New Programs

Regional Education

The IMS program for teaching mathematics was developed by the Regional Education Laboratory for the Carolinas and Virginia (RELCV) and is designed for mathematics instruction for students in grades 1-6. The South Carolina State Department of Education has been instrumental in appraising the appropriate-ness of the program and coordinating the efforts of the South Carolina schools and the Laboratory in the pilot use of these materials.

Brunson, Mrs. DeWitt and Dowling, Thomas I. (Editors). Suggestions for the teaching of science in the twelve-year school program. Columbia, South Carolina: State Department of Education. 115 p.

Science Education ◽

10.1002/sce.3730330157 ◽

1949 ◽

Vol 33 (1) ◽

pp. 82-82

Keyword(s):

South Carolina ◽

State Department ◽

Department Of Education ◽

School Program ◽

Massachusetts State Department of Education Reaches Out to Private Schools

PsycEXTRA Dataset ◽

10.1037/e484782006-001 ◽

2003 ◽

Author(s):

Keyword(s):

Private Schools ◽

State Department ◽

Department Of Education ◽

President's Interview: Interview with Theodore S. Sergi, PhD, JD, Commissioner of Education, Connecticut State Department of Education

Foreign Language Annals ◽

10.1111/j.1944-9720.2002.tb01891.x ◽

2002 ◽

Vol 35 (4) ◽

pp. 479-480

Author(s):

Christine L. Brown

Keyword(s):

State Department ◽

Department Of Education ◽

Commissioner Of Education

The Role of the State Department of Education in Promoting Integrated Placement Options for Preschoolers

Topics in Early Childhood Special Education ◽

10.1177/027112149701700308 ◽

1997 ◽

Vol 17 (3) ◽

pp. 387-409 ◽

Cited By ~ 5

Author(s):

Jaye Harvey ◽

Mary D. Voorhees ◽

Tracy Landon

Keyword(s):

State Department ◽

The State ◽

Department Of Education ◽

Integrated Placement ◽

Role Of The State ◽

The Effect of a State Department of Education Teacher Mentor Initiative on Science Achievement

Journal of Science Teacher Education ◽

10.1007/s10972-012-9280-5 ◽

2012 ◽

Vol 23 (4) ◽

pp. 367-385 ◽

Cited By ~ 2

Author(s):

Stephen L. Pruitt ◽

Carolyn S. Wallace

Keyword(s):

Science Achievement ◽

State Department ◽

Department Of Education ◽

Education Teacher ◽

Teacher Mentor

States’ Description of Common Core State Standards to Support Students with Severe Disabilities

Research and Practice for Persons with Severe Disabilities ◽

10.1177/1540796917715016 ◽

2017 ◽

Vol 42 (3) ◽

pp. 143-154 ◽

Cited By ~ 2

Author(s):

Charles Dukes ◽

Sharon M. Darling ◽

Kristina Bielskus-Barone

Keyword(s):

New York ◽

Common Core ◽

Common Core State Standards ◽

State Department ◽

Severe Disabilities ◽

State Standards ◽

Department Of Education ◽

Core State ◽

Students With Severe Disabilities

A review of State Department of Education and school district websites was conducted to determine how policy related to the Common Core State Standards (CCSS) was communicated to teachers of students with severe disabilities. Four states were selected: California, New York, Illinois, and Pennsylvania. State Department of Education websites and three local school districts within each state were chosen for review using locale codes to ensure representation of city, suburban, and rural districts. A total of 16 websites were analyzed using an original instrument designed to capture information about CCSS implementation efforts. Results indicate that there is little information about students with severe disabilities or instructional/pedagogical guidance for teachers in regard to the CCSS on these sites. Thus, it may be difficult for teachers, based on this sample of websites, to translate standards into educational programming for students.

Foreign Language Offerings and Enrollments in Public High Schools

PMLA ◽

10.2307/2699005 ◽

1955 ◽

Vol 70 (4-Part2) ◽

pp. 52-56 ◽

Cited By ~ 1

Keyword(s):

High Schools ◽

Foreign Language ◽

State Department ◽

The United States ◽

The State ◽

Department Of Education ◽

Language Teachers ◽

Public High Schools ◽

Foreign Language Teachers ◽

The Accompanying table gives the most recent data obtainable on the extent to which foreign languages are offered and studied in public secondary schools in the United States. The last national survey was made by the U. S. Office of Education in 1948–49, and comparisons are made with the results of this survey to show the subsequent gain or loss in each state for which more recent figures could be obtained. For some states the data are incomplete because the state department of education does not know, and apparently does not care to find out, what the pupils in the high schools are currently studying. In seventeen states, the information existed only on reports filed by each high school, and it was assembled through the help of foreign language teachers who went to the state department of education and spent days tabulating the reports.

Definitions of Gifted and Talented Used in the United States

journal for the education of the gifted ◽

10.1177/016235328100500406 ◽

1981 ◽

Vol 5 (4) ◽

pp. 283-294

Author(s):

Don Wells

Keyword(s):

United States ◽

Conceptual Framework ◽

Gifted And Talented ◽

Historical Context ◽

State Department ◽

The United States ◽

Department Of Education ◽

Societal Values ◽

Current Trends ◽

This article examines a survey and analysis of 41 State Department of Education definitions of gifted and talented. A conceptual framework of components is presented as a means of definition analysis. Definitions are examined and discussed in relation to those characteristic components. Current trends in definitions are placed in an historical context revealing the expansion and refinement of expansion components in definitions for the gifted and talented. The definition issue is discussed in relation to societal values and expectations as they pertain to gifted individuals.