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This project was a response to the changes in the Washington State math assessments for high school students. The creation of an exit exam for Washington State high school students and the expectation that they pass it to graduate has placed tremendous pressure on high schools that struggled with low passing rates on the Washington State math assessment. Algebra was the primary focus of this curriculum alignment and resources were created to better help Washington State students pass their Algebra End of Course exam. The project includes the process for constructing a course-pacing guide, a standards map, and integrated content and language objectives that were written for key lessons that specifically addressed state standards. Along with these components, there was a tool designed for students to monitor and track their own progress with the Algebra state standards. Historical information regarding Math standards is included to assist in setting the stage for the recent demand for higher standards., Background The No Child Left Behind (NCLB) Act of 2001 was the main federal law affecting education from kindergarten through high school at the beginning of the 21st. century. The [...]

As we begin the second decade of the new millennium, it would seem appropriate to look once again at the status of literacy education as it affects adolescents and adults. [...]

The need for education for sustainable development (ESD) has been accepted by the United Nations, as well as many national governments. As in many countries, in China ESD is included in official policy documents as a stated aim of education. However, there have been few studies of the nature and extent of ESD in China's schools, how teachers view ESD, or their attitudes, values and beliefs about sustainable development. The case study described here was designed to explore these issues. As the geography curriculum is the key agent for implementing ESD in China's schools, we chose geography teachers as subjects for the study. Twelve teachers from Beijing secondary schools were invited to complete a questionnaire and attend an interview; the methodology and findings are reported here.

This article provides an overview of the changes that geography education in English secondary schools will face over the next few years. As such, it is written not with the intention of mapping the minutiae of every expected alteration to specific qualifications or specifications, but to clarify the broader directions of travel for geography. The implications of these changes for the community of geography teachers, lecturers, researchers and students in schools and higher education are also explored. The impacts of shifts in education policy and practice on the Geography National Curriculum (GNC), General Certificate of Secondary Education (GCSE), Advanced and Advanced Subsidiary qualifications (A- and AS-level) and Diplomas are therefore all considered in turn, enabling a fuller picture of the current health of geography education to emerge.

A proposal to include environmental and earth science in science curriculum, particularly in the General Certificate in Secondary Education (GCSE) is discussed. Tables showing the analyses of earth science curricula around the world, and recommendations for the GCSE curricula, are presented.

The feasibility of including food safety in the curricula of family and consumer sciences secondary classes in the Iowa is analyzed. The purpose of the new curriculum is to educate young consumers about the dietary standards and food safety measures.

This paper provides readers with an overview of the unique issues present in secondary classrooms and their impact on the practice of collaborative teaching between general and special educators. The […]

A study investigates the importance of including quality assurance in the textile and apparel curriculum of schools. Aspects of quality assurance are highlighted, including activities which will allow integration and their application to other family and consumer science areas.

An account of the process of raising motivation and achievement amongst pupils at a predominantly Black urban school in Atlanta is presented. The challenges facing teachers and the strategies used to raise standards and improve the school's ethos are described.

An account of the process of revitalizing an inner-city secondary school in southeast Chicago is presented. The strategies used to raise pupils' standards of reading and writing and to develop the curriculum in the field of communications are described.

An evaluation of New Zealand secondary education's use of information technology (IT) to teach environmental education is presented. Topics include teachers' hesitancy to integrate IT into education programs, use of participatory research to teach environmental education, and how IT encourages students to discuss social and environmental issues.