State Guidelines Promoting Teaching for Understanding and Thinking in Elementary Schools: A 50-State Survey

Abstract

This survey assessed state policymakers’ efforts to promote teaching for understanding and thinking in elementary schools. Data were provided by two rounds of interviews of curriculum specialists in state departments of education nationwide and a review of curriculum-related documents cited during the interviews. Results indicate that state guidelines promoting teaching for understanding and thinking are typically communicated through inservice programs, goals and objectives statements, and/or guidelines for local curriculum planners. These initiatives rarely include statewide tests. The report summarizes similarities and differences in policy initiatives across all 50 states, with closer attention to seven states that are especially active in promoting curriculum reforms (e.g., California). The report also discusses implications for state-level policymakers and others who are eager to reshape the elementary school curriculum.