Golding, Barry; Volkoff, Veronica (1998). Vocational Education and Training for People from Non-English-Speaking Backgrounds. Review of Research. Research on the provision of vocational education and training (VET) for Australia's very culturally diverse work force with non-English-speaking backgrounds (NESBs) considers the extent and nature of the disadvantage. The current definition of NESB limits membership to those born overseas; a proposed two-pronged approach is based on "first language spoken" or "main language spoken at home" combined with "other measures of potential disadvantage." Influences on NESB learner diversity are as follows: migration over time; birthplace, age, language, and culture; migration category; settlement location; and literacy, education, occupation, and work. Although NESB people's participation in VET parallels that of the general population overall, they are overrepresented in the lower skill level preparatory courses. Influences on NESB participation and VET outcomes include the following: place of birth and first language; gender; prior educational attainment;…

Banks, James A., Ed. (1981). Education in the 80s: Multiethnic Education. The document contains 14 articles focusing on multiethnic education. The objective is to help teachers and other educators attain the insights and conceptual understanding needed to prepare students to function effectively within the world community. Multiethnic education is defined as the process used by educational institutions to reform their environments so that students from diverse ethnic and racial backgrounds will experience educational equity. Chapters one and two define the nature of multiethnic education and measure the distance between societal and school curricula. Chapter three provides insights into the planning necessary for teacher preparation. Chapters four and five describe the conflict between the home cultures of the students and the culture of the school and focus on viewing ethnic identities and group behaviors as positive sources of strength. Chapter six describes the conflict between the learning styles of ethnic students and those favored by the school…. [PDF]

Hall, Peter M., Ed. (1997). Race, Ethnicity, and Multiculturalism. Policy and Practice. Missouri Symposium on Research and Educational Policy, Volume 1. Garland Reference Library of Social Science, Volume 1029. Chapters in this volume are based on papers presented at the First Missouri Symposium on Research and Educational Policy (Columbia, Missouri) March 24-26, 1994). Four chapters are revisions of presentations at this symposium. Taken with the others, they explore the relationship between education and race and ethnicity, with an emphasis on black Americans. They analyze structural and social-organizational factors in schools and communities that make a real difference in the lives of children. The following chapters are included: (1) "Race, Ethnicity, and Schooling in America: An Introduction" (Peter M. Hall); (2) "Education in a Multicultural Society" (Bart Landry); (3) "Familial Predictors of Educational Attainment: Regional and Racial Variations" (Aaron Thompson and Reid Luhman); (4) "Teachers as Social Scientists: Learning about Culture from Household Research" (Luis C. Moll and Norma Gonzalez); (5) "Tracking Untracking: The…

(1994). Planning for the Future at San Joaquin Delta College. This planning document provides data on current operations as of January 1994 and goals for the future at San Joaquin Delta College, in California. Section I, presents the context for planning at the college, describing the following major factors shaping the college's future: (1) the population is rapidly expanding; (2) fee increases and reductions in base support will impact enrollment projections; (3) the college's student body will be ethnically transformed; (4) a larger number of economically and educationally disadvantaged students will attend; and (5) declining agricultural and manufacturing sectors will create a need for more occupational training programs. Section II presents the college mission statement, and section III offers institutional goals for the near term future regarding instructional quality; student access and success; community relations; governance issues; quality of facilities and equipment. Section IV then provides specific operational plans related to… [PDF]

(1996). Gender Bias: Recent Research and Interventions. New Jersey Research Bulletin, n22 Spr. This annotated bibliography lists 14 publications about recent research on gender bias and interventions to reduce gender bias in schools. The bibliography is divided into two sections: current research and intervention. The first includes descriptions of studies examining the following topics: gender bias in U.S. schools and its effects; identification of gender bias in teaching evaluations; relationship of imagery and visual literacy to gender bias; gender inequality in the workplace; role of computers in the classroom and workplace in perpetuating race, class, and gender inequities; gender bias in introductory computer science classes at two universities; differences between gender and other types of bias in schools; effects of gender bias on girls' development; and gender bias as it appears in curriculum materials in elementary and secondary schools. Included in the second section are the following publications: career/life planning curriculum for females in grades 5-12 and… [PDF]

Neely, Teresa Y., Ed. (2000). Culture Keepers III: Making Global Connections. Proceedings of the Black Caucus of the American Library Association (BCALA) National Conference of African American Librarians (3rd, Winston-Salem, North Carolina, July 31-August 3, 1997). The 49 papers presented in this volume are evidence of the research, scholarship, and professional nature of the offerings of the third National Conference of African American Librarians, sponsored by the Black Caucus of the American Library Association. The papers are arranged into nine tracks and Pre-Conference topics: I: Library Connections: An International Information Exchange"; "Pre-Conference II: Globally Connecting the Stories for Children and Young Adults"; "Making Global Connections and the Information Superhighway"; "Making Global Connections in Library and Information Science Education"; "Making Global Connections in Collection Development and Archives"; "Making Global Connections in Public Library Services"; "Making Global Connections in Academic Library Services";"Making Global Connections in Law Librarianship"; "Making Global Connections in Recruitment and Professional Development";… [PDF]

(1991). Composition of the Staff in California's Public Colleges and Universities from 1977 to 1989. The Sixth in the Commission's Series of Biennial Reports on Equal Employment Opportunity in California's Public Colleges and Universities. This report provides information on the gender, ethnic, and racial composition of staff in the California Community Colleges, the California State University, and the University of California through the 1989-90 academic year. It is broken down into seven parts: (1) part 1 discusses the origin, preparation, limitations, and organization of the report; (2) part 2 provides information on the amount and nature of growth in staff in the segments during the time period covered by the report; (3) part 3 identifies changes in the composition of staff within the public postsecondary segments between 1979 and 1989 for the California Community Colleges and between 1977 and 1989 for the California State University and the University of California; (4) part 4 compares the composition of the segmental staffs with that of the California labor force; (5) part 5 contrasts the composition of the segmental staffs with that of California's population to comparative base established by the Commission… [PDF]

Senese, Donald J. (1984). The Impact of College through Computers on the Future of American Education. Within the present \Information Age\ there is a grassroots movement calling for reform and improvement of our educational system. With the advent of the computer, this movement will stimulate profound changes over coming decades that will affect the number of off-campus students and adult education programs. Just as previous technologies brought significant opportunities for education, the computer will provide new opportunities by enhancing individualized interactive instruction in every kind of setting, from the school to the home, to the library, and to the community. It will allow for distance education courses, home study courses for individuals interested in self-growth, and a greater opportunity for corporations to train their workforces. Electronic learning offers low cost, quality individualized instruction as the computer adopts the best method of learning for individual students. Students can work at their own speed, drill themselves as needed, receive oral instructions…

Burgos-Sasscer, Ruth; Vera, Mary Helen (1998). Community College Women's Centers: A Question of Survival. This report presents the findings from a study of 57 women's centers at community colleges across the country. In spite of the diversity of the origins and evolution of campus-based women's centers, the evidence indicates that most centers today provide educational support services and advocacy for campus women, many of whom are single parents. The role and scope of the centers have changed in various ways. Some report a shift from a feminist orientation to one that emphasizes \hard skills\ that aid in employability and self-sufficiency while others have turned to issues related to general college curricula. The apparent contradiction in focus is possibly due to the variance in the needs and interests of the different segments of the target population. It may also confirm the previous research that suggests that women's centers address a wide range of populations, needs and concerns. Although community college programs fare better than university-based women's centers because of…

Hakuta, Kenji (1990). Bilingualism and Bilingual Education: A Research Perspective. Occasional Papers in Bilingual Education, Number 1. With respect to the ultimate goal for limited English proficient students, it would appear that the policy of transitional bilingual education in the United States is explicitly non-bilingual, incorporating a minimalist form of bilingualism for the period students are in the programs, and viewing the first language as only instrumental insofar as it helps in the acquisition of English. Research in second language learning has led to the following conclusions relevant to bilingual educators: (1) the native and second language are complementary rather than mutually exclusive; (2) the native language's structural patterns have minimal influence on patterns, especially syntactic, of second language learning; (3) language proficiency is not unitary but consists of diverse skills, not necessarily correlated; (4) age may constrain some aspects of acquisition; (5) affective factors studied in other language contexts may not be relevant for English as a Second Language; (6) bilingualism is… [PDF]

Jones, Ruth S. (1979). Democratic Values and Pre-Adult Virtues: Tolerance, Knowledge and Participation. Two political socialization issues were explored for 9-, 13-, and 17-year-old youth. The first issue was the extent to which there is a general orientation among American youth toward tolerance. The second issue was the relationship of tolerance among youth to political knowledge and orientation to political participation. A major objective of the study was to add information based on a national sample to the profile of political orientations of American youth. The inquiry was based on secondary analysis of 1976 National Assessment of Educational Progress (NAEP) data. From 1,800 to 2,000 youth in each age group were asked questions about tolerance attitudes, including should women run for public office? should atheists be allowed to vote? and should citizens be allowed to criticize the government? Youth in the nine-year-old group were asked simple picture-related questions of a similar nature. Statistical analysis of responses for all age groups indicated that there is modestly…

Eccles, Jacquelynne S., Ed.; Meece, Judith L., Ed. (2010). Handbook of Research on Schools, Schooling and Human Development. Routledge, Taylor & Francis Group Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children's development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children's development and to describe various models and methods for studying schooling effects. Key features include: (1) Comprehensive Coverage: this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies; (2) Cross-Disciplinary: this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental… [Direct]

Immerwahr, John (2003). With Diploma in Hand: Hispanic High School Seniors Talk about Their Future. National Center Report. Research has indicated that the parents of Hispanic high school seniors place enormous emphasis on education and believe that a college education is an essential prerequisite for a good job and comfortable middle-class life style. However, compared to non-Hispanic Whites or African Americans, Hispanics are less likely to obtain higher education degrees. To study this discrepancy, Public Agenda held 8 focus groups with 50 Hispanic high school seniors in all, interviewed parents of Hispanic high school seniors, and interviewed teachers in predominantly Hispanic high schools. Findings show the enormous diversity of the Hispanic population, ranging from students well-prepared for college to those who seemed poorly prepared. A number of \college-maybe\ students appeared to be qualified for college but hampered by challenges ranging from lack of financial resources to lack of knowledge of how to proceed. Even among the college-maybe students, some seemed headed for a successful college… [PDF]

Warren, Constancia (1978). The Magnet School Boom: Implications for Desegregation. The current boom in magnet schools (or multiple option systems) draws strength from three converging trends in education in the last decade: (1) the search for appropriate educational options to meet the diverse learning needs of children; (2) the desire for greater parental participation in the educational process; and (3) the search for voluntary desegregation measures. The use of magnet schools or projects in the process of school desegregation still poses problems that are difficult to resolve. For example, one or two, or even several magnet schools, no matter how racially balanced their individual student populations, are not sufficient to bring about district wide desegregation. Magnet schools may also raise problems concerning the question of equity in educational services within a school district as a whole. It is also possible that magnet schools will not bring about equal educational opportunity and social mobility. For example, there is always the danger that less… [PDF]

Gale, Peter (1998). Indigenous Rights and Tertiary Education in Australia. This paper examines the discourse on Aboriginal higher education in Australia from the 1960s through the 1990s through an analysis of educational reports and government policy documents on tertiary education. Early in this period, the focus was on education as \welfare,\ but the emphasis shifted towards equity in higher education policy during the late 1980s and early 1990s. During this latter period, Aboriginal people were considered educationally disadvantaged, and education was seen as a means of providing equal opportunity for all and diminishing indicators of social inequalities. Another competing viewpoint represents Aboriginal and Torres Strait Islander Australians as an Indigenous population with Indigenous rights to self-determination and control of its own education. The way in which Indigenous Australians are represented shapes the discussion and funding of Indigenous education. For example, when Indigenous Australians were represented as disadvantaged, improvement in… [PDF]

(1994). General Education Task Force Final Report to the Academic Plan Steering Committee. A General Education Task Force (GETF) was formally constituted at George Brown College (GBC) in June 1992 as one of four task forces created to develop an academic plan for the college. The charge of the GETF was to develop a philosophy statement on general education, a set of post-secondary general education curriculum guidelines, a general education course approval and review process, and an implementation plan regarding general education for the college. This report represents the deliberations and recommendations of the GETF. Part I provides an introduction to the charge and structure of the Task Force. Part II identifies issues which provide a context for the process of curriculum development, including the mandate of Ontario colleges, college accountability, the impact of the economic recession in Ontario, and equity in the curriculum. Part III presents final curriculum recommendations, including: (1) a general education philosophy statement; (2) curriculum, pedagogy, and… [PDF]

Welch, Marshall (2000). Professionals Ready for Educational Partnerships (PREP): The Development, Implementation, and Evaluation of a Multimedia Distance Education Course on Collaboration. Professionals Ready for Educational Partnerships (PREP) is a multimedia telecourse developed at the University of Utah to help preservice teachers, graduate students in education, and practicing teachers to understand collaboration. Using an ecological perspective, participants learn how to forge partnerships in the school, home, and community. PREP is needed because of growing cultural and linguistic diversity of students, the movement toward inclusion of students with disabilities, and the lack of teacher knowledge about how to actually practice collaboration. Course content includes: definition of collaboration; students at risk; problem solving; communication skills and conflict management; traditional and changing school and professional roles; traditional and alternative assessment procedures; adapting instruction; and school-based, school-home, and community-based partnerships. Each of the course elements is briefly described: textbook; 10 one-hour stand-alone videos; group… [PDF]

Chancey, Christine W. (1995). Alternative Delivery Techniques for Training and Information Dissemination for Small and Rural Districts. In light of the increasing diversity of students and the sweeping changes involved in the inclusion movement, many special education administrators in small and rural districts are not prepared to face the emerging challenges and responsibilities of their role. The Institute for Small and Rural Districts was established in 1990 by the Florida Department of Education to provide technical assistance and training to administrators of special education in Florida's 27 small school districts. A needs assessment established that, of the 27 administrators in question, 11 had no prior special education experience and 16 had no prior administrative experience. In addition, inclusionary practices were affecting all districts, and time and distance constrained training possibilities. Extensive research and administrator input generated a ranked list of competencies and knowledge of program components essential to the incoming administrator. The first training was delivered to 54 educators at 5…

(2005). Maryland Teacher Staffing Report, 2005-2007. Maryland State Department of Education This document provides information about teacher candidates completing programs in Maryland institutions of higher education and the hiring needs of local school systems. The report also outlines a number of important incentives and strategies for the recruitment and retention of quality teachers for Maryland public schools. The Maryland State Department of Education, pursuant to 18-703, Sharon Christa McAuliffe Memorial Teacher Education Award, identifies teaching areas of critical shortage and jurisdictions as geographic areas of projected shortages of teachers. Students in Maryland preparing to become teachers in a critical shortage area may be eligible to receive student financial assistance. This report presents four recommendations to the State Board of Education, identifying the critical shortage content areas, the geographic areas of shortage, and areas of gender and diversity shortage; and for the first time, presenting a recommendation on the inclusion of certain… [PDF]

Milne, Rosemary (1993). Bilingual Preschool Programs: Future Directions. Language policy in Australia has evolved in three phases, with three kinds of argumentation prevailing in public attitudes. In the first phase (1945 to the mid 1970s), maintenance of the first language by non-English-speaking-background (NESB) immigrants was considered a hindrance to assimilation and educational achievement, and thus abandonment of the first language was encouraged. In the second phase (beginning in the mid-1970s), first language maintenance came to be seen as a right, either for protection of cultural identity or for educational equity. Although this view remained controversial, Australia's first bilingual education programs were developed during this phase. In the third phase (late 1980s), bilingual education was seen as beneficial not only to NESB students but also to English-speaking-background (ESB) students, for whom knowledge of a second language was considered economically advantageous. For advocates of bilingual education, this argument has the drawback… [PDF]

Weiler, Daniel; And Others (1974). A Public School Voucher Demonstration: The First Year at Alum Rock. Summary and Conclusions. Because it included only public schools and guaranteed both school survival and staff employment rights, the first year of the Alum Rock demonstration (1972-73), as sponsored by the Office of Economic Opportunity, was not a test of vouchers as defined in theory. The demonstration was known, therefore, as a "transition" voucher model, which would look to the inclusion of private schools in the future. The participating schools created a limited amount of educational diversity by setting up special instructional programs known as mini-schools; but, as of the second year, there are still no private schools in the demonstration. The demonstration has shown that Federal agencies can offer incentives for schools to follow innovative policies, but these agencies cannot control the shape of future innovations in American public schools. That shape is traditionally determined by local priorities and interests. With Federal support, Alum Rock has shown that it is possible to combine… [PDF]

Makoelle, Tsediso Michael (2020). Schools' Transition toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan. SAGE Open, v10 n2 Apr-Jun. Kazakhstan has adopted a path to implement inclusive education. As in many other countries of the world, transition to an inclusive education system is not easy and sometimes riddled with anomalies, contradictions, and challenges. This qualitative study takes account of inclusive education in Kazakhstani schools, analyzes the current state of the move toward inclusive education in Kazakhstani schools, discusses achievements to date, highlights some challenges, and makes recommendations on how the implementation of inclusive education in schools could (if necessary) be improved. A generic qualitative research design was used, involving semistructured interviews conducted with school directors, teachers, professionals, and regional representatives of the Department of Education, representatives of the Psychological Medical and Pedagogical Commission, nongovernmental organizations, and parents. The study uses Ainscow's levers of change as a theoretical lens to analyze the implication of… [Direct]

Gu√∞j√≥nsd√≥ttir, Hafd√≠s; √ìskarsd√≥ttir, Edda (2020). 'Dealing with Diversity': Debating the Focus of Teacher Education for Inclusion. European Journal of Teacher Education, v43 n1 p95-109. Increasingly across the world, teachers are working with diverse groups of learners in inclusive school settings, as inclusion is seen as a strategy to promote social cohesion, citizenship and a more equitable society. Countries working towards this vision need to emphasise more effective teacher education programmes and systems that focus on enabling teachers to engage in inclusive practice in order to provide high-quality education for all learners…. [Direct]

Apple, Michael W., Ed.; Ball, Stephen J., Ed.; Gandin, Luis Armando, Ed. (2009). The Routledge International Handbook of the Sociology of Education. Routledge, Taylor & Francis Group This collection brings together many of the world's leading sociologists of education to explore and address key issues and concerns within the discipline. The thirty-seven newly commissioned chapters draw upon theory and research to provide new accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. The research, conducted by leading international scholars in the field, indicates that two complexly interrelated agendas are discernible in the heat and noise of educational change over the past twenty-five years. The first rests on a clear articulation by the state of its requirements of education. The second promotes at least the appearance of greater autonomy on the part of educational institutions in the delivery of those requirements. "The Routledge International Handbook of the Sociology of Education" examines the ways in which the sociology of education has responded to these two political… [Direct]

(1994). Talking with TJ: Teamwork Series. Program Kit [Multimedia]. Noting that working and playing in caring and cooperative ways is an important goal in today's culturally-diverse society, this instruction program is designed to improve the teamwork skills of children in grades 2-4. Through the program, children learn important skills of planning, cooperating, and appreciating differences. The program consists of six sessions, two for each of the skill areas: \making group plans,\\appreciating differences and including people,\ and \playing as a cooperative team in competitive situations.\ The first session in each set lasts approximately 45-50 minutes and features a videotaped scenario, discussion, and short activities. The second session takes approximately 30 to 35 minutes and involves a comic-book story and a related follow-up activity. The teaching kit for this program contains a leader's guide detailing how to run the program and outlining each of the sessions; a videotape introducing \TJ\ (a teen radio talk show host who serves as a mentor…

Dosa, Marta L. (1977). Information Counseling: The Best of ERIC. This bibliography and review has been compiled to offer starting points for an individual who is interested in exploring the interdisciplinary nature of information counseling (IC) and to discern differences and common features between IC and its counterparts in social work, adult education, and library service. An introductory essay enumerates the major elements of IC; provides a definition of IC as it is used in the context of the bibliography; reviews various approaches to IC in the professional literature; and discusses the interdisciplinary perspectives with which IC can be identified and the three primary areas where IC occurs–information and referral service, adult education counseling, and library reference interview. This is followed by a list of references cited in the essay and a bibliography of ERIC documents together with selected journal articles cited in the Current Index to Journals in Education (CIJE). Entries were selected for inclusion by the following criteria:… [PDF]

Whitworth, Jerry (2000). Preparing, Recruiting, and Retaining Special Education Personnel in Rural Areas. Nationwide, the shortage of special education teachers is expected to grow, fueled by expanding demand and high teacher attrition rates. The situation in Texas mirrors that of the nation. A needs assessment conducted by Abilene Christian University (ACU) in west central Texas found: a continuing need for special education teachers in the area; teacher training needs related to the unique aspects of rural schools, inclusive collaborative settings, the use of technology as an instructional tool, and bilingual and multicultural settings; and the need for a system of professional support. To meet these needs, ACU developed Project PRIME (Preparing, Recruiting, and Retaining Teachers for Inclusive Multicultural Environments). Project components and their activities are: (1) retention of special education teachers (a manual covering topics and common problems in special education, peer support groups, a newsletter for ongoing communication, and a resource center); (2) recruitment of… [PDF]

Davis-Van Atta, David, Ed. (1996). Peterson's Top Colleges for Science: A Guide to Leading Four-Year Programs in the Biological, Chemical, Geological, Mathematical, and Physical Sciences. This guide, published for the first time, provides prospective college students detailed information on 190 United States colleges and universities identified as having very strong track records in the sciences and mathematics. Following a description of how institutions were identified for inclusion by David Davis-Van Atta, and a discussion on pursuing a career in science, are the in-depth profiles of each institution. These are listed alphabetically by school and each includes institutional name, geographic location by city and state, detailed descriptions of undergraduate science programs, and brief descriptions of graduate science programs. The program descriptions include "fast facts" about the program, data on the department's founding, enrollment, faculty, degree information, program details on course components, scholarly journals for which faculty members serve as editorial advisers, fieldwork opportunities, special features, facilities, career outcomes, and…

Attig, George; Harris, Ray; Miske, Shirley (2004). Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments. UNESCO Bangkok An inclusive, learning-friendly environment (ILFE) welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, socio-economic, emotional, linguistic and other characteristics. \Inclusive\ in the school setting generally refers to the inclusion or children with disabilities into regular classrooms designed for children without disabilities. In this toolkit however, \inclusive\ means children with disabilities and those who are left out of or excluded from school and from learning. In the past decade, many schools have worked to become \child-friendly\ with a focus on the rights of children to learn to their fullest potential within a safe and welcoming environment. Being \child-friendly\ is important, but not enough. Teachers ought to be included in the process too. Therefore, a \learning-friendly\ environment is both \child-friendly\ and \teacher-friendly\ when both parties learn together as a learning community. The toolkit is divided into six… [PDF]

Locke, Don C. (1993). Multicultural Counseling. ERIC Digest. Multiculturalism has been defined as the fourth force in psychology, one which complements the psychodynamic, behavioral, and humanistic explanations of human behavior. Pederson's (1991) definition of multiculturalism leads to the inclusion of a large number of variables making multiculturalism generic to all counseling relationships. Locke (1990) has advocated a narrower definition of multiculturalism, particularly as it relates to counseling. In this definition attention is directed toward the racial/ethnic minority groups within that culture. The effective counselor is one who can adapt the counseling models, theories, or techniques to the individual needs of each client. This skill requires that the counselor be able to see the client both as an individual and as a member of a particular cultural group. Multicultural counseling requires the recognition of the importance of racial/ethnic group membership on the socialization of the client; the importance and the uniqueness of the… [PDF]