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In the early 1960s a movement began to place educational practice on a foundation of scientifically based knowledge. The Research & Development Centers program was the first of several institutional approaches to the knowledge production & use (KPU) system in education. Based on thirteen years of case study experience of one such center, & the application of a SofK framework to some of the larger policy issues, some of the positive & negative effects of this attempt to place education in the domain of "big science" are traced. The evolution of models for educational research & development--which are prescriptive, rather than descriptive--of intellectual activity are discussed. The development of epistemic communities & ensuing standards of judgment in the one institution are also seen to have been crucial to its development. While a final judgment of the efficacy of the Research & Development Centers program & other related efforts is not possible, some of the products & outcomes of these programs are now visibly available. Modified HA.

"This concise review is one of a series prepared at the request of California legislators." ; Reproduced from type-written copy. ; "Selected reading list": p. 36-37. ; Mode of access: Internet.

Abstract State Legislative Reactions to No Child Left Behind: Education Leaders in Three States This dissertation examines the historical background of federal regulations that have expanded over the past thirty years, and their impact on state legislative resistance to No Child Left Behind (NCLB). The federal government's involvement in public education offers an instructive opportunity for inquiry into cooperative federalism. State resistance to NCLB provides an example for study when considering state reactions to federal regulations and ensuing intergovernmental conflicts in regard to public education. This study focuses on legislative responses to NCLB, with reactions from legislators from Kansas, Missouri, and Colorado. The investigation is drawn from interviews conducted with state legislators from these three states. Some common threads emerged from the interviews and from a review of the related literature. One includes the question of the constitutionality of NCLB and a power struggle that exists in public education between various levels of government. In light of state challenges to NCLB legislation, a number of consistent factors of resistance were evidenced by the states. These state legislative reactions offer significant insight for challenges facing future public education federal legislation, and may be useful as a model of study for examining state reactions in the years ahead.

"By adopting a comparative approach, this book investigates the philosophy, policy, practices and challenges of inclusive education in the Chinese contexts, recognizing influences of Chinese culture, such as Confucianism, collectivism, and familism. In the 1980s, the Chinese government promoted a policy named "Learning in Regular Classroom" to ensure educational rights for children with disabilities, which subsequently turned into an inclusive education program in the western sense. Starting from this point, the policy and practice of inclusive education have developed tremendously. To facilitate reflection and future development, this is the latest and most comprehensive attempt at understanding the status quo of inclusive education in China from a variety of perspectives: from early childhood to higher education, from family to schools and communities, from peers to teachers and parents. It also analyzed the unique Chinese philosophy of inclusive education, adding to current debates with a Chinese lens. This book will appeal to academics, students and practitioners in disciplines such as education, early childhood studies, sociology, social work, social policy, disability studies, and youth studies"--

The overview of local undergraduate universities in China -- The current system of local undergraduate universities in China -- The emergence of application and skill-based local graduate universities in China -- The vocational education policy development in China -- The local technical-based education policy development in China -- The educational policy of professional groups in China's local vocational colleges -- The educational development of professional groups in vocational colleges.

In this article, we will witness the positive processes taking place in our country today in the context of socio-economic development, in which we can clearly see the national spirit, the model of abundant patriotism. Patriotism is one of the greatest emotions, which for centuries has been strongly expressed in different nations and has been strongly expressed in the Eastern countries. It is a sign of high spiritual maturity to remain faithful to the national interests, to serve the country and the people, to be a master of his profession, and thus to contribute to the development and happiness of the Motherland.

"Serial no. 112-7." ; Shipping list no.: 2011-0322-P ; Mode of access: Internet.

During the COVID-19 pandemic, school district politics rose to prominence on the nation's political agenda, as school boards grappled with controversial decisions about reopening schools and implementing mask mandates. A growing number of political scientists are using newly available data and innovative research strategies to examine policy responsiveness, elections, segregation and inequality, state takeovers, interest groups, democratic deliberation, and public opinion—all while focusing on the unique context of education politics. We illuminate the distinctive institutional and policy context of US education politics and review new research in the field, including growing evidence of partisan polarization and the continuing significance of race for influencing power and decision making about schools in the United States. The field has made great strides in the last decade; we highlight the emerging themes from that already rapidly growing literature, while pointing out areas for future research.

After the partition of Ireland, the newly established parliament in Belfast was given control over education. The unionist government, mainly representing the majoritarian Protestant population, embarked on a reform of the pre-existing denominational education system and tried to persuade all the churches to transfer their schools to state control in exchange for public funding. Despite the sincere efforts of the first Minister of Education, the Catholic Church rejected interference in education from a government that its followers perceived as hostile, while the Protestant churches became increasingly intransigent in their demands for more control over state schools. In order to ensure their support, the government met their requests, ignoring the instances of teachers and principals who called for independence from clerical managers. The result was a segregated education system that contributed to maintain the deep divisions of the Northern Irish society.

Abstract : The relevance of information and communication technology in developing nations of the world like Nigeria cannot be undermined, considering the indispensable role it plays in nations' development and provision of basic facilities for improvement in standards of living of citizens. In this context, science education lecturers need to be fully equipped with basic skills in information and communication technology. This study therefore, is an attempt to assess Science Education Lecturers' competency in information and communication technology in Rivers State. Descriptive survey design was adopted and the sample comprised 85 Science Education Lecturers in Rivers State Tertiary Institutions. The instrument was Competency in Information and Communication Technology Questionnaire validated by two Science Education Lecturers. The instruments' reliability coefficient of 0.76 was determined by test-retest method using Pearson Product Moment Correlation formula. Mean and standard deviation were used for answering research questions while hypotheses were tested using t-test at .05 level of significance. Findings of the study revealed low level of competency of science education lecturers in information and communication technology with regards to use of presentation tools to support on-line instructions, test, assignments, e-mail, face book, internet and cybercafé, analysis of a course work, results computation, course evaluation, word processor for personal and instructional purpose, spreadsheet for personal and instructional purpose, collection and storage of data and decision making. There was no significant difference in male and female lecturers' level of competency in information and communication technology as well as university and college of education science education lecturers in Rivers State. It was recommended among others that Government should ensure adequate training of science education lectures on the use of information and communication technology facilities and also assist them acquire laptops ...