(2002). Contemporary Perspectives on Early Childhood Curriculum. Contemporary Perspectives in Early Childhood Education. Noting that the curriculum in early childhood education is dramatically different from that at other levels of education, this volume seeks to clarify some of the issues related to early childhood curriculum development and its bases in both personal knowledge and knowledge from the different disciplines to achieve a \balanced curriculum.\ Following an introduction to the volume, the chapters are as follows: (1) \Influences on Early Childhood Curriculum Development\ (Bernard Spodek and Olivia N. Saracho); (2) \Sociable Thinking: Cognitive Development in Early Childhood Education\ (Kelvin Seifert); (3) \Developmental Play Theories and Children's Social Pretend Play\ (Olivia N. Saracho); (4) \Effective Early Childhood Curriculum for Children At Risk\ (Barbara A. Wasik, Mary Alice Bond, and Annemarie Hindman); (5) \Addressing Linguistic and Cultural Diversity in Early Childhood: From Equity to Excellence, from 'Raices' to 'Alas'\ (Eugene E. Garcia); (6) \Young Children's Literacy…
(1995). A Report to the Leaders of America's Colleges and Universities: Meeting the Challenge of Student Financial Aid. This report presents the findings of an investigation into the major issues and possible responses to recent changes in college student financial aid. An executive summary reports that student financial aid is of urgent concern to institutions, policymakers and the nation and that a long term dialogue on the role, impact, and importance of financial aid is called for. An opening section describes the changes that have taken place during the past 25 years, some that are cumulative, others that were triggered by the Higher Education Act Reauthorization of 1992. Part 1 describes serious challenges that arise from these changes: (1) challenges to equity, access, and diversity; (2) implications for institutions' financial health; and (3) the risks and liabilities for institutions that participate in federal aid programs. Part 2 suggests strategies for effective leadership including a strong recommendation that presidents, trustees, and others: first, ensure that institutional financial… [PDF]
(2003). A Critical Overview of Trends and Practices in Performance Management in the South African Higher Educational Environment. South African Journal of Higher Education, v17 n2 p131-138. The transformation from an industrial society to a postmodern knowledge society has given rise to a new set of values that are manifesting to varying degrees in modern organisations. Besides quality orientation, these include focus on teamwork and cooperation, democratisation of the workplace, fairness and equity in labour relations, and a respect for diversity. In South Africa, many of these values have been amplified by the political transformation that the country has been undergoing since the early 1990s. Organisations are obliged to promote these values and build new cultures through strong leadership, changed strategies, and ensure buy-in and compliance by means of performance management and reward systems. Higher Education, particularly in South Africa, has been reluctant to adopt performance management systems and practices, especially insofar as it pertains to the management and appraisal of academic staff at institutions of Higher Learning. The reasons for the reluctance… [Direct]
(1992). The Reorganization and Restructuring of an Urban School System. Three inter-related phenomena push the need for educational change and school improvement. These are the change from an agrarian to an industrial, and from an industrial to an information society; the changing demographics that see an increase in student racial and cultural diversity; and the need for new services for low income students. The Springfield Public Schools (Massachusetts) have undertaken change in the following four areas to ensure school reform for today's needs: (1) organizational transformation; (2) pedagogical transformation; (3) societal and attitudinal transformation; and (4) political and financial transformation. The Springfield school system has recognized these areas for change, realizing that the single most important issue is that of equity. It is not how children come to school that matters, but what the school does with them when they get there that makes a difference. The systemic changes in Springfield began with reorganization of the central office, and… [PDF]
(1992). Choice in Public Education. There has been much recent debate in both educational and political circles about the utility of choice as a means of improving the educational system. This book argues that any discussion of choice must address choice in public schools. The book is organized into seven chapters. Chapter 1 provides an overview of choice in public education, including the arguments for choice and descriptions of the various choice options. Three necessary components of education reform are identified–diversity, autonomy, and equity. Chapter 2 reviews the research on public school choice and identifies effective choice options and plans currently in practice. A controlled-choice program within an alternative/magnet school is advocated. Chapters 3-5 include case studies of three school districts–Richmond, California; Lowell, Massachusetts; and Montclair, New Jersey–that have implemented choice programs with varying degrees of success. Chapter 6 details a step-by-step planning process for parents and…
(1991). Feminism, Disability & Education–For What?. Written from the point of view of an Australian professional woman with a degenerative visual impairment, this paper, part of an ongoing investigation into disability, equity programs, and the labor market in Australia, discusses the social and employment problems facing women with disabilities and presents four case studies of Australian visually impaired women. The paper recounts several personal experiences demonstrating the tendency of society to infantalize or ignore the disabled adult's needs especially in the employment arena. North American and Australian literature is cited demonstrating differences in male and female experiences of disability including lower rates of female marriages, more females with disabilities living alone, highly sex stereotyped education, low numbers of females receiving rehabilitation services, low job status for females, and high female unemployment. The four case studies of women (aged 32 to 63) illustrate both diversity and similarity in women's…
(1975). Some Issues in Rural Education: Equity, Efficiency and Employment. IIEP Seminar Paper: 24. Recommendations for a new emphasis in rural education have arisen out of what is seen as a crisis in education itself and an awareness of the intractabilities of the unemployment problem for youth, urban, and educated populations. Basic education (defined as programs designed to teach primarily rural children and youth the basic knowledge considered relevant to everyday life, encompassing literacy, numeracy, and the knowledge required to run a household and bring up a family) is increasingly being considered as an effective alternative to traditional primary education both on grounds of equity and its potential socioeconomic benefits. In general, there is a wide diversity of nonformal education programs which have been implemented throughout the developing world over many decades. Examination of exemplary nonformal education programs in various developing nations (the dual primary-basic education in the Upper Volta is a case in point) reveals that, in general, nonformal education… [PDF]
(2005). Reconceptualizing Equity Pedagogy in Technology Teacher Education: A Double Infusion Model. Multicultural Perspectives, v7 n3 p10-19 Jul. In this article, we propose to infuse multicultural concepts into the technology core courses that are taught in undergraduate teacher education programs. The need to do so was realized as a result of participation in a Preparing Tomorrow's Teachers to Use Technology (PT3) grant and the subsequent formation of an equity team that ultimately examined students' sensitivity to diversity and understanding of multicultural education. Drawing from the multicultural scholarship, the authors have developed an adapted schema that offers instructional technology a process for infusing multicultural content through the instructional technology curriculum. Students in these technology courses are taught that technology can be used to enhance learning and are encouraged to incorporate its use in their future teaching. As preservice and inservice teachers attempt to integrate technology into their elementary and secondary subject areas, they need to critically examine how such use will affect… [Direct]
(1999). Understanding "Whiteness" in Academia: A Black Woman's Perspective. While a great deal of discussion has been generated regarding increased levels of student diversity, recruitment of minority faculty, and the diversification of college curricula, there has been far less written about the impact of white institutions on the psyches of ethnic minority faculty. This paper discloses one African-American female faculty member's perceptions of "whiteness" in academia. The paper contends that if educators explore and examine the racial dynamics between faculty and staff, the complexities of addressing race and equity in the classroom is demystified and the likelihood of faculty-of-color remaining at predominantly white institutions is increased. It begins by describing the faculty member's reactions to a School of Education faculty race retreat. Drawing upon the faculty member's feelings, thoughts, and reactions to the retreat, the paper relates those reactions to the concept of "whiteness." Choosing to avoid the use of theory or… [PDF]
(2006). Dispositions in Action: Do Dispositions Make a Difference in Practice?. Teacher Education Quarterly, v33 n2 p53-68 Spr. The discourse on teacher quality has centered on issues of teacher knowledge and teacher skill, yet a third element that is central to all professional standards is teacher dispositions. Although there is no consensus about a definition of teacher dispositions, there are several models in use regarding how dispositions are being addressed. Most prevalent in terms of assessing dispositions are the standards of professional organizations such as National Council for the Accreditation of Teacher Education (NCATE), National Board for Professional Teaching Standards (NBPTS), and Interstate New Teacher Assessment and Support Consortium (INTASC). For example, NCATE (2000) defines dispositions as "values and commitments" that define teacher performance. Approaches to assessing teacher dispositions often loosely equate to values, beliefs, attitudes, characteristics, professional behaviors and qualities, ethics, and perceptions. Because accreditation requires an emphasis on assessing… [PDF] [Direct]
(2021). Teachers' Perceptions of Cultural and Linguistically Diverse Students with Special Needs in Inclusive Settings. Insights into Learning Disabilities, v18 n2 p143-157. The purpose of the study is to examine special and general education teachers' perceptions of culturally and linguistically diverse students with disabilities in 3 urban high school settings. A focus group and interviews were conducted with 13 teachers using a semi-structured interview format. A qualitative non-experimental research design was used to obtain teachers' perceptions on the academic achievement of CLD students with disabilities in an inclusive setting. Recorded data were transcribed, analyzed, and reduced into thematic categories. To provide trustworthiness of the data, an audit trail was created to allow for all researchers on the project to review each other's findings (Phillippi & Lauderdale, 2017). Member checking, also known as participant or respondent validation, a technique for exploring the credibility of results, was employed. Five themes emerged from the data: (a) social support, (b) collaboration between special education teacher and general education… [PDF]
(1996). Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Seattle, Washington, January 11-14, 1996). These conference proceedings include papers presented and summaries of presentations made at the 1996 Annual International Conference of the Association for the Education of Teachers in Science (AETS). Topics include: English-as-a-Second Language (ESL) Strategies in science methods courses; writing strategies; action research and equity issues; the Investigating the Universe Project; knowledge structures of teachers; embedded practicums; Science, Technology, and Society investigations; student and teacher questions; combining demonstration classrooms and inservice; preparation and evaluation of videocases; inclusion in the science classroom; using open-ended questions; using children's ideas and literature; the role of technology; using e-mail partners; Internet Exchange Project; professional development schools; self-evaluation of the implementation of the learning cycle; integration and use of technology; Project Prism; complex instruction; promoting primary science;… [PDF]
(1984). A Position on "A Nation at Risk.". The National Alliance of Black School Educators (NABSE) supports the basic view of "A Nation at Risk," which calls for immediate educational reform. But NABSE is troubled by the report's neglect of the special needs of Black and poor students. "A Nation at Risk" lacks compassion for those not of the "fittest," and admonishes students to achieve more or become discards. Failing to hold teachers and administrators responsible for their own performance, the report does not realize that a teacher candidate's high test scores do not mean he or she would be sensitive to the demands of educating students of a different race or class. In summary, NABSE's position on "A Nation at Risk": (1) supports the twin goals of equity and high quality and the creation of a Learning Society; (2) approves of the New Basics (but recommends inclusion of African-American studies); (3) endorses the Federal government's primary responsibility in leading and funding…
(2001). Milestones in Rural Education, 1950-2000. A SERVE Special Report. This analysis is organized by decades, 1950s-1990s. In each decade, a context is presented for summarizing general information on broad education events that also affected rural areas and schools. Next, policies are outlined that were directed at or had a significant impact on rural education at the federal and then the state level. State-level policies with national significance are included. Research that specifically focused on rural education is also described. Finally, other critical developments that significantly affected rural education in that decade are listed. Each milestone is followed by a brief statement of rationale for inclusion. Those interested in rural schools have much to celebrate when they review the milestones of the past 50 years, including the virtual demise of mandated school district reorganization; the development of many state policy strategies to address issues of funding adequacy and equity, as well as quality educational programs; the growing body of… [PDF]
(1992). Teaching for Development: A Handbook for Instructors. 1992 Edition. Developed as a resource for faculty members at the Community College of Vermont (CCV), this four-part handbook provides information about the CCV and presents ideas and strategies for enhancing the effectiveness of teaching. Part I reviews the history of the CCV; examines the institution's mission, goals, and programs; profiles the CCV's teachers and students; discusses the role and availability of support staff; and provides a list of answers to commonly asked questions. Part II presents a selection of theoretical perspectives on successful approaches to teaching adults, including a discussion of the teacher's role and the goals of teaching; an overview of adult learning theory; and an outline of the Kolb approach to understanding student learning styles. Part III provides information about course planning, including a discussion of approaches to developing learning objectives, planning teaching methods and learning activities, identifying appropriate classroom assessment and…