Jones, Kip (2004). Mission Drift in Qualitative Research, or Moving Toward a Systematic Review of Qualitative Studies, Moving Back to a More Systematic Narrative Review. Qualitative Report, v9 n1 p95-112 Mar. The paper argues that the systematic review of qualitative research is best served by reliance upon qualitative methods themselves. A case is made for strengthening the narrative literature review and using narrative itself as a method of review. A technique is proposed that builds upon recent developments in qualitative systematic review by the use of a narrative inductive method of analysis. The essence of qualitative work is described. The natural ability for issues of ethnicity and diversity to be investigated through a qualitative approach is elaborated Recent developments in systematic review are delineated, including the Delphi and Signal and Noise techniques, inclusion of grey literature, scoping studies and meta-ethnography. A narrative inductive interpretive method to review qualitative research is proposed, using reflective teams to analyse documents. Narrative is suggested as a knowledge-generating method and its underlying hermeneutic approach is defended as providing… [PDF]

Montgomery, Diane, Ed. (1994). Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, Texas, March 23-26, 1994). This proceedings contains 60 conference papers that address critical issues related to rural education, special education, teacher training, school reform, and services for students who are at risk. The conference theme of rural partnerships recognizes the diversity of the ACRES membership and the need for developing and maintaining successful working relationships among rural professionals, community agencies, and families. Topics include management and leadership models that encompass female executives, academic alliances, rural teacher induction, rural inservice training using distance technologies or a career ladder approach, rural transdisciplinary team training, child care for young disabled children, preparing general educators for inclusion, training special education teachers to use telecommunications, read aloud programs and parent participation, intergenerational entrepreneurship, deaf education using interactive television, teacher study groups, gifted education in rural… [PDF]

Hartke, Cheryl L. (1997). Increasing the Use of Multicultural Education in a Preschool Located in a Homogeneous Midwest Community. The inclusion of multicultural education in the curriculum of child care centers is becoming a necessity, particularly in homogeneous communities, as the ethnic make-up of society continues to change. This practicum project implemented and evaluated a strategy intended to increase the use of multicultural education in a middle-to-upper-class suburban child care center with 92 percent Caucasian enrollment. The strategy involved a four-part process: development of resource lists, exploration of teachers' attitudes, improvement of multicultural materials available for use, and increase in teachers' knowledge about diversity, with information provided during weekly meetings. Post-intervention data indicated that, overall, the use of multicultural education in the center increased. Teachers included multicultural activities in all areas of the curriculum on a regular basis, and more materials were available for classroom use as a result of parent donations and the development of a… [PDF]

Du, Karina; Friesen, Amber; Morgan, Chelsea W. (2021). Responding to Difference: Enacting Inclusive Early Childhood Education through the Social-Relations Approach. Young Exceptional Children, v24 n3 p170-186 Sep. The preschool years are fundamental for children's social development as they navigate novel and complex social situations, which include interaction sequences and relationship features. As young children notice aspects of human difference, they develop schemas by classifying and situating attributes (e.g., skin color, hair type, communication abilities, physical abilities) in relation to each other (e.g., same/different, abled/disabled, Black/White), which serve as their working understandings of the world. Correspondingly, early educators influence how children acquire, negotiate, and develop ideas about difference based on the prompts, responses, opportunities, and materials they provide. The purpose of this article is to reconceptualize inclusive early childhood education by providing early educators with a framework to foster aspects of inclusive early childhood education in their classrooms…. [Direct]

Ravitch, Diane, Ed.; Vinovskis, Maris, Ed. (1993). Historical Perspectives on the Current Education Reforms. This document contains 14 individual papers by prominent scholars who provide a historical perspective on current educational reforms. The three essays in part 1 examine some of the major changes in educational development and reform. These include: (1) "Antiquarianism and American Education: Assimilation, Adjustment, Access" (Patricia Graham); (2) "Recent History of U.S. Governance" (Michael Kirst); and (3) "Historical Perspectives on School-based Social Services in the United States" (Michael Sedlak). The three essays in the second part examine the controversies surrounding questions of equity and multiculturalism in American education. These include: (4) "The Educational Equities in Historical Perspective" (David Kirp); (5) "The Construction of Ethnic Diversity and National Identity in the Public Schools" (Reed Ueda); and (6) "Multiculturalism and History: Historical Perspectives and Present Prospects" (Gary Nash). Some… [PDF]

(2000). Characteristics of Successful Schools. The Department of Public Instruction is actively involved in efforts to improve the school experience and educational outcomes in Wisconsin. Chapter 1, "What Are the Characteristics of Successful Schools?" examines the seven characteristics of successful schools, which describe the school environment, goals, and management strategies and allow all students to meet high achievement standards: (1) vision; (2) leadership; (3) high academic standards; (4) standards of the heart; (5) family, school, and community partnerships; (6) professional development; and (7) evidence of success. Each characteristic of success integrates equity and diversity concerns into every aspect of education, including school improvement plans, activities, resource allocation decisions, classroom environments, curriculum and instructional plans, and every policy and procedure. Chapter 1 includes 22 references. Chapter 2, "Where Are We Now?" helps school teams initiate a wide-ranging… [PDF]

McCoy, Kathleen M. (1995). Teaching Special Learners in the General Education Classroom: Methods and Techniques. Second Edition. This textbook emphasizes practical guidelines and approaches that work with special students mainstreamed into regular classrooms. The background of the mainstream and inclusion movements and labeling practices is considered, along with specific exceptionalities and methods effective in teaching children who have learning disabilities, mental handicaps, behavior problems, physical impairments, visual impairments, and hearing impairments. The book then covers the concept, practice, and components of the Individualized Education Plan, including teamwork in planning and implementation. Classroom organization and management techniques are addressed, including behavior management and the affective components of learning, attitudes, and how to communicate teacher expectations. The final chapters address basic skill areas, including: identification of reading difficulties, reading strategies, oral and written language, spelling, handwriting, mathematics assessment tools, mathematics…

Cornett-Devito, Myrna M.; Worley, David W. (2005). A Front Row Seat: A Phenomenological Investigation of Learning Disabilities. Communication Education, v54 n4 p312-333 Oct. Based on prior research and theory, we propose a conceptual definition of instructional communication that is holistic, transactional, expansive, and assessable. Second, we extend instructional communication research to test this definition by engaging students with learning disabilities (SWLDs) in interviews and focus groups, employing a phenomenological methodology. Specifically, 21 college SWLDs reflected on their lived experience and shared their perceptions of competent and incompetent instructor communication. Important connections between the proposed definition of instructional communication competence and the ten emergent themes that resulted from phenomenological description and reduction confirm that the proposed definition is valid conceptually and operationally, at least as represented by this study. The central metaphorical interpretation that emerged from this study \being in a front row seat\ recognizes not only the interest, involvement, and desire for inclusion by… [Direct]

Coyle, Barbara, Ed.; Hajdu-Vaughn, Susan, Ed. (1997). Interaction, 1996-1997. Interaction, v10 n1-4 Spr 1996-Win. This collection includes four quarterly issues of "Interaction," a publication of the Canadian Child Care Federation. Each issue addresses several topics and is arranged in four sections: opinions, practice/pratique, focus/a propos, and news/nouvelles. The opinions section includes letters and editorial/review columns, the practice section contains items relating to practical child care (for example, how to deal with head lice), the focus section contains items focusing on a common topic, and the news section contains research updates, news items, and a calendar. These 1996-97 issues focused on infant/toddler care (spring), family day care (summer), the Canadian Child Care Federation (fall), and special needs inclusion (winter), with research updates describing First Steps needs assessment (spring), the Atlantic Day Care Study (summer), the HIV/AIDS Education Initiative (fall), and how child care affects mothers' well-being (winter). Separately numbered resource sheets… [PDF]

Burstein, N.; Cabello, B.; Sears, S.; Spagna, M.; Wilcoxen, A. (2004). Moving Toward Inclusive Practices. Remedial and Special Education, v25 n2 p104-116 Mar. In this article, the authors describe a change model that was developed and implemented over 3 years in 2 southern California school districts to promote inclusive practices. A study documented the change process and the impact of related district and site activities through interviews with general and special educators, administrators, and parents. Findings from the study indicate that all sites moved toward inclusive practices, with the participants reporting benefits for students with disabilities, the general education student population, and educational practices of general and special educators. Approaches in implementing inclusive practices differed, however, resulting in significant variability among schools in services provided to students with special needs. Implications in moving toward inclusive practices are discussed, including factors perceived as contributing to the change process, the configuration of services provided, and issues related to sustaining inclusive… [Direct]

Bilyk-Glancy, Joanne; Carlton, Chris; Dobbins, E. Mike; Fisher, Barbara; Menkhaus, Lisa (1996). Best Practices in Prevention: A Curriculum on Alcohol, Tobacco and Other Drugs, and Violence. Grades 4 and 5. Violence Component. Project Oz. Project Oz is a not-for-profit special services agency providing drug education and crisis intervention services. Project Oz curricula provide compact and well-researched information for teachers, supplemented by student learning activities that reinforce the lecture portions of the topic. These activities are grade-appropriate and incorporate visual, tactile, kinesthetic, and auditory learning styles. This curriculum is the violence prevention component for grades 4 and 5. Inclusion is emphasized as an aspect of the school that means students attend their home school with their age and grade peers and that teachers work with each other and families to create a sense of community in the classroom. Adaptations have been made to the violence curriculum to increase inclusion in its broadest sense. "Best Practices in Violence Prevention" for grades 4 and 5 looks into various ways risks surrounding students can be diminished, and offers strategies and skills for dealing with…

Medel-Anonuevo, Carolyn, Ed. (2008). Literacy and the Promotion of Citizenship: Discourses and Effective Practices. UNESCO Institute for Lifelong Learning (NJ1) Many European governments associate improving literacy with providing development assistance to regions like Africa and Asia from which the majority of the world's 774 million illiterates come. As school attendance is compulsory in the region, it is assumed that the Education for All (EFA) goals have been achieved and literacy is therefore not deemed a priority concern. It is in this context that the Institute and its partners, the Agence Nationale de Lutte Contre L'Illettrisme (ANLCI) and the UNESCO French National Commission, organized a Regional Meeting on "Literacy and the Promotion of Citizenship: The Challenge of Learning" from 2-5 April 2005 in Lyon, France. With the support of the European Union and the involvement of the European Association of Education of Adults (EAEA), it brought together 145 participants representing governments, research institutes and universities, non-government organizations, and public and private literacy providers. This publication… [PDF]

(1998). Math and Science. IDRA Focus. IDRA Newsletter, v25 n3 Mar. This newsletter theme issue includes six articles on improving math and science education, particularly for poor, Limited-English-Proficient (LEP), and female students. "Effective Math and Science Instruction–The Project Approach for LEP Students" (Joseph Vigil) describes how hands-on science projects can increase student motivation, drive math and science content, and foster development of English-language math and science vocabulary. "Power Tools for Math and Science Education, Part I" (Laura Chris Green) describes promising technology tools for math and science education, including: software for test preparation; tutorials; games to teach skills, concepts, and problem solving; and applications and modeling. "What Is the Matter with Math Scores?" (Cathy Seeley) discusses U.S. and Texas mathematics achievement scores in terms of what is working (improved teaching methods, professional development) and what is not (teaching to the test, fragmented… [PDF]

Newton, Priscilla, Ed. (2001). TASH Connections, 2001. TASH Connections, 27 2-12 Feb-Nov/Dec. Seven 2001 issues of the newsletter of TASH, formerly The Association for Persons with Severe Handicaps, comprise this document. Each issue typically contains news items, a column by the organization's executive director, reports from special interest groups, legislative testimony, conference information, and several major articles relating to equity, quality and social justice for people with disabilities. The February through November/December 2001 issues address: (1) self-determination, which includes the articles On Choice (Steven J. Taylor), Reflections on Risk (Dick Sobsey), Self Determination (Liz Obermayer), and Securing the Future for People with Disabilities (Al Etmanski); (2) families planning together, which includes A Recovering Behaviorist (Jim McFalls), The Path to Community Participation (Dale Borman Fink), Families Planning Together (Michael W. Smull and others), The Evolution of an Unlikely Partnership between Researchers and Culturally Diverse Families: Lessons… [PDF]

Phelps, L. Allen (1992). Designing Effective Education-Work Linkages. Issues in Education & Work. Issue Paper No. 1. A number of premises undergird the emerging relationships between education and work. The first nine suppositions suggest more powerful ways to conceptualize the substantive elements of schooling, emphasizing curriculum, instruction, and counseling and guidance. The final three focus on the organizational management aspects of education and work linkages. Effective practices for several principles are documented and described in the literature: integration-focused initiatives; practices ensuring active partnership of parents and role models; practices embracing the principle of continuous, functional context learning; practices enhancing economic and work concepts related to the global marketplace and addressing issues of equity and diversity on the domestic scene; strategies aimed at improving school-to-work transitions; and practices helping students better understand learning-at-work expectations. Practices have been implemented that illustrate the organizational and management…

Freebody, Peter; Lo Bianco, Joseph (2001). Australian Literacies: Informing National Policy on Literacy Education. Second Edition. This book is designed to inform national policy on literacy education in Australia. A preamble describes the general literacy crisis in Australia, which includes systematic underperformance in English literacy among some groups and many individuals (who are often seriously disadvantaged in their occupational and educational opportunities). The book notes that improvement of literacy for all Australians seeks to respond to personal, civic-cultural, and economic needs. The book includes six sections: (1) "Broad Contexts" (e.g., the powers of literacy and citizenship, social equity, and competence); (2) "What a National Policy on Literacy Should Say" (e.g., policy context, defining literacy, and teaching cycles); (3) "Australia's Learners" (e.g., Australian English speakers, language diversity, and indigenous Australians); (4) "School Literacy Education" (the early, middle, and late years); (5) "Adult Literacy, Numeracy and ESL… [PDF]

Hendrickson, Robert M. (1999). The Colleges, Their Constituencies, and the Courts. Second Edition. Monograph Series, No. 64. This volume examines legal concepts and issues as they apply to colleges and universities, including the key cases, state and federal statutes, and administrative rules and regulations. Chapter 1 describes the legal parameters of the nation's court system and the historical heritage of both public and private institutions of higher education. Chapters 2 and 3 address the scope of legal control of institutional boards of trustees and describe the imperatives of sunshine laws that require state governmental organizations and agencies to operate openly and publicly. Chapter 4 is devoted to faculty employment issues. The quest for equity and diversity in employment in higher education is the focus of Chapter 5. Employment issues involving sexual harassment are addressed in Chapter 6. Chapter 7 is devoted to collective bargaining in higher education and provides the case law that sets the legal parameters for determining which collective bargaining issues are grievable. Chapter 8 is…

(1982). Financing Schooling in Alberta: Report of the Minister's Task Force on School Finance, 1982. Reporting on school financing in Alberta, the 1982 Task Force presents its conclusions and recommendations. These are based on the evaluation of finance plans in terms of the following stated principles: educational equality and financial equity, educational program and school finance, leadership, diversity of revenue sources, and local control. The Task Force, concerned with the issues of adequacy of funding and reducing the complexity of funding programs, concluded that there is a need for local access to a broader financial resource base and that the province should set a goal to improve four grant areas: small school assistance grant, small school jurisdiction grant, declining enrollment grant, and supplementary requisition equalization grant. The Task Force also found that there is no acceptable definition of "basic education" and suggested an operational definition. It recommended further study of leadership and found no acceptable tax source for new revenue raising… [PDF]

Millard, Richard M. (1977). Statewide Coordination and Governance of Postsecondary Education: Quality, Costs and Accountability: The Major Issues of the 1980s. The historical development of coordinating and governing boards in higher education, the structures and powers of these boards, concerns common to the different states, and current issues are considered. The major period of acceleration in the development of state higher education agencies and boards occurred during 1960 to 1975, the most rapid period of expansion in higher education. While all types of institutions increased in size, by far the major growth was in state institutions. Planning, program review or approval, and budget development are three major areas in which most boards have some responsibility. However, boards vary from state to state both in their powers for carrying out these functions and in the scope of their applicability. Factors contributing to the formation of the coordinating or governing boards include: increased expenditures, providing budgetary equity among institutions, assuring diversity among state institutions, and avoiding unnecessary duplication…. [PDF]

Ford, Donna Y. (2003). Two Other Wrongs Don't Make a Right: Sacrificing the Needs of Diverse Students Does Not Solve Gifted Education's Unresolved Problems. Journal for the Education of the Gifted, v26 n4 p283-291 Jun. While Robinson argues that we are sacrificing the needs of gifted students–\we are punishing the innocent for the sins of a society that has been unable to conquer these problems\ (p. 251)–I propose a different argument: We are punishing diverse students, also innocent victims, for the sins of a society and an educational system that have not adequately addressed historical and contemporary social injustices. Minority students who are gifted and have the potential to achieve at higher levels are being denied opportunities to participate in gifted education for numerous reasons. This position is followed by examples of such ills and recommendations that support and build upon those provided by Robinson to solve or resolve problems associated with the unnecessary competition between excellence and equity and between gifted education and diversity. I think that the different positions held by Robinson and myself both point to one central question: \How can schools provide all young… [PDF] [Direct]

Birnbaum, Robert; Shushok, Frank (1998). The Crisis Crisis in Higher Education: Is That a Wolf or a Pussycat at the Academy's Door? ASHE Annual Meeting Paper. This paper reviews the literature using the word "crisis" in relation to current higher education and analyzes claims of three specific crises of the past 25 years. It considers reasons why educational institutions may be particularly vulnerable to claims of crisis and offers some ideas about the nature of higher education crises and the purposes they serve. Analysis of the literature suggests that institutional crises in higher education fall into four categories: (1) pandemic crises, those that are continual or appear with great frequency, e.g., finance; (2) chronic crises, those that are of moderate continuity and frequency, e.g., diversity/equity; (3) sporadic crises, e.g., student unrest; and (4) idiosyncratic crises, e.g., collective bargaining. The more detailed analysis examines the pandemic crisis of finance, the chronic crisis of confidence, and the chronic crisis of stagnation. It is suggested that the strong rhetoric of crisis is used to gain attention, power,… [PDF]

Binns, Jane C.; Branch, Robert C. (1995). Gender Stereotyped Computer Clip-Art Images as an Implicit Influence in Instructional Message Design. The purpose of this paper is to sensitize instructional message designers to the stereotypical signals which may be inherent in computer clip-art selections. A rationale is presented for the power of message design, and the differences between gender equality and gender equity are discussed. Several computer clip-art libraries were analyzed, and the consistent gender themes which emerged throughout these libraries are presented. The following recommendations are made for promoting diverse, equitable, and balanced applications of computer clip-art images for use in instructional messages: (1) use non-gendered images; (2) use non-gendered labels; (3) create your own images; (4) scan images from photographs or printed artwork; (5) advocate computer clip-art libraries which promote diversity through a broader variety of images portraying men and women; and (6) inform computer software companies about preferences. Positive role models as represented in images do make a difference in… [PDF]

(1999). Quality and Diversity in VET [Vocational Education and Training] Research. Proceedings of the National Conference of the Australian Vocational Education and Training Research Association (AVETRA) (2nd, Melbourne, Australia, February 11-12, 1999). These proceedings consist of 43 presentations clustered into these key areas: position, strategy, contribution, and future issues; diversity of participation and contexts; issues in the workplace and learning settings; question of practitioners work; and questions of knowledge and methodology–all related to the themes of quality and diversity. The presentations are preceded by "Editorial Introduction: Quality and Diversity for Vocational Education and Training (VET) Research" (Kell) and "Keynote Address: Advancing VET Research: Dilemmas and Directions" (Seddon). The papers are "Senior-Secondary Curriculum Choice and Entry into Postsecondary VET" (Ball, Lamb); "Measurement of Learning Conversations" (Barratt-Pugh); "Women, Business, and VET" (Barrett); "Aging Well" (Beckett et al.); "Researching by VET for VET" (Bloch, Hoggard); "Industry Learning" (Bound, Owen); "What Is Missing from Innovative… [PDF]

Grosz, Karen S., Comp. (1989). Teaching and Learning Strategies for Serving Underrepresented Students: A Collection of Resource Documents. Designed as a resource on teaching and learning strategies geared specifically toward underrepresented community college students, this collection of articles and reports includes the following: (1) \Successful Teaching Strategies: Instruction for Black and Hispanic Students in the California Community Colleges,\ by Olivia Mercado, Cheryl Fong, and Rita Cepeda; (2) \Recommendations for Action from the Statewide Invitational Symposium on the Enrollment, Retention, and Transfer of Minority Students\; (3) \California Faces…California's Future–A Blueprint for Whom,\ by Edison O. Jackson; (4) \Accommodating the Diversity Represented by Minority Students,\ by James C. Henderson; (5) \Teaching Black Students: The ABC's of It,\ by Donna Arnold; (6) \Hispanics and Higher Education: A CSU (California State University) Imperative;\ (7) \Expanding Educational Equity in California's Schools and Colleges,\ by the Intersegmental Policy Task Force on Assembly Concurrent Resolution 83; (8)…

Cutshall, Lisa Christine (2003). The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom. This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science standards, in particular the \science for all\ equity principle, a project-based assignment was designed that incorporated each student's natural or innate multiple intelligence. At the conclusion of each project-base unit, students were given an opportunity to express their integration of project material in one of eight ways based on an intelligence menu. The focus of this research as to study how middle school students integrate conceptual information in the area of science, and its relationship to unique diversity and multiple intelligence. The project-based approach allowed students to learn in personally diverse modalities using a linear or… [PDF]

Davis, James Edward (1998). The Evolution, Development, and Future of Affirmative Action in Government. This thesis discusses the evolution, development, and future of affirmative action in government. Executive Order 11246 formally created affirmative action in 1965 as a remedy for underuse of minorities and women in the workplace and classroom. Many private businesses believe government organizations promote diversity and social equity. Many local government organizations attempt to balance the demographics of senior minority leaders with the demographics of the employment population, and the demographics of the employment population with the demographics of the community. This may be difficult, since many individuals promoted to middle managers and senior executives have longevity within the organization. Consequently, the perception is that some organizations establish glass ceilings, quotas, or goals, and use inappropriate practices to reach these goals. This strategy has led many to believe that affirmative action promotes hiring individuals on the basis of their race, color,… [PDF]

(1996). Organizing for Schooling. IDRA Focus. IDRA Newsletter, v23 n7 Aug. This newsletter focuses on schoolwide approaches to issues of major concern to educators, from the perspective of providing equal education for all children. "Supporting School Improvement in Reading through Professional Development" (Rogelio Lopez del Bosque, Abelardo Villarreal) describes a professional development program that empowers administrators and teachers to take ownership of a student-centered curriculum that, in turn, motivates students to adopt new reading strategies. The program also builds capacity in the school district to initiate and sustain positive change. "Desegregation to Inclusion: Embracing a Full Spectrum of Diversity" (Laura Chris Green) discusses a full inclusion program in which teacher support teams and regular, bilingual, and special educators merge their expertise to help individual students and restructure their classrooms as needed for all students. "Alternative Schools: Short-term Solution with Long-term Consequences"… [PDF]

Orelove, Fred P.; Power-deFur, Lissa A. (1997). Inclusive Education: Practical Implementation of the Least Restrictive Environment. The 19 chapters of this book address theoretical and practical aspects of the development and implementation of inclusive education programs. Chapter titles and authors are: (1) \Inclusive Education: The Past, Preset, and Future\ (Lissa A. Power-deFur and Fred P. Orelove); (2) \Inclusion and School Restructuring: Meeting the Needs of All Children\ (Joyce L. Videlock and others); (3) \Planning, Implementing, and Evaluating Inclusive Education within the School\ (Ray E. Van Dyke and others); (4) \Legal Concerns\ (Kathe Klare); (5) \Financing Inclusive Education Programs\ (Leslie W. Jones and Lissa A. Power-deFur); (6) \Adapting Curriculum and Instruction in Inclusive Classrooms\ (Alice Udvari-Solner); (7) \Family Partnerships, Belonging, and Diversity\ (Anne Malatchi); (8)\Supporting Inclusive Education through Interagency Collaboration\ (Patrick H. Haley and others); (9) \Early Childhood Education\ (Mary Dunkle Voorhees and others); (10) \Strategies for Including Students in…

Heller, Donald E., Ed. (2002). Condition of Access: Higher Education for Lower Income Students. ACE/Praeger Series on Higher Education. Chapters in this collection discuss the state of access to U.S. higher education institutions for lower income students and the status of student aid programs. The chapters of part 1, \College Access Issues for Lower Income Students,\ contains: (1) \Educational Opportunity in America\ (Brian K. Fitzgerald and Jennifer A. Delaney); and (2) \An Issue of Equity\ (John B. Lee). Part 2, \Student Aid Programs,\ contains: (3) \Federal Student Aid in Historical Perspective\ (Lawrence E. Galdieux); (4) \State Aid and Student Access: The Changing Picture\ (Donald E. Heller); and (5) \Changing Patterns of Institutional Aid: Impact on Access and Education Policy\ (Michael S. McPherson and Morton Owen Schapiro). Part 3, \Early Intervention, Remediation, and Support Services,\ contains: (6)\Pre-College Outreach and Early Intervention Programs\ (Laura W. Perna and Watson Scott Swail); and (7) \Beyond Money: Support Strategies for Disadvantaged Students\ (David W. Breneman and Jamie P. Merisotis)….

Kessler, Anne, Ed. (1992). Sharing Our Stories & Traditions. Annual Bilingual Multicultural Education Equity Conference [Report] (18th, Anchorage, Alaska, February 5-7, 1992). This proceedings describes a conference organized by the Alaska State Department of Education and the Alaska Association for Bilingual Education. The theme of the conference emphasized the common foundation of story telling across all cultures as a way to impart learning to younger generations. A focus on language learning strategies and gender equity concerns were interwoven throughout the sessions. Over 800 educators, parents, students, and community members participated in over 100 workshops, cultural presentations, general sessions, and exhibits. The proceedings provides information on: (1) conference organization, including planning committees and conference supporters; (2) bilingual multicultural education programs in Alaska for 1991-92, listed by school district and including the name of the program coordinator and address; (3) profiles of Akabe award recipients, including educator of the year and administrators recognized for their outstanding work in bilingual education;… [PDF]