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Download full textBerman, Sheldon – Aspen Institute, 2018
"The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of…
Descriptors: Student Development, Social Development, Emotional Development, Academic Ability
Partnership for 21st Century Skills, 2009
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…
Descriptors: Skill Development, State Standards, Guides, Academic Standards
Direct linkCosta, Arthur L.; Kallick, Bena – Association for Supervision and Curriculum Development, 2008
Bringing together all four books in the AS CD ground-breaking Habits of Mind series, this volume presents a compelling case for why it's more relevant than ever to align the missions of schools and classrooms to teaching students how to think and behave intelligently when they encounter problems and challenges in learning and in life. Drawing on…
Descriptors: Curriculum Development, Lifelong Learning, School Culture, Thinking Skills
Zhang, Shixun; Liang, Yongxim – Chinese Education: A Journal of Translations, 1991
Describes reform of a Chinese vocational teaching program. Emphasizes a teaching structure combining theoretical and practical teaching. Lists prerequisites for an independent teaching system as suitable instructors (usually engineers), equipment for practice, and a transformation of the students' views toward study. Urges revision of teaching…
Descriptors: Educational Change, Electronic Technicians, Engineering Education, Experiential Learning
Peer reviewedWolff, Mary Anne – Educational Leadership, 1986
Recommends the frame of reference method in helping students learn to recognize bias in the questions an author asks, the evidence gathered, and the conclusions drawn. Describes a high school writing-anthropology unit on the Kung San society. Discusses the potentials, problems, and school-linked constraints in using frame of reference models. (IW)
Descriptors: Anthropology, Bias, Classroom Techniques, Critical Reading
Peer reviewedCunliffe, Leslie – Journal of Art and Design Education, 1990
Presents an art education model based on Elliot Eisner's three-domain model, emphasizing students' concept ownership and skill development. Criticizes late-modernism influenced practices, arguing creativity can be achieved only through tradition. Diagrams relationships between what art students learn in college and how they later teach. (KM)
Descriptors: Art Education, Art Expression, Art History, Art Teachers
Peer reviewedPascarella, Ernest T.; Terenzini, Patrick T. – NACADA Journal, 1995
Ten popular myths about higher education's effect on students are questioned. Issues include: test scores in assessment of college impact; college effect on student development; institutional resources/prestige and quality; two-year college attendance; educational quality at historically black colleges; teaching methods; faculty research; teaching…
Descriptors: Academic Achievement, Achievement Gains, Black Colleges, College Outcomes Assessment
McNeely, Simon A.; Schneider, Elsa – Office of Education, Federal Security Agency, 1950
The elementary school years are crucial in the life of a boy or girl. In this formative period, children's experiences profoundly affect their physical, social, mental, and emotional growth. Today's schools are challenged to provide meaningful experiences that will help these children realize their full potential. Physical education is one of the…
Descriptors: Educational History, Elementary School Students, Physical Education, Physical Activities
