The research-based, Thailand-based learning progression for haze pollution developed by Ladachart, Poothawee and Ladachart opens a new front in the long-running debate over the compatibility of place-based education (PBE) with educational standards. This debate encompasses disagreement over whether PBE and standards are philosophically compatible and substantive cases have been made for both sides. However, with their place-based learning progression, Ladachart, Poothawee and Ladachart have demonstrated that research-based learning progressions, which by design (but as of yet incompletely) underpin widely used standards such as the Next Generation Science Standards, can be formulated in the context of place-based learning and applied to the development of place-based curriculum, instruction and assessment; and can be used to inform future supplements and revisions of standards now in effect. In the meantime, the method of “bundling” offers a way to synergize standards-based and place-based education for current instructional practice, as illustrated by examples of “bundling standards in place” for Grand Canyon National Park, Arizona, and the northern karst belt of Puerto Rico.

Ladachart，Poothawee和Ladachart开发的以研究为基础，以泰国为基础的雾霾污染学习进展，开启了长期辩论中关于基于地点的教育（PBE）与教育标准的兼容性的新前沿。这场辩论包含了关于PBE和标准在哲学上是否兼容以及双方都已进行实质性辩论的分歧。然而，随着Ladachart，Poothawee和Ladachart的基于地点的学习进步，他们证明了基于研究的学习进步（通过设计（但尚未完全完成）是广泛使用的标准（例如，下一代科学标准）的基础）可以被制定为地方学习的背景，并用于发展地方课程，教学和评估；并可以用于通知将来生效的标准的补充和修订。同时，“捆绑”方法为现有的教学实践提供了一种将基于标准和基于地点的教育进行协同的方法，例如亚利桑那州大峡谷国家公园和北部的“现有捆绑标准”的例子说明了这一点。波多黎各喀斯特地带。