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Stephen Jackson, the 2023 AHA Eugene Asher Distinguished Teaching Award winner, traces the controversial rise and uses of state history standards for K-12 education and offers teachers a flexible lesson plan that encourages them to draw upon the standards in their own state to help students better understand the complexities of how local constructions of official knowledge are formulated. Jackson provides a quick history of the rise of state history standards in the American context beginning in the 1970s and 1980s; an ensemble of discussion questions about what history standards include, what they leave out, and how they balance critical thinking and content coverage; and a writing assignment that asks students to identify and revise what they see as a problematic single history standard. [ABSTRACT FROM AUTHOR]

INTRODUCTION In high school, when I read assigned books as a Latina student, I did not find characters that portrayed identities like mine. Characters who did resemble me were either [...]

Literary interpretation is challenging to teach, not just because of its complexity, but also because the literary experiences that English language arts (ELA) teachers want for their students are often [...]

This paper is a continuation of our last year's presentation at the Knowledge is Power symposium and continues to explore the state of preschool and primary education in the Republic of Serbia, but also in the countries of the region, and in some aspects, the global picture. The paper first looks at the reasons for the unsatisfactory state of education, especially among children between the ages of eleven and fifteen, looking for reasons in the traditional settings of educational systems, but also in their inertness in relation to rapid social changes. In contrast to the previous presentation, which was based on the absence of necessary content and suggestions that could supplement education, this paper is focused on researching the conditions in which classes are held and the main problems perceived by teachers and parents. Special attention is paid to the problem of peer violence and the inadequacy of the mechanisms by which the educational system fights against unwanted phenomena. There is a review of the ways in which the educational systems of the countries of the developed world fight against violence in schools and examples of some positive solutions are highlighted, with an analysis of their applicability in the countries of the Balkans. Examples of the zero-tolerance policy applied in Finland, whose education system is considered one of the most effective in the world, were mentioned. As another positive practice, the voucher system is recognized, which is in force in several countries, and which is expected to expand over time and that it is necessary to inform the domestic public about the positive and negative aspects in time. Possible problems are pointed out, among which the biggest one is that state educational institutions could have reduced competitiveness, but it is also considered that additional pressure on the state education system could lead to certain improvements. [ABSTRACT FROM AUTHOR]

Dakwah (predication) is a popular field of research and study in the tertiary institutions under Indonesia's Ministry of Religion. To understand this popularity, it is necessary to recognize how individual Islamic sciences—such as dakwah—have been reconstituted within those institutions, for diverse disciplines have evolved along different trajectories. Dakwah has acquired its contemporary disciplinary character through dakwah academics' efforts to shape it in the models provided by the social sciences and media/communication studies. This is revealed in their appropriations from these disciplines, which commenced after Indonesian independence, when academics identified the national community as a mediated domain to be addressed by new dakwah methods. The authors trace these developments by reviewing the academic outputs of dakwah scholars, noting also that the 'bureaucratic integration' of dakwah created a bifurcation in the field: outside the ministry's institutions, critical dakwah projects have opposed the state-supported version of dakwah. [ABSTRACT FROM AUTHOR]

Close reading of text is an essential and fundamental component of the Common Core State Standards for English Language Arts. The very first standard under 'Key Ideas and Details' states [...]

Critical thinking (CT) is the ability to decide for oneself what to believe about a particular topic, claim, or controversy, based on an objective analysis of the relevant information, clear [...], Purpose: Critical thinking pervades formal educational benchmarks in the United States, including the Common Core State Standards. However, little information is available on how it develops. Hence, the primary purpose of this study was to examine the development of critical thinking in adolescents using a written language-sampling task. We also examined related aspects of development: verbal productivity, syntactic complexity, and metacognitive verb use. Method: The participants included two groups of adolescents, aged 13 and 16 years (n = 40 per group). All testing took place in classrooms at a middle school or high school. Participants read four fables by the Greek storyteller Aesop (circa 620560 B.C.) and explained in writing why they agreed or disagreed with the moral message of each story. To examine critical thinking, we evaluated their explanations using a unique 0- to 4-point scoring system. We also examined each participant's transcript for verbal productivity, syntactic complexity, and metacognitive verb use. Results: On the critical thinking task, the 16-year-olds outperformed the 13-year-olds, providing explanations that were more elaborate and detailed. However, there were many individual differences within groups, and even the older group did not consistently perform at the highest level, indicating that critical thinking is a late-developing ability. Age-related gains also occurred on verbal productivity and metacognitive verb use but not on syntactic complexity. Conclusion: Information gleaned from this study demonstrates how critical thinking develops during adolescence but remains incomplete. The study also has implications for assessing critical thinking in adolescents and knowing how to prompt complex language and thought. Supplemental Material: https://doi.org/10.23641/ asha.12100989

Dual Perspectives: A New AMLE Book & Resource Review Feature At AMLE, we are always searching for new and interesting ways to bring you insight on management education and learning resources. In keeping with this, we are excited to introduce an occasional new feature, Dual Perspectives. This feature will showcase the review of one resource by two different scholars. It is our hope that providing side-by-side reviews will allow you to compare how the work has been received by different audiences, and as such, better allow you to decide how this may benefit your work. Enjoy! [ABSTRACT FROM AUTHOR]

Since its development in 2010, the Common Core State Standards (CCSS) have been adopted in over 40 states. While the literature discussing the implications of this initiative is robust, the research examining its effect on K-12 physical education (PE) is limited. Moreover, there is little empirical data on the effect of the CCSS on student physical activity (PA) rates in PE. Thus, this study examined the effect of CCSS instructional integration into PE lessons on PA rates of sixth-grade students and on student and teacher perceptions in a public K-12 school. This study utilized a one-group within-subjects randomized design. Rates of PA were compared between PE classes that integrated the CCSS (i.e., CC+) and PE classes that did not integrate the CCSS (i.e., CC-). Student and teacher perceptions of the lessons were also studied. In addition, the feasibility (i.e., acceptability) of the use of an objective measure of PA intensity (accelerometer) was assessed. A linear mixed model analysis of percentage of time in moderate-to-vigorous PA (MVPA) produced a significant effect for condition, CC+ M = 19.7%, SD = 7.0; CC- M = 33.1%, SD = 10.4, F(1, 24) = 182.82, p < .001, d = 1.46, 95% CI [.88, 2.41]. The mixed-model analysis of total steps per minute also produced a significant difference by condition, CC+ M = 20.99, SD = 9.46; CC- M = 32.76, SD = 9.46, F(1, 21) = 133.45, p < .001, d = 1.48, 95% CI[.90, 2.15]. Linear mixed-model analysis of student and teacher perceptions showed no significant differences on any of the six items, indicating general agreement. Intraclass correlations of the student and teacher reports were 0.70 for the CC- items and 0.68 for the CC+ items, again demonstrating general agreement between students and the teacher. Students reported that the accelerometer was 'easy to wear' (4.05 out of 5.0); the teacher report was slightly higher (4.83 out of 5.0). Large effect sizes on both PA dependent measures suggest that CCSS integration tasks may have a significant negative effect on PA levels. Student and teacher reports did not differ between CC+ and CC- lessons on a number of lesson attributes and also suggest that the use of accelerometers to measure PA is acceptable. More research needs to explore whether these results generalize to other settings, teachers, students, and activities and examine the overall effect of the CCSS on fitness across the school year. In addition, future research should examine whether certain types of CCSS integration tasks may be more successful with sustaining MVPA., The Common Core State Standards (CCSS) were developed in 2010 to establish K-12 benchmarks for mathematics and English Language Arts (ELA) nationally while preparing each child for college, a career, [...]

As accountability initiatives in public education such as the Common Core State Standards (CCSS) begin to gain traction, it is apparent that physical educators must integrate English Language Arts (ELA) literacy tasks into their daily instruction. This study tested whether physical education (PE) teachers have less experience and exhibit bias when grading ELA literacy tasks, compared to non-PE teachers. Participants from this study included 201 teachers from 77 schools in a local region of New York State. Results revealed that approximately 90% of PE teachers reported having little to no experience with grading ELA literacy assignments. In addition, physical educators were significantly more critical than their non-PE counterparts; ELA assignments were judged as being lower quality, being less neat, having poorer sentence structure, and showing less effort. The lack of consistency between PE teachers and non-PE teachers raises questions about validity and whether there is a need for more professional training should the CCSS mandate continue in PE., The educational standards movement in the United States in the early 1990s prompted each state to define its own grade-level proficiencies (Common Core State Standards Initiative [CCSI], n.d.-b). As a [...]

State Basic Education in Uruguay has always been characterised by universal, homogeneous curricular designs, articulated according to subject matter and academic content. Currently, following international trends, a curricular design based on competencies has been encouraged. This article aims to analyse the main features of the new curricular guidelines in elementary (or primary) school, as well as the main debates around them. Criticisms posted by teachers are examined with a post-critical focus on the curricular field, drawing from analysis of documents and interviews with key stakeholders. The main findings reveal three central points of debate: the structuring core of the curricula, assessment methods and the position of the teacher. Also, a hybrid model of curricular policy for basic education has emerged which has generated conflict amongst teaching communities. [ABSTRACT FROM AUTHOR]

This study is a historical investigation of the state education grants and loans system in Denmark during the period 1950–2000. Since 1952, Danish students enrolled in higher education programmes have been subsidised under a unified public financial aid scheme, with varying degrees of general coverage. During the first decades of the state support arrangement, the amounts offered were low, and targeted the neediest students on a purely discretionary basis. Today, financial aid is granted to all students, in the form of universal and rights-based transfer payments. This paper focuses on the institutional traits of the aid scheme, paying special attention to its level of decentralisation, and examines the critical points in the evolution of the legal and administrative framework behind the student support system in Denmark. The central aim of this study is to provide important insight into the policy and organisational development of a national financial aid scheme for students. [ABSTRACT FROM AUTHOR]

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The Common Core State Standards (CCSS) represent an historic shift in K-12 curricular policy. Yet, few have explicitly traced the lineage of the CCSS and linked them to the decades-old standards-based reform movement. This essay situates the CCSS within the larger historical context of standards-based reform. It concludes with a discussion of recent literature comparing them to past standards, implementation traps, and their potential for increasing equitable outcomes amongst minoritized students. One goal of this work is to serve as a reference for policy and curriculum students. Another is to provide context for and the linkages between the numerous curricular reforms many veteran educators have witnessed throughout their careers. By doing so it provides a counter-narrative to common notions of disjointed reform. Keywords: Common Core State Standards, standards-based reform, Elementary and Secondary Education Act, Introduction After their passage in 2010, the vast majority of states in the United States adopted the Common Core State Standards (CCSS). The CCSS outline specific skills in English language [...]

We describe three activities that help undergraduates (pre-service teachers) to develop scientific vocabulary on measurable attributes and units of measurement. Measurable attributes arc important features in understanding a word problem [...]