(1980). Vocational Education. Report by the Secretary of Education to the Congress. This report prepared by the Policy Analysis and Legislation Staff of the Office of Vocational and Adult Education, for the Congress, discusses the status of vocational education using statistical information, state evaluations, and audits, and reports compliance and quality of vocational education programs in selected states. The general provisions of state vocational programs, their basic grant structure, and a review of state program improvement and supportive services are provided. In addition, the states' programs for the disadvantaged and for consumer and homemaking education are reviewed. Presented next are the general provisions of national vocational programs along with an overview of programs of national significance, bilingual vocational training, and the emergency assistance program for remodeling and renovation of vocational education facilities. Then a discussion of the Appalachian Regional Development Commission (ARDC) is provided. Twenty enrollment tables and 12… [PDF]
(2004). Integrating Immigrant Children into Schools in Europe: Liechtenstein–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Liechtenstein. [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2005). The Big Disconnect between Segregation and Integration. Negro Educational Review, The, v56 n1 p67-82 Jan. The hearts and minds of the American people have been won over on the issue of segregation. However, the dilemma is that while an overwhelming majority of Americans would cringe at the idea of a racially segregated America, America remains racially segregated and racial equality is more ideal than real. Even though there is almost no legal segregation in America, most Americans live in segregated neighborhoods, attend segregated schools and churches, play on segregated beaches, vacation in segregated hotels and resorts and many have segregated workplaces. There is an apparent theoretical disconnection in America between the evils of segregation and the virtues of integration. This article takes a look in broad strokes over the past 50 years at how America has progressed legally, ideally and really from the pre-"Brown" society that accepted the legal segregation of the races, to the post-"Grutter" society, which has sacrificed racial integration, and accepted… [Direct]
(2003). Emotional Scaffolding: An Exploration of the Teacher Knowledge at the Intersection of Student Emotion and the Subject Matter. Journal of Teacher Education, v54 n5 p399-412 Nov. The practical knowledge that enables good teaching has emerged over the past decade as an area of critical interest to educational researchers. This article reports on insights gathered during a series of teacher practical knowledge research projects that took place over a 10-year period with more than 40 teacher interns and experienced teachers. The groups were convened for the purpose of critiquing and refining the concept of pedagogical content knowledge. One practice that became a focus of inquiry in these groups was the tailoring of pedagogical representations to influence students' emotional response to some specific aspect of the subject matter being taught. This practice was named "emotional scaffolding". Several examples of emotional scaffolding are provided and a typology of approaches to emotional scaffolding is offered. Possible implications for teacher knowledge theory and teacher education curriculum are explored…. [Direct]
(1985). The Law of Higher Education: A Comprehensive Guide to Legal Implications of Administrative Decision Making. Second Edition. The role of the law on campus is addressed in this resource book for administrators and legal counsel. An overview covers sources of postsecondary education law (e.g., statutes, institutional contracts) and dichotomies between the public and private sectors and between school and church. Attention is directed to: legal concepts and issues affecting internal relationships on campus and external relationships with private accrediting agencies and with local, state, and federal government; the law's impact on administrators' roles and functions; and broad questions of governmental power and process. Specific topics include: institutional and personal liability for acts of trustees and administrators; employment contracts; collective bargaining; nondiscrimination in employment; standards and procedures for faculty personnel decisions; faculty academic freedom; the legal status of students; admissions; financial aid; disciplinary rules; grades, credits, and degrees; suspension/dismissal;…
(1979). Manual of Standards for Juvenile Training Schools and Services. This manual of standards for juvenile training schools and services contains 487 American Correctional Association standards for the accreditation of juvenile training schools (youth development centers, villages, correction centers, treatment centers, service centers, homes for boys and girls, camps, and ranches). Standards presented are organized according to the following 20 subject areas: administration; fiscal management; personnel; training and staff development; planning and coordination; management information systems; records; research and evaluation; physical plant; security and control; food service; sanitation, safety, and hygiene; medical and health care services; resident rights; resident rules and discipline; mail, visiting, and telephone; program and services; reception, classification, transfer, and release; release and revocation; and volunteer involvement. A glossary, the articles of incorporation of the Commission on Accreditation for corrections, and the code of…
(2001). Evaluation of America's Career Kit. The Employment and Training Administration's (ETA's) development and implementation of America's Career Kit (ACK), which is an online career development resource for individuals needing job search assistance, career guidance, salary data, and training and educational resources, was evaluated. The evaluation was designed to determine whether ACK has developed adequate performance measures to gauge the program's overall success and addressed the compliance requirements of the Department of Labor's (DOL's) equal employment opportunity agencies. Several concerns related to development, implementation, and monitoring of ACK were identified. All the identified issues were related to the America's Job Bank (AJB) component of ACK. The evaluation established that AJB's overall effectiveness is difficult to assess and that ETA has not fully addressed the compliance concerns of DOL agencies responsible for equal employment regulations. The following were among the nine recommendations for… [PDF]
(1999). Minorities and Adult Learning: Communication among Majorities and Minorities. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines communication among minorities and nonminorities in adult education programs. The booklet begins with a sketch of the situation of minority group members around the world and a list of 10 ways education policy and legislation can advance minority rights. Discussed next is the importance of allocating resources for education so that the different levels of need and different barriers in areas are taken into account. The importance of recognizing minorities' learning systems is underscored. The following are among the eight recommendations for adult learning by and for minority communities: (1) include minority knowledge, culture, language, religion, lifestyle, and history in curricula in a manner promoting mutual respect and understanding between communities; (2) recognize the role and value of minorities' traditional out-of-school learning processes; (3) link… [PDF]
(2001). Harvard Education Letter, 2001. Harvard Education Letter, v17 n1-6. This document is comprised of the six issues in volume 17 of the Harvard Education Letter, a bimonthly newsletter addressing current issues in elementary and secondary education. Articles in this volume include the following: (1) January-February–"Charters and Districts: Three Stages in an Often Rocky Relationship" (Kelly) and "'We Don't Allow That Here'" (Pirozzi); (2) March-April–"The New Face of Homeschooling" (Farber) and "Collateral Damage" (Birk) on high stakes testing; (3) May-June–"Closing the Gap One School at a Time" (Sadowski) and "Teachers Helping Teachers" (Kelly); (4) July-August–"Seeking a Cure for Senior-Year Slump" (Kelly) and "Nuts and Bolts of Charter-Business Partnerships" (Kelly); (5) September-October–"Sexual Minority Students Benefit from School-Based Support–Where It Exists" (Sadowski) and "Solving Problems with 'Action Research'"; and (6)… [PDF]
(1999). Teaching for Inclusion: A Resource Book for NU Faculty. This teaching manual helps college faculty understand how to work with diverse students in the classroom. An introductory section defines diversity, discusses teacher attitudes, and suggests where to begin. The 14 chapters are: (1) "Creating Inclusive Classrooms"; (2) "Selected Strategies for Teaching for Inclusion"; (3) "Gender"; (4) "Class in the Classroom"; (5) "African American Students"; (6) "Latino/Hispanic Students"; (7) "Native American Students"; (8) "Asian American Students"; (9) "European American Students"; (10) "International Students"; (11) "Gay, Lesbian, Bisexual and Transgender Students" (12) "Students with Diverse Religious Beliefs"; (13) "Students with Special Physical or Learning Disabilities"; and (14) "Nontraditional Students." The 15 appendixes include tables, lists, and data on: faculty and staff diversity; gender… [PDF]
(2004). Integrating Immigrant Children into Schools in Europe: Romania–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Romania. (Contains 2 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2004). Integrating Immigrant Children into Schools in Europe: Portugal–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Portugal. Cultural groups/nationalities are appended. A bibliography is included. (Contains 6 footnotes.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2004). Integrating Immigrant Children into Schools in Europe: Latvia–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Latvia. A bibliography is included. (Contains 5 tables and 1 footnote.) [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]
(2005). A Report on the Status of American Indians and Alaska Natives in Education: Historical Legacy to Cultural Empowerment. National Education Association On October 27, 2004, the National Education Association (NEA) joined with the National Indian Education Association (NIEA) to host "Moving from Research to Practice: A Summit on Indian Students." Over 100 American Indian and Alaska Native education practitioners and researchers from Alaska to Mississippi gathered to share their knowledge of effective educational strategies for American Indian/Alaska Native (AI/AN) students. Presentations focused on four themes: Using Native Language and Culture to Promote Success in Indian Students; Preparing Educators to Be Effective Supports for Student Achievement; Reaching Out to the Community to Create Success; and Promoting Policies that Benefit Indian Students. This report draws, in part, on the presentations and discussions held at the Summit, and explores several aspects of the American Indian/Alaska Native historical, social, and cultural experiences as they relate to the development of Indian education. Using these experiences as… [PDF]
(2005). Comparison of Existing Responsiveness-to-Intervention Models to Identify and Answer Implementation Questions. California School Psychologist, v10 p9-20. Responsiveness-to-intervention (RTI) is the front-running candidate to replace current practice in diagnosing learning disabilities, but researchers have identified several questions about implementation. Specific questions include: Are there validated intervention models? Are there adequately trained personnel? What leadership is needed? When does due process protection begin? and Is RTI a defensible endpoint in the identification process? These questions were addressed by examining four existing large-scale RTI models, Heartland Model (Iowa), Intervention-Based Assessment (Ohio), Instructional Support Teams (Pennsylvania), and the Problem-Solving Model in Minneapolis (Minnesota) Public Schools. The RTI process led to positive outcomes for children with and without disabilities, but all four models were phased-in over time, relied on extensive training for a multidisciplinary team, and followed a protocol to develop data-based adaptations. Clarification about team membership,… [Direct]