Commentary on: Tregar KL, Proni G. A review of forensic science education programs in the United States: bachelor’s and master’s degrees. J Forensic Sci 2010; 55 (6): 1488-93.

2011 ◽  
Vol 56 (2) ◽  
pp. 560-560 ◽  
Author(s):  
Jay A. Siegel
Keyword(s):  
United States ◽  
Science Education ◽  
Forensic Science ◽  
The United States ◽  
Education Programs ◽  
Master's Degrees

The Current and Future State of Wood Science Education in the United States

2019 ◽  
Vol 51 (2) ◽  
pp. 221-230
Author(s):  
Robert L. Smith ◽  
Paula Fallas Valverde
Keyword(s):  
United States ◽  
Science Education ◽  
The United States ◽  
Future State ◽  
Wood Science

Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs

2019 ◽  
pp. 891-901
Author(s):  
Robert H. Woody ◽  
Mark C. Adams
Keyword(s):  
United States ◽  
Music Education ◽  
Popular Music ◽  
The United States ◽  
Music Teacher ◽  
Education Programs ◽  
Preparation Programs ◽  
Music Making ◽  
Large Ensembles ◽  
Classical Traditions

This chapter discusses the innate differences between vernacular music-making cultures and those oriented in Western classical traditions, and suggests students in traditional school music education programs in the United States are not typically afforded opportunities to learn skills used in vernacular and popular music-making cultures. The chapter emphasizes a need to diversify music-making experiences in schools and describes how vernacular musicianship may benefit students’ musical development. It suggests that, in order for substantive change to occur in music education in the United States, teachers will need to advance beyond simply considering how to integrate popular music into their traditional large ensembles—and how preservice music teacher education programs may be the key to help better prepare teachers to be more versatile and philosophically open to teaching a more musically diverse experience in their future classrooms.

Medical Technologists in Forensic Science Laboratories in the United States

1991 ◽  
Vol 22 (1) ◽  
pp. 40-44
Author(s):  
Richard O. Pfau ◽  
John R. Snyder ◽  
Sally V. Rudmann ◽  
Joseph E. Scott
Keyword(s):  
United States ◽  
Forensic Science ◽  
The United States ◽  
Science Laboratories ◽  
Medical Technologists

Impacts of Liberation Pedagogy: The Case of Workers' Education

1983 ◽  
Vol 165 (1) ◽  
pp. 113-129 ◽  
Author(s):  
David Hakken
Keyword(s):  
United States ◽  
Paulo Freire ◽  
The United States ◽  
Antonio Gramsci ◽  
Social Psychological ◽  
Education Programs ◽  
Worker Education ◽  
The Social ◽  
Liberation Pedagogy ◽  
The Impact

Some perspectives with which to evaluate the impact of the pedagogy of liberation on worker education programs in England and the United States are suggested. The pedagogy of liberation is often associated with the work of Paulo Freire and occasionally with that of the Italian Marxist, Antonio Gramsci. After some initial discussion of the nature of liberation pedagogy, the problems involved in assessing its effectiveness, are discussed in reference to specific worker education programs in England and the United States. The analysis of workers' education involves discussion of the pedagogy which informs particular programs and the social psychological dilemmas which often face the worker/students involved in workers' education. The article concludes with a discussion of the implications of the research on workers' education for liberation pedagogy.

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