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In this article we discuss the relationship between place-based education and standards-based reforms. Using an initiative in Vermont to include place-based standards into the state's curricular frameworks, we examine state policy makers' and practitioners' views of state standards and place-based curriculum. Furthermore, we explore the ways in which the practitioners view the impact of both of these curricular efforts on their classroom practices. We challenge the common view ofdoi:10.1086/444522 fatcat:o5chn5o2sffx3kiu2okr3s6cnu