated.…

Offers 10 academic criteria considered essential for states to adopt when establishing their educational standards. As an aid to standard setters, the article includes a list of titles from the "Defining World-Class Standards" series written by the American Federation of Teachers. Criteria categories are math, science, history and social…

This guide gives parents answers to seven questions: (1) What are the social studies? (2) How are the social studies taught? (3) Why do social studies educators say that knowing information is not enough? (4) Why are there so many social studies courses? (5) What is happening to the language of the social studies? (6) What issues are discussed in…

Provides examples of what content standard and a corresponding curriculum framework might look like in two subjects: world history and English. It examines how one teacher might translate these concepts into engaging lessons. Integration of subjects and relevance to students' lives are emphasized.(GLR)

In order to identify and develop procedures for complying with the impact requirements of Public Law 94-482, Project IMPACT studied five problems: (l) how to define impact, (2) how to assess impact, (3) how to show cause and effect relationships between research and development (R&D) activities and changes in the vocational education…