Rendon, Laura I. (1986). The Demographic Imperative: Responding to New Students in Postsecondary Education. To appropriately plan for the year 2000, three major issues must be addressed to reduce the gap between what postsecondary institutions currently have to offer and what the student population will require at that time. First, anticipated increases in the numbers of minority and immigrant students call for action to strengthen efforts to achieve full equity and access by addressing problems such as low retention and transfer rates. Second, these demographic changes require community colleges and senior institutions to address staff, curricular, and related educational policy issues to ensure that there are faculty role models for ethnic minorities, to increase the numbers of minorities in leadership positions, and to improve the quality of minority students' experiences at the college. Finally, postsecondary institutions must guard against a social vision that views new immigrants as \problem groups\ and work instead as agents of society to create a responsible and informed… [PDF]

McFadden, Mark (1997). Access for Women to Higher Education in England and Australia: A "Second Chance". This paper explores the way that opportunity of access to higher education, particularly for women of color and those disadvantaged by homelessness, is placed at risk by market approaches to education. In England, Asian and Afro-Caribbean women, have been able to access higher education through funds made available under the Race Relations Act of 1976. In Australia, homeless women have accessed higher education through a government-sponsored program of "second chance" education offered in a Sydney (Australia) university. Women students and administrators at programs in both countries were interviewed regarding their perceptions of the success and impact of these programs. The students emphasized their gains in self-esteem and greater future opportunities. Faculty and administrators focused more on issues of costs and benefits. Results suggest that government and institutional policy will impact significantly and adversely on women in higher education programs. The use of… [PDF]

Brown, Tony; Ferrier, Fran; McIntyre, John (1996). The Economics of ACE Delivery. A Research Report. The financial operations of providers of adult and community education (ACE) in New South Wales, Australia, were examined in a conceptual and empirical study. Enrollment data were analyzed and case studies of three community colleges and two community adult education centers in metropolitan, coastal, and rural communities were conducted. Four types of indicators were developed and used to compare ACE providers' income and activity costs: income, expenditure, activity, and activity cost indicators. Current funding arrangements were found to be associated with diversity in providers' income and activity. The observed variation in providers' income and activity was only partly accounted for by providers' size and scale; the variation was also due to providers' situation and the nature of the locality where ACE was being delivered. Participation in ACE was, to a certain point, associated with higher levels of household income, qualifications, and population density. Several ways in… [PDF]

Schmuck, Patricia A. (1993). Invisible and Silent along the Blue Highways. Visits to 25 small rural school districts in 21 states revealed three prevailing myths about equal education held by teachers and administrators: (1) some children can't learn; (2) providing the same education to all students is providing equal education; and (3) "we have no problems" in providing equal educational opportunities. Counteracting these myths entails changing the belief systems of teachers and administrators; describing inequality with the appropriate language; meeting inequality head-on by confronting ethnic and sex stereotypes that children bring to school; establishing equity as an ongoing institutional practice; and moving school administrators away from authoritarian leadership and toward developing leadership skills that are empowering, facilitative, and participatory. Most important, teachers and administrators must acknowledge and work with students who have little or no privilege in society, and who have not received unearned advantages as a condition… [PDF]

Brown, David L.; Deavers, Kenneth L. (1979). Social and Economic Trends in Rural America. The White House Rural Development Background Paper. Emphasizing developmental problems caused by the rapid population and employment growth in rural America during the 1970's, this document describes social, economic, and governmental trends in rural America and suggests some federal policy choices that might be made in support of rural development. Problem areas and policy suggestions are presented as follows: (1) diversity and isolation cause rural poverty to differ from urban poverty, and policy development must acknowledge this difference; (2) changing patterns in rural growth and settlement necessitate the application of new forms of organization and technology for more effective planning and services in rapidly growing isolated areas; (3) the increasingly nonagricultural character of rural areas effects rural economy (therefore, economic development policy should address the needs of the entire rural population); (4) economic and political natures of local governments must be understood in order to correlate their actions and… [PDF]

Sikula, John, Ed.; And Others (1996). Handbook of Research on Teacher Education. Second Edition. Research-based reform continues to strike a balance between the academic theories and classroom realities. This handbook provides a set of guidelines for the preparation of skilled instructors at all levels and career stages of teaching; establishes a curriculum for teacher education; and offers a forum for discussion in the field among teachers, teacher educators, and administrators. The volume seeks to balance the transitory nature of a career in education with the long-term commitment such a career entails, and examines the need for teacher education programs that would not only prepare instructors for new challenges but would provide them with the knowledge and skills to develop their professional careers and adapt their educational philosophies to the latest scholastic trends. In 48 chapters, leading authorities in the field of teacher education provide an approach to research-based reform and a pivotal analysis of professional growth. The handbook is organized into the…

Davis, Guy; And Others (1986). The Compleat Principal. The Principalship in Georgia 1982-1985: A Summary Report. The South is part of a dramatic education reform movement championed by a group of progressive governors and motivated by a desire to improve the region's economic future by bettering the education of its work force. Most southern states have significantly raised certification standards, teacher salaries, and per pupil expenditure. Georgia's Quality Basic Education Act (1985) is a comprehensive bill designed to improve every aspect of public education. This composite study, conducted by the Professional Standards Commission, summarizes the findings of four other principalship surveys completed between 1982 and 1985. The first part presents findings and recommendations, along with a summary of relevant data from the four commission studies and the national literature. The second part highlights demographic profiles and views of Georgia teachers, principals, and superintendents, noting significant differences. Major issues needing to be addressed are work force imbalances; school…

Lue, Martha Scott (2003). A Coat of Many Colors: Preparing Teachers To Meet the Needs of Learners in Inclusive Settings. This paper focuses on challenges in preparing student teachers for diverse Florida classrooms, noting the current underperformance of many Florida schools, particularly urban schools. These low performing schools tend to serve a disproportionate number of poor and minority students, many in the early stages of learning English as a Second Language. The challenge for general and special educators is to provide an empowering school culture that promotes equity, creates an atmosphere for examining biases and prejudices (and identifies strategies to eliminate them), and promotes self-esteem. Many institutions of higher education are underpreparing teachers at both the preservice and graduate level to work effectively with diverse students. While most preservice educators are white, female, and English speaking, one in six Floridians was born in another country. Suggestions for assisting diverse learners include: begin with the basic premise that all children can learn; create a culture… [PDF]

Hernandez-Tutop, Jeanne E. (1998). Oppressor: The Educational System. In this critique of elementary and secondary education in the United States, the first section discusses the history of the U.S. educational system and how the development of the schools' curricula and assessment programs have been adapted to the white, male, Eurocentric style of learning. The second section looks at inequalities in learning and considers the multicultural diversity of students today. Tracking as both result and cause of educational inequality is discussed. The final section uses Paulo Freire's "Pedagogy of the Oppressed" to compare U.S. schools with the qualities oppressors use to maintain oppression among minorities. The distinct components of oppressive action noted by Freire are: (1) conquest, (2) divide and rule, (3) manipulation, and (4) cultural invasion. These operations are evident in the U.S. educational system, in which wealthier districts have much, and disadvantaged districts, particularly in urban areas, have very little. To ensure… [PDF]

Wang, Margaret C. (1992). Effective School Responses to Student Diversity: Challenges and Prospects. Some of the major barriers to progress in special education reform are highlighted, and critical issues for improving the prospects of achieving equity in schooling success for all of the children in U.S. schools are discussed. Vignettes illustrate what new programs and policies for helping students might actually mean for the students and their families. One of the most significant problems in special education is the way in which students are classified and placed in special education programs, with the related problems of labeling and stereotyping. Once placement has been made, students often suffer from inescapable isolation. Achieving success in special education reform requires progress on policy, administration, and programing. A first step should be eliminating the inherent disincentives in current funding. On an administrative level, it is crucial to empower building-level administrators and staff to assemble resources they need. From a programmatic point of view, special… [PDF]

Hawley, Willis D.; Rosenholtz, Susan J. (1986). Achieving Quality Integrated Education. While desegregation is neither a necessary nor a sufficient condition for ensuring either equity or quality education for minorities, the evidence is convincing that it is \educationally more difficult\ to improve student achievement in segregated schools. Desegregation offers the opportunity to enhance the quality of education, particularly when the definition of \quality education\ extends beyond simply academic achievement. This paper describes the characteristics of schools and classrooms in which quality integrated education is most likely to occur. The conditions and practices that seem to differentiate academically effective schools from ineffective ones can be grouped into five categories: (1) teacher behavior and instructional practices, (2) leadership behavior and organizational characteristics, (3) learning environments, (4) learning resources, and (5) parent involvement. When school systems desegregate, changes occur in the community's attitude toward and relationship… [PDF]

Sorenson, Robert (1996). What Are the Roles of the Chair, Faculty Member, and Dean in Student Assessment?. As state governments and the public demand greater accountability from community and technical colleges, increasing focus is placed on the concept of assessing student academic achievement. To be effective, assessment processes should provide institutions with information that helps develop specific plans for improving operations. While processes for implementing assessment programs vary, basic steps include articulating the mission, establishing a planning mechanism, developing an evaluation system that determines if objectives were met, identifying critical areas of success, establishing priority standards upon which the college can judge effectiveness, determining mechanisms for documenting outcomes, and utilizing assessment results for decision making. To be effective, assessment programs should flow from the institution's mission; have a clear conceptual framework; include faculty ownership and responsibility; have institution-wide support; use multiple measures to determine…

Walz, Garry R., Comp. (1991). CounselorQuest: Concise Analyses of Critical Counseling Topics. This document contains 167 Educational Resources and Information Center (ERIC) digests from eight ERIC Clearinghouses covering topics of interest to counselors who work with clients from preschool age through adults. Digests are organized alphabetically by title; three indices help users locate digests alphabetically, by educational level, and by topic. The 167 digests fall into the following categories: Accessing ERIC; Achievement; Adolescence; Adults; Acquired Immune Deficiency Syndrome (AIDS); At-Risk Students-All Ages; Career Planning; Child Abuse; Computers and Technology; Counselor Performance and Accountability; Counselor Role; Creativity; Critical Thinking; Diversity/Higher Education; Divorce; Dropout Prevention; Early Childhood/Preschool Issues; Effective Schools; Elementary Issues; Employability; Ethical and Legal Issues; Families; Gangs; General Interest; Gifted; Grade Retention; Guidance Programs K-12; Handicapped; Homeless Children; Information Skills; Jobs/Career… [PDF]

Nilsson, Ingrid (1998). Social Justice and Welfare State in Decline. Many of the educational changes during the last decade are international in respect to both form and content. Behind the global flow of ideas and ideologies, there is an accelerated competition for positions at the marketplace. The role of education in the new liberal rhetoric is explicitly to give direct and substantial economic results. Governments are not supposed to promote social justice, but to catch signals from the market and the consumers, and to introduce competition, choice and diversity into new fields. To examine these developments, a discussion of the concept of social justice in relation to the emergence of the welfare state is offered. The paper describes some of the education changes in Europe, particularly in Sweden, and presents statistics from the National Agency for Education. In Sweden, the welfare policy was introduced after World War II with a motivation close to Rawls'"distributive" definition of social justice. Equal opportunity is no longer a… [PDF]

Fishman, Barry; And Others (1997). Collaboration, Communication, and Computers: What Do We Think We Know about Networks and Learning?. There are many significant issues that need to be addressed for the future of computer-mediated communication (CMC) in education. These include: the primary benefits of CMC technology in the past; the activity structures which are supported by computer-based collaboration; technological, social, institutional and cognitive barriers which prevent CMC technologies from working; theoretical perspectives that help explain how CMC might facilitate learning; and how to address equity issues in networking. These papers, a session overview and position statements, are from a symposium which examined these issues in light of previous approaches to collaborating or communicating via computers in education. In addition to the title paper, the following position papers address the topic of CMC in education: "Networked Learning: What Have We Learned and What Does it Mean?" (Linda Harasim); "Scaffolding Communication for Learning Through Structured Media" (Christopher… [PDF]

Murrell, Peter C., Jr. (1998). Like Stone Soup: The Role of the Professional Development School in the Renewal of Urban Schools. This monograph critiques professional development schools (PDSs) and their role in the renewal of urban schools. Chapter 1 clarifies what is meant by the PDS model and describes the central goals of PDS initiatives. Chapter 2 critically assesses the value of PDSs to school renewal and the preparation of teachers for effective work in diverse urban schools and communities. It addresses the question of why the PDS framework is insufficient for effective, quality educational practice in diverse urban communities and critically reinterprets the notion of the PDS in light of the critical knowledge required for successful work in diverse urban contexts. A summary of problems related to applying the PDS framework to work in urban schools is included. This includes political status quo regarding problems of urban schooling, people being excluded from the PDS, organization of the PDS, and inadequacy of PDS theory. Chapter 3 explores alternative approaches for collaborative teacher… [PDF]

Banks, Cherry A. McGee; Banks, James A. (2004). Multicultural Education: Issues and Perspectives. 5th Edition, Update. Jossey-Bass, An Imprint of Wiley With this collection of chapters by leading scholars and researchers in the field, the reader can develop the knowledge and skills needed to maximize the opportunities that diversity offers while minimizing its challenges. The reader will explore current and emerging research, concepts, debates, and teaching strategies for educating students from different cultural, racial, ethnic, language, gender, social class, and religious groups. This book is organized into the following six parts and 17 chapters. Part I, Issues and Concepts, contains the first group of chapters: (1) Multicultural Education: Characteristics and Goals (James Banks), with Feature: Introduction to High-Stakes Testing; and High Stakes: Testing for Tracking, Promotion and Graduation–National Research Council's Committee on Appropriate Test Use (Jay P. Heubert, Ed. and Robert M. Hauser, Ed.); (2) Culture in Society and in Educational Practices (Frederick Erickson); and (3) Race, Class, Gender, and Disability in the… [Direct]

Maddahian, Ebrahim (2004). Evaluation of the Implementation of Culturally Relevant and Responsive Education. Publication No. 218. Online Submission The main purpose of this study was to gather evidence regarding the existence of a Culturally Relevant and Responsive Educational program (CRRE) in schools and especially classrooms. The CRRE conceptual framework presents a comprehensive model dealing with all aspect of instruction and education (Maddahian, and Bird, 2004). To examine the prevalence of an instructional program based on a CRRE framework a random sample of 40 schools was selected for observation and data collection. The sample included 16 elementary schools 12 middle schools and 3 high schools. A team of fifteen trained data collectors observed teachers and classrooms, documenting evidence of culturally relevant and responsive instruction through detailed field notes and direct classroom observation. In relation to the inclusion of student's prior knowledge and experience, and use alternative learning styles and modalities, we found evidence related to this domain in that less than half of the classroom observations…. [PDF]

Schulz-Hamsa, Irene (1998). Inclusion and Technology: A Marriage of Convenience for Educational Leaders. Inclusive education (i.e., the elimination of special education as a separate classroom in isolation from the mainstream of the education process) poses a significant challenge to educational leaders of the 21st century. Leaders of the next generation need to commit teachers to acquiring a repertoire of new teaching practices that weave technology into the curriculum–all within heterogeneous groupings of students. A prevalent issue that emerges for educational leaders in the use of instructional technology concerns access and equity. Cost benefit versus cost efficiency in improving educational outcomes is also a consideration for administrators. Educational leaders must prioritize computer acquisition, installation, and replacement as crucial to the success of an educational organization; they need to focus on the role of the computer in providing vocational skills and in easing the transition from school to work. The vision of inclusion is one in which students, both regular and… [PDF]

Coan, Cheryl; Huinker, DeAnn; Pearson, Gretchen; Porter, Corrie; Posnanski, Tracy (1998). First Year Site Visits to Milwaukee Urban Systemic Initiative Schools. A Report on the Milwaukee Public Schools Milwaukee Urban Systemic Initiative. The Urban Systemic Initiatives (USI) program is an effort sponsored by the National Science Foundation (NSF) that targets large urban school systems with the goal of sustainable implementation of high-quality, standards-based teaching for the purpose of attaining system-wide increases in students' learning of challenging mathematics and science. The Milwaukee Public Schools joined USI in 1996 with the Milwaukee Urban Systemic Initiative (MUSI). The goal of this report is to contribute data to the formative evaluation of MUSI. It consists of information obtained from 1997 site visits to the First Wave schools towards the end of the first year of implementation. The purpose of the site visits was to develop an understanding of the science and mathematics program at each school and to gain an understanding of the impact of MUSI. Site visits were conducted at 18 of 51 First Wave MUSI schools which consisted of eight elementary, six middle schools, one K-8 school, and three high schools…. [PDF]

Majhanovich, Suzanne (1998). Unscrambling the Semantics of Canadian Multiculturalism. This paper explores the evolution of multiculturalism in the Canadian context. Some opponents of multiculturalism in Canada detect in the ideology an undermining of a unique Canadian identity in favor of hyphenated Canadians, while proponents see the hyphenation as adding richness and color to the Canadian character. This controversy is nothing new. In Canada, as in the Untied States, citizens have been struggling with the issue of reconciling diversity into national identity. The United States and Canada have dealt with cultural and ethnic diversity in two different ways, with the "melting pot" the goal for U.S. society, and the "mosaic" the goal for Canadian. The multicultural reality of Canada is enshrined in the Charter of Rights enacted in 1982 as an official policy for the Federal government. However, much of the work to promote multiculturalism falls into the purview of education, a responsibility of the provinces, and each has been free to commit to the…

Campbell, Patricia B. (1978). A Useful Evaluation of Sex Role Materials: Possibility or Pipe Dream?. An evaluation design for educational equity materials was utilized with seven instructional units on sex roles and sex stereotyping for teachers and teacher educators. The instructional units were developed by the Project on Sex Stereotyping in Education in the areas of human growth and development, mathematics education, science education, language arts education, educational history, social studies education, and physical education. Each unit was reviewed by experts in sex stereotyping, subject area, and multi-cultural education. In embarrassment field tests, education students completed questionnaires identifying possible unit improvements. Multiple-choice cognitive tests incorporated alternatives to stereotyped behaviors and myths about males and females. An adaption of the Bem Sex Role Inventory (BSRI), in which subjects rate themselves on characteristics which are given masculinity, femininity, or androgyny scores, was used as an affective instrument for unit evaluations. The… [PDF]

Catlett, Camille, Comp.; Winton, Pamela J., Comp. (2001). Resource Guide: Selected Early Childhood/Early Intervention Training Materials. 10th Edition. The purpose of this resource guide is to identify and describe teaching, training, and staff development materials that meet three basic criteria: they are good, they are readily available, and they are inexpensive. These resources may assist educators, trainers, supervisors, and other personnel preparation decisionmakers in designing quality preservice and inservice experiences. The guide is divided into two sections: materials on instructional content and materials on the instructional process. The instructional content section provides annotated listings of materials with which to enrich preservice and inservice personnel preparation in 14 key early childhood/early intervention content areas. These include: assistive technology, diversity, early care and development, evaluation/assessment, family-professional collaboration, Individualized Family Service Plans/Individualized Education Programs, inclusion, interagency collaboration, legislation, service coordination, specific… [PDF]

Catlett, Camille, Ed.; Winton, Pamela J., Ed. (2000). Resource Guide: Selected Early Childhood/Early Intervention Training Materials. 9th Edition. Systems Change in Personnel Preparation. This resource guide identifies and describes early childhood education teaching, training, and staff development materials that meet three basic criteria: good, readily available, and inexpensive. It is designed to provide educators, trainers, supervisors, and other personnel preparation decision makers with resources for designing quality preservice and inservice experiences. The guide is divided into two sections: materials on instructional content and materials on the instructional process. The instructional content section provides annotated listings of materials with which to enrich preservice and inservice personnel preparation in fourteen key early childhood/early intervention content areas. These include: assistive technology, cultural diversity, early care and development, evaluation/assessment, family-professional collaboration, Individualized Family Service Plans/Individualized Education Programs, inclusion, interagency collaboration, legislation, service coordination,… [PDF]

Derryberry, Bob R. (1995). Forensic Evolution: Influences upon Local Program Development. Forensic program alumni returning for reunions or speech tournaments sometimes find difficulty in keeping pace with changing forensics practices and procedures. Elements influencing the evolutionary process in forensics include: a growing number of debate philosophy formats, bringing diversity in competitive options; expansion of standard individual event choices; and continued experimentation with new and creative speech, interpretation, and debate tournaments. The separate but often united functions of director and coach exert significant influence on local programs. Decisions regarding team inclusion and the relationship of a program with its publics comprise essential philosophical elements. Entry level participation and the use of public forums enhance student development and program growth and stability. Funding and team commitment are strong influences on program development. Further evaluation is needed in determining specific dimensions for local programs, in the roles of… [PDF]

(1994). Collective Perspectives on Issues Affecting Learning Disabilities. Position Papers and Statements. Position papers of the National Joint Committee on Learning Disabilities during 1981-1994 and information about this committee's history, mission, and operational procedures are presented. The position papers and statements are as follows: "Learning Disabilities: Issues on Definition" (1981); "In-service Programs in Learning Disabilities" (1981); "Issues in the Delivery of Services to Individuals with Learning Disabilities" (1982); "Learning Disabilities: Issues in the Preparation of Professional Personnel" (1982); "Adults with Learning Disabilities: A Call to Action" (1985); "Learning Disabilities and the Preschool Child" (1986); "Issues in Learning Disabilities: Assessment and Diagnosis" (1987); "The Need for Subject Descriptors in Learning Disabilities Research: Preschool through High School Years" (1989); "Learning Disabilities: Issues on Definition" (1990); "Providing Appropriate…

Siegel, Janna (1993). Special Education Issues, Trends, and Future Predictions. This paper identifies and discusses major issues and trends in special education in the United States, including implications of these trends for future developments. Trends are discussed for the following areas: (1) philosophy and law (a communitarian philosophy is emerging); (2) labels and terminology (a trend toward declassification); (3) assessment and evaluation (there will be an increase in ecological assessments); (4) early childhood and postsecondary education (special education will be viewed as lifespan schooling); (5) transitions and life skills (these will receive greater emphasis); (6) inclusion and integration (issues will remain unresolved in the near future); (7) consultation and collaboration (more emphasis, but problems remain); (8) cultural diversity; and (9) gifted and talented (mor emphasis on multiple facets). There is also likely to be more effort to coordinate various agency services to bring about improved affordability of assistive technology devices to… [PDF]

Kent, Carol; And Others (1996). Technical Assistance Guide for Community College Administrators and Program Coordinators. This guide provides information and guidelines to community college personnel who are administering and coordinating programs designed to prepare paraprofessionals to work with individuals with developmental disabilities in community settings. The guide is specifically for individuals managing the "Paraprofessional Curriculum for Community Inclusion" program offered at Michigan community colleges. The guide describes the Community College Initiative developed by Wayne State University's Developmental Disabilities Institute, especially its features of systems change, student diversity, a values-based curriculum, academic skill development, and career path development. The guide outlines the importance of "person first" language, program needs assessment, community linkages, program certification, staffing, disability support, and job placement. A chapter on curriculum development focuses on the core curriculum which stresses seeing people first (not their… [PDF]

Damon, Linda; And Others (1997). Preparing Teachers for Tomorrow: A Constructivist Approach. A 12-hour curriculum/methods block designed to lead elementary education teacher candidates through a constructivist, integrated model of teaching and learning is outlined. This block is part of a graduate level program that leads to licensure and a master's of Curriculum and Instruction in Curriculum and Instruction called Initial Teacher Education (ITE). The major concepts of the course are: intelligence as a capacity to learn, diversity, constructivism, integration, holistic approach, inclusion, technology as a tool, collaboration, and reflection. Activities to build knowledge and understanding include developing a lesson plan based on research of a downtown urban community, and an extended classroom activity allowing for real life application of earth science, mathematics, social studies, expressive arts, and literacy. Activities to apply curriculum content include an extended classroom activity in which teacher candidates plan an integrated day based on the content of Colorado… [PDF]

Carroll, Martha E.; Dennison, Martha Jo (1998). Focus on Ability: Serving Girls with Special Needs. This handbook is designed to introduce adults in Girl Scouting to the rewards, pleasures, and challenges of working with girls who have disabilities. Included in the book are definitions of various disabling conditions, ways in which activities can be adapted, and behavioral expectations. Also included are activities for simulation of the disabling conditions. Chapter 1 of the handbook discusses diversity in girl scouting, the continuum of differences in learning, communication, motor and physical ability, emotional adjustment, sensory abilities, legal definitions of disabilities, and inclusion in girl scouting. Chapter 2 provides strategies for preparing leaders, troops, and the meeting environment for including a girl scout with a disability. Key considerations for meeting sites are outlined, and adaptations for activities are provided. Chapter 3 describes 12 simulations for creating disability awareness. Chapters 4-10 each provide information on specific types of disabilities,…