Presents a listing of resources of English language publications concerning science education in Japan. Consists of a section on science and engineering education and a three part section addressing the context for science education in Japan. Included are listings of publications, descriptive reports, and studies of schools. (ML)

Examines two metaphors of teaching and learning--dominant metaphor of transmission, and competing metaphor of dialogue--and their impact on improvement of teaching and learning (ITL). It is suggested there is a shift from the dominant to the competing metaphor and implications on future ITL research and practice are considered. (MBR)

Argues that librarianship, which is intimately involved with the communication of knowledge, is thereby deeply involved with the mind-body problem of philosophy, and that this relationship constitutes the major philosophical issue of the library profession in this century. Psychophysical interactionism is discussed in the context of philosophy of…

This study identified pedagogical principles of African traditional education and then tested for their use today in schools located in rural villages of the Ivory Coast. Results showed that the 10 major principles identified are employed today in teaching and learning in that country. (RM)

This article examines the state of development of library education in Jordan and Tunisia and pinpoints problems affecting this development in order to verify if library education in countries with similar cultures and type of economy evolves similarly and faces same problems. A brief introduction to the countries is provided. (EJS)

Claims knowledge-based expert computer systems can meet needs of rural schools for affordable expert advice and support and will play an important role in the future of rural education. Describes potential applications in prediction, interpretation, diagnosis, remediation, planning, monitoring, and instruction. (NEC)

The stages of development of the process of collaboration between Queens College, the New York City Board of Education, and Louis Armstrong Middle School, are presented in an effort to help universities and schools form partnerships. (MD)

Explains why the educational organization should sponsor, facilitate, and coordinate staff development activities. Describes 12 guiding principles that give staff development programs a positive direction, including commitment, recognition of the individual, planning and coordination of staff development, program implementation, and program…

After 10 years of academic education, students not going to college should enter 2-year programs of cooperative education. In these programs students would spend half their time in real-world employment and the other half studying subjects relevant to the world of living and working outside of school. (PGD)

Data gathered by the International Association for the Evaluation of Educational Achievement (IEA) can be used to analyze the relative effects of educational systems in different countries. A simplified example of such analysis utilizes variations among countries, among age cohorts within countries, and between subject matter competencies within…

The cultural, educational, and intellectual development of Turkey is discussed. Emphasis is on John Dewey's effort in the 1920's to help the Turkish government advance the educational reform projected by Mustafa Kemal Ataturk as an integral element of his transformation of Turkey into a modernized, Westernized, secularized state. (RM)

Compares the effectiveness of formal schooling with learning from experience and considers, as one of its objectives, the extent that worker productivity is related to different levels of schooling. (Author/RK)

Argues that basic education programs operated as separate systems from existing formal education programs in developing nations will not produce the expected results of rural education at reduced unit costs. (WL)

Reports on recent developments and programs in education across the country. (RK)

Crises of education in the third world are identified and skills that will be needed in societies of the future are specified. A case history of education in colonial and postcolonial India is presented. (Author/DB)