Status of science education in state departments of education: An initial report

The past five years have been characterized as times of assessment in science education. One aspect of the profession where little information has been reported is the service and leadership provided by the various Departments of Education that exist as a part of the 50 state governments. Information was collected from the 50 states concerning the professional preparation of state science consultants, the nature of the positions, number of workers employed in such units, changes in support staff, facilities, and budget for each five year interval between 1960-1980. Science consultants are 46 years of age, have completed more than 10 years of classroom teaching, have been supervisors at the last level, have been in state positions for one-eight years, and have a Master's degree (half have the Ph.D.). Science consultants in the state department of education work in local schools, write proposals, assist with other administrative duties, work as members of evaluation teams. They spend two-thirds of their time in science education per se. The duties have become more general with less time spent exclusively on science education duties. The positions have become more involved with regulations, evaluations; the consultants enjoying less flexibility in their jobs. There has been a decline in terms of numbers of consultants, budget for science education; and general support for science education projects in state departments of education during the 20-year period surveyed.     

School-psychological providers: A national survey of state departments of education

To identify professional groups that are providing psychological services in the schools, the present national survey of state departments of education was conducted. Fifty-nine percent of states currently mandate services of school psychologists by law, and a variety of allied professional groups were identified as also providing psychological services in the schools. Specific information about provider groups and service mandates is reported. Recommendations relevant to the provision of quality school-psychological services and utilization of multiple providers are given.     

AV Activities of extension divisions in teacher education

This is the second in a series of articles which indicate the extent to which audio-visual methods and techniques are being incorporated into the preservice and in-service teacher education programs in the forty-eight states.     

Gendered divisions on classed routes to vocational education

In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations during and after vocational education. In addition, we explore young people's ways to negotiate with disciplinary practices of the educational system. The paper draws on three ethnographic studies, and on feminist post-structural and materialist theories, intertwined with contextualised ethnographic perspectives. Our analysis reveals some patterns that might work as obstacles in the process towards reducing gender segregation in education and the labour market. We suggest that whilst gendered choices are sometimes taken for granted, gender dichotomy is often emphasised even if young people choose ‘differently’.     

Extension education and the role of university extension departments

Conclusion The categorisation by Yesufu is important in delineating the several functions and orientations through which extension education can be effected. Extension education as a catalyst in the field of development education is an imperative for all universities and other allied institutions, whether technological, agricultural, liberal or conventionally oriented. Towards this end, appropriately trained extension education personnel are a necessity. Extension departments have peculiar and unique problems due to their dual orientation. The need, therefore, arises for special attention and consideration in the areas of funding, organisational scheduling, and human and infrastructural resources.     

Directory of graduate education departments in the eastern region

This essay is an attempt to investigate and discuss the significance and validity of researching Buddhist preaching as the main undercurrent of Japanese rhetorical communication practices. The argument first points out contemporary rhetoricians' weaknesses in research, and proceeds to discuss the importance of viewing preaching as a form of rhetorical communication. It then describes historical backgrounds of Japanese Buddhist preaching, and finally analyzes the preaching principles in comparison with the five canons of Western rhetoric, stressing the value of studying Buddhist preaching from the rhetorical perspective.     

浅谈石家庄市教育行政部门的信息化建设

石家庄市教育行政部门信息化建设存在的主要问题是：教育行政工作人员对信息化认识不足,整体素质有待提高;教育行政信息化建设存在着重建设、轻维护的误区;工作人员思想观念落后,传统的办公模式有待改变.相应的解决策略为：加强教育行政人员对信息化建设的认识及专业知识学习;做好教育行政信息化建设的前期规划,注重软硬件及后期管理的平衡发展;转变传统的办公理念,加强教育行政信息的安全性建设.     

浅谈专业教师在素质教育中作用的发挥

要充分发挥专业教师在素质教育中的重要作用,需要教师转变观念,不断提高自身修养,充分利用课堂教学,将素质教育贯穿教育过程的始终。     

高师音乐的创新教育与人才培养

创新教育是以培养学生创造性思维和创新能力为价值取向的教育。在高师音乐教育中要增强创新意识、更新教育观念、深化教育改革,用新的思维方式去建立新的教学模式,从而开发学生的创造潜能,发展其个性资质,提高学生的创新能力,培养创新型人才．     

The reluctant state and the beginning of the end of state education

This paper argues that English education policy has come full-circle – from the first constitution of a state system of education in 1870 to the beginning of the end of state education in 2010 – and that this circularity can be understood in relation to the reluctant state. That is, in the nineteenth century, the English state hesitantly and slowly moved from a patchwork education system of many providers to a national system locally provided. In the twenty-first century, the English state is moving back towards a patchwork of many providers with enhanced institutional autonomies and marginalising the role of local delivery and coordination.     

教育在日本现代化进程中的作用

所谓“现代化”是一个历史过程,也是一种发展状态。包括从传统经济向现代经济、传统社会向现代社会、传统文明向现代文明的转变等。一般意义上的“现代化进程”指的是人类从农业时代向工业时代、从工业时代向知识时代的转变过程。日本是亚洲第一个走上资本主义道路、实现工业化的国家,在二战战败后又从一片废墟中迅速崛起成为世界第二大经济强国,成功进入知识化时代。在这当中,两次教育改革起了重大作用。那么,这两次教育改革又是如何成功地促进日本的现代化进程的呢？对我们又有什么启发作用呢？本文将从两次教育改革的背景、内容入手,分析其基本特性及其在日本现代化进程中所起的重要的作用。为了能简单地论述问题,我们先设定三组关键字。第一组是两个“R”（Restoration ＆ Reform）;第二组是两个“C”（Control ＆ Competition）;第三组是两个“E”（Equality ＆ Efficiency）。     

提高医学教育质量培养"双师"型人才

“双师型”人才（既是老师又是医师）的培养,首先要加强人格建设,树立良好的师德医风,其次要树立终生教育观念,不断提高专业水平,同时注意改革教学方法,提高教学技巧,最后,建立完善的教学评价和激励机制,促进医学教育水平不断提高。     

论高师院校初等教育系本科专业的发展

初等教育系是高等师范院校培养高学历、高素质、高水平小学教育师资的摇篮。高等师范院校发展初等教育本科专业，既顺应世界教育发展趋势，又适应国内基础教育改革与发展的需要，也符合高等师范院校自身发展的要求，其重要性、必要性、合理性显而易见。抓住机遇求发展，创建新的特色专业，并有整套成熟的科学的理论构想，对初等教育本科专业的培养目标、规格、培养模式、培养体系、质量观有发展性评价体系思路的形成和构建，具有较强的理论指导意义。     

发挥行业部门作用促进职业教育发展

交通要发展,人才是关键,基础在教育.发挥行业部门作用,促进职业教育发展,建设高素质的交通职工队伍既是交通行业精神文明建设的重要内容,也是实现交通现代化的迫切需要,更是事关交通事业发展全局的战略任务.     

激情在政治课堂教学中的作用

本论述了激情的性质，激情在政治课堂教学中的作用，以及激情产生应具备的诸种条件和注意点，旨在探索一条新的政治课堂教学模式，增强政治课堂的吸引力，从而进一步提高政治教学的效果。     

中职德育课的“动”态探究

德育课作为学校德育教育的主渠道,对中职学校的学生尤其重要,因此在德育课堂上要积极创设问题情景,激发学生思维,使之心动,通过辩论等形式激发学生参与意识,活跃课堂气氛,营造平等和谐的教学氛围,使课堂教学成为师生参与,积极互动,共同体验的过程,让师生在相互交流、探究中获得新知,锻炼能力.