Historical empathy is a critical aspect of history and social science education that has its roots in the inquiry-based education movements of the twentieth century. Although the term "historical empathy" is not specifically mentioned in most history curriculum documents in the United States, dozens of "new social studies"…

One of the most enduring and contentious debates in education circles concerns the best way to hold schools and districts accountable for improving outcomes for students and closing achievement gaps. Lawmakers, teachers, district administrators, parents, and other stakeholders--all with strong and differing opinions--have wrestled for decades with…

NAVAJO CULTURE AND LANGUAGE ARE QUITE DIFFERENT FROM THAT OF OTHER AMERICANS, AND HELP TO ACCOUNT FOR GENERALLY LOW SUCCESS OF NAVAJO CHILDREN IN THE CLASSROOM. BY NOVEMBER 1966, WHEN TITLE I OF THE ELEMENTARY AND SECONDARY EDUCATION ACT HAD BECOME AVAILABLE TO FEDERAL SCHOOLS, THE NAVAJO TRIBAL COUNCIL'S EDUCATION COMMITTEE HAD DECIDED THAT WHAT…

The No Child Left Behind Act of 2001 is the most recent reauthorization of the federal Elementary and Secondary Education Act of 1965 (ESEA) and was signed into law in January 2002 by President George W. Bush. This educator's guide was commissioned by the Geography Education National Implementation Project (GENIP) to help geography educators…

The No Child Left Behind Act (NCLB) is the most recent authorization of the Elementary and Secondary Education Act of 1965 and was signed into law in January 2002 by President George W. Bush. Of key interest is the progress of the last two decades, which lead to the law's inclusion of geography as a "core academic subject" and the…

This document is an end of the budget period report of the Elementary and Secondary Education Act Title III Inservice Education and Curriculum Project conducted by the Linn County Board of Education in conjunction with seven other Iowa counties in order to "assist local schools in improving the school program in selected academic and service…

THIS MANUAL IS PROVIDED FOR TEACHERS WHO ARE PREPARING THEIR CLASSES TO ATTEND THE PROFESSIONALLY-PRODUCED PLAY--"THE FARCE OF THE WORTHY LAWYER PIERRE PATHELIN"--AS PART OF A TITLE 3 PILOT PROJECT, "EXPERIENCES IN DRAMATIC ARTS," SERVING SCHOOLS IN WASHINGTON AND OREGON. PREPARED FOR CLASSROOM USE, THE MANUAL IS INTENDED TO…