Ever since its formative years in the USA a century ago, the discipline of education has taken an uneasy stand on its own "scientific" status, not least with regard to the basic issue of the relationships between theory and practice. When a science of education was introduced as a panacea for rational planning in the fields of schooling…

Much good work has recently been done on the socioeconomic history of teaching in the United States, particularly in relation to the "feminization" of the profession that occurred over the course of the nineteenth century. This article brings together evidence from disparate local sources in both North Carolina and New York to explore…

The author has presented a historical review of societal/industrial conditions affecting the development of manual education to determine if a need for change in industrial arts exists at the present time. Societal conditions, industrial conditions, and the resulting educational response are examined in: Russia (mid-19th century), Sweden (19th…

By the turn of the 20th century, research had begun dealing with the subject of sport psychology in America. In the early 1900's, Coleman Griffin, the father of sport psychology, led the way in researching sport psychology. It was not until the 1960's that research in this field became popular in Great Britain. In 1967, in both America and Great…

Experience with U.S. postsecondary consortia is reviewed, current Canadian consortia are described, and the advantages and disadvantages in engaging in formal interinstitutional ties are examined. It is concluded that the potential usefulness of consortia in Canada warrants further investigation. (MSE)

The authors present the need for a comprehensive, integrative theory of correctional education. This article applies the paradigm concept to correctional education (CE) in North America. It has five parts: (1) background, (2) paradigm processes, (3) the U.S. CE paradigm, (4) the Canadian CE paradigm, and (5) conclusion. (Author/CT)

Describes the objectives and content of global education programs, which engage students in the study of global realities that affect the web of interdependent relationships worldwide. The history of this movement, attempts at program development in the United States, and implications for U.S. schools are discussed. (MBR)

Provides a brief history of the American educational system in the Philippines and discussions of the impact of American education in that country during its colonial period and in the years following World War II. (JN)

Several avenues of communication that bind art education in the United States and Canada are described. Developments of mutual understanding have tightened the art education relationship between the two countries. (RM)

Discusses the American view of the role of education in developing Americans. Focuses on Massachusetts, the heart of early American industrialization, which gave prime importance to publicly supported education as a vehicle of social conditioning. (JOW)

The leading model used to explain comparative education development has been inadequate, and we need to account more competently for ideologies that have influenced the field's development. If, indeed, ideology is an inescapable part of whatever epistemology we subscribe to, we must recognize its existence in our own scholarship. (BRR)

Traces the histories of the first black alumni of top-tier universities. Early leaders in the admission of black students were Amherst, Boudoin, Middlebury, and Oberlin. Lagging behind were many southern schools, which did not admit blacks until the 1950s and 1960s. (SLD)

Reviews five books peace studies and conflict resolution: (1) "Voices from the Future" (Susan Goodwillie); (2) "War and Peace Literature for Children and Young Adults" (Virginia Walter); (3) "Teaching Young Children in Violent Times" (Diane Levin); (4) "Whose Language? What Power?" (Frank Smith); and (5)…

Primary differences between U.S. and Canadian use of General Educational Development Tests are as follows: Canada developed French version and uses metrics in math tests; some provinces use grade-level certification, not used in the U.S.; Canadian-content social studies test was developed; most provinces/territories set uniform pass levels; and…

Since the No Child Left Behind (NCLB) legislation, education policy makers have focused on students at the lower end of the achievement spectrum, specifically those struggling to meet standards, particularly in reading and mathematics. However, those who are considered gifted have been increasingly underserved, at the expense of high ability…