(1994). Everyday School Violence: How Disorder Fuels It. American Educator: The Professional Journal of the American Federation of Teachers, v17 n4 p4-9,44-48 Win 1993-94. Argues that everyday school violence, as distinct from isolated sensational incidents, is caused at least in part by the educational policies and procedures governing schools and by the way these policies are implemented. Trends affecting school disorders, including erosion of teacher authority, are discussed, and some solutions are proposed. (SLD)…
(1998). Women's History and Seneca Falls: An ERIC/ChESS Sample. OAH Magazine of History, v12 n2 p43-44 Win. Presents an annotated bibliography of educational resources related to women's history and the historic Seneca Falls (New York) conference on women's rights. Materials selected include books, academic journals, theme issues, videos, workbooks, and curriculum guides. Includes information on locating, ordering, and reproduction of these resources. (MJP)…
(1994). Reel History and the Cold War. Lesson Plan. OAH Magazine of History, v8 n2 p23 Win. Asserts that the Cold War era has little historical meaning for today's students. Maintains that the use of feature-length films on videocassettes can be used effectively with appropriate reading and writing exercises. Provides a filmography focusing on social issues and a lesson plan. (CFR)…
(2004). Formalising the Future of Languages Education. Current Issues in Language Planning, v5 n4 p424-437 Nov. Education is the right, but not the reality, of all. Various international trends are identified to set the scene for languages education. Challenges facing the teaching profession–in the contexts of teachers, students, teacher training, conditions and the curriculum–are addressed by effective strategies. Policy is prioritised, as it is in this area that a framework can be created to facilitate the implementation of successful strategies and a positive perspective of the profession. Existing, practical programs provide further insights. With examples extant in UNESCO studies and reports, we turn to gains recognised by this organisation–based on the principles of the Universal Declaration of Human Rights–to provide solutions. (Contains 2 notes.)… [Direct]
(2009). Reparable Harm: Assessing and Addressing Disparities Faced by Boys and Men of Color in California. Monograph. RAND Corporation The study identifies some of the greatest disparities for boys and men of color relative to their white counterparts across specific socioeconomic, health, safety, and school readiness indicators in California and provides information about different strategies for reducing the disparities–including effective programs, practices, and policies–that can begin making an important difference in changing the life course of boys and men of color. (Contains 19 tables, 45 figures, and 22 footnotes.) [This work was prepared for The California Endowment and produced within the RAND Health Promotion and Disease Prevention Program (HPDP).]… [Direct]
(1996). Combatting Sexual Harassment in Higher Education. This book presents 18 papers on issues in sexual harassment within the higher education setting. It notes that only within the past two decades have sexual harassment and related subjects begun to be openly discussed, investigated, and become the formal concern of government, business, and education. Papers include: (1) \Issues and Questions\ (Bernice Lott and Mary Ellen Reilly); (2) \Women on Campus: History To Use\ (Lynn D. Gordon); (3) Definitions of Sexual Harassment (Louise F. Fitzgerald); (4) \The Prevalence of Sexual Harassment (Louise F. Fitzgerald); (5) \Sexual Harassment in Higher Education: What We've Learned\ (Anne T. Truax); (6) \Sexual Harassment on Campus: A Continuing Controversy\ (Barbara G. Taylor); (7) \Blackboard Jungle Revisited\ (Marcia Bedard and Beth Hartung); (8) \The Legal Context of Sexual Harassment\ (Louise F. Fitzgerald); (9) \Institutional Policies and Procedures\ (Louise F. Fitzgerald); (10) \Campus Policies, The Law, and Sexual Relationships\ (Doric…
(1998). The Influence of Gender Structures on Perceptions of Workplace Culture and Climate. AIR 1998 Annual Forum Paper. This study applied feminist organizational theory to explore the effects of gender structure on perceptions of organizational culture and climate. The study used data from a 1994 survey of permanent, noninstructional staff at a major midwestern university (n=4,800). The research sought to determine: (1) whether gender-dominated organizational sectors exist in the noninstructional work setting of a university; (2) how employee gender relates to perceptions of organizational work culture and climate; (3) how gender dominance in job type relates to perceptions of organizational work culture; and (4) how employee gender, gender dominance in work sector, and perceptions of organizational culture relate to perceptions of work climate. The conceptual framework for the study included feminist views of organizational theory, literature on organizational culture and climate, and issues of gender in higher education. The data revealed distinctive gender distributions among job types,… [PDF]
(1989). Black Lives, White Lives. Three Decades of Race Relations in America. This book explores the racial experience and consciousness of black and white Americans within the context of their lives over the course of 20 years. The subjects of this book, 16 blacks and 12 whites, were interviewed in 1968, again in 1978-79, and for a third time in 1986. They speak in their own words about how their lives unfolded, how their political beliefs and racial attitudes changed or remained the same, and how they assess the social transformations they have witnessed. The book includes an introduction and is divided into two parts. Part One, "1968: Surviving the Sixties," contains the following chapters: (1) "The Politics of Manhood and the Southern Black Experience"; (2) "Whites on the Front Lines of Racial Conflict"; (3) "Four Black Women and the Consciousness of the Sixties"; (4) "White Backlash: The Fear of a Black Majority and Other Nightmares"; (5) "Black Youth and the Ghetto Streets"; (6) "The…
(1983). The Reagan Administration's EEO Policy. The Reagan administration is committed to the principle of equal employment opportunity (EEO). No policy shift has occurred in the treatment of "class action" litigation, or in the "pattern or practice" suits in the Justice Department's Title VII enforcement activities. Significant money settlements have been obtained in "pattern and practice" cases on behalf of those victimized by discriminatory conduct. Statistical analyses continue to be used in determining liability, and from this it follows that the Reagan administration looks for discriminatory effects in the employment field no less than for discriminatory intent. The enforcement record over the past two-and-one-half years underscores the strength of the administration's commitment to equal employment opportunities. In every case the Justice Department insists that the prior discrimination be enjoined and that the employer engage in nondiscriminatory hiring and promotional practices in the… [PDF]
(1989). Recommended Reading Resources for the New Agenda of Women for Higher Education. A reading resource guide prepared to assist in the education and preparation of persons interested in advancing the ideas expressed in "The New Agenda of Women for Higher Education: A Report of the ACE Commission on Women in Higher Education" (1987) contains approximately 200 citations. Titles are organized according to "The New Agenda's" 15 agenda items. These include the following: correct inequities in hiring, promotion, tenure, and salary of women faculty, administrators, and staff; provide a supportive campus climate for women; make a permanent institutional commitment to women's studies; review all policies for effect on majority women and minority women and men; integrate impact studies into the planning process; give specific attention to sexual harassment; prepare an annual status report; initiate a campus values inventory; develop an institution-wide concern for children and families; appreciate the value of diversity; make leadership development and…
(1987). Global Issues: Activities and Resources for the High School Teacher. Second Edition. Increasing student knowledge about other nations and interrelationships with them is the primary goal of this teaching guide. The activities and resources focus on six topics of continuing global importance: (1) trade and economic issues, (2) conflict and armaments, (3) modernization and development, (4) technology and the environment, (5) energy, and (6) human rights. Learning objectives, teaching suggestions, data resources, and duplicating masters for all necessary student materials are provided. Each unit is accompanied by an annotated list of additional resources. The lessons and materials in unit one are designed to help students develop cross-cultural awareness. Activities and resources are provided in unit two to aid student understanding of the complex economic issues confronting the world community. Unit three is designed to heighten student awareness of the complexities of conflict and conflict resolution. Unit four focuses on the progress of traditional, low-technology…
(1984). Regulatory Federalism: Policy, Process, Impact and Reform. A Commission Report. In the last two decades, the federal government's role in state and local affairs has shifted markedly from subsidy to regulation. This report examines the origins and effects of the new "regulatory federalism" and proposes reforms. Chapter 1 delineates the subject, chronicling the growth of intergovernmental regulation and discussing the legal basis, the mechanisms, and the adverse effects of such regulation. The next two chapters analyze, respectively, the judicial and the legislative origins of intergovernmental regulation: chapter 2 examines the federal courts' application of constitutional provisions for regulation, their gradual assumption of managerial authority, and their role in future regulatory reform; chapter 3 discusses the history of legislated regulation, policy instruments selected by lawmakers, and political influences on intergovernmental regulation. Chapters 4 and 5 report the consequences of growing regulation for regulatory and regulated bodies:… [PDF]
(1967). INSIDE THE ORGANIZATION TEACHER–THE RELATIONSHIP BETWEEN SELECTED CHARACTERISTICS OF TEACHERS AND THEIR MEMBERSHIP IN TEACHER ORGANIZATIONS. THE FIRST PHASE OF A COORDINATED THREE-DIMENSIONAL STUDY OF TEACHER CHARACTERISTICS INVESTIGATED PLATFORM DIFFERENCES BETWEEN THE STATE'S TWO MAIN TEACHERS' ORGANIZATIONS AND THE KNOWLEDGE, OPINIONS, AND ATTITUDES OF TEACHERS ON 11 ISSUES OVER WHICH THE EDUCATION ASSOCIATION AND FEDERATION OF TEACHERS AFFILIATES WERE IN CONFLICT. THE SECOND STUDY EXAMINED THE RELATIONSHIP BETWEEN TEACHER PERSONALITY FACTORS AND TEACHER ORGANIZATION MEMBERSHIP. THE THIRD STUDY EXAMINED RELATIONSHIPS BETWEEN THE ORGANIZATIONAL CLIMATE OF A SCHOOL AND TEACHER ORGANIZATIONAL MEMBERSHIP AND ACTIVITY PATTERNS. RESPONSE DATA WERE ANALYZED FROM A RETURN OF 1,262 QUESTIONNAIRES (90.5 PERCENT OF 1,426 TOTAL), REPRESENTING AN 11 PERCENT STRATIFIED RANDOM SAMPLE OF PUBLIC SCHOOL TEACHERS IN THE SEVEN COUNTY TWIN CITIES AREA–417 TEACHERS FROM 21 ELEMENTARY SCHOOLS, 320 FROM SEVEN JUNIOR HIGH SCHOOLS, 448 FROM NINE LARGE SECONDARY SCHOOLS, AND 241 FROM EIGHT SMALL SECONDARY SCHOOLS. THE VAST MAJORITY OF MEMBERS…
(1966). THE HEAT IN OUR KITCHEN. WITH THEIR PROFESSIONAL EXPERTISE AND POSITIONS OF INFLUENCE, EDUCATIONAL LEADERS AT EVERY LEVEL BEAR A MAJOR RESPONSIBILITY IN ACHIEVING REALISTIC SCHOOL DESEGREGATION THROUGHOUT THE NATION. THE EDUCATOR MUST PROVIDE A COMMON MEETING GROUND FOR THE YOUNG NORTHERN NEGRO WHOSE LIFE IS CIRCUMSCRIBED WITHIN A PREDOMINANTLY BLACK GHETTO AND THE WHITE CHILD WHO HAS INHERITED THE STEREOTYPE OF SEGREGATED EDUCATION. TWO BROAD POLICIES MUST BE FOLLOWED TO SECURE COMPLIANCE WITH SCHOOL DESEGREGATION GUIDELINES IN THE SOUTH AND TO DEFINE WHAT CONSTITUTES RACIAL DISCRIMINATION IN THE NORTH AND WEST WHERE SEGREGATION DEPENDS MORE ON RESIDENCE PATTERNS THAN ON STATED COMMUNITY POLICY–(1) MAINTENANCE OF EDUCATIONAL EXCELLENCE IN CENTRAL CITY SCHOOLS, THEREBY REDUCING WHITE MIGRATION TO THE SUBURBS, AND (2) INCLUSION WITHIN EACH SCHOOL OF STUDENTS FROM THE WIDEST POSSIBLE RANGE OF SOCIAL AND ECONOMIC CROSS-SECTIONS OF THE AREA'S POPULATION. WHILE THERE IS NO PERFECT ANSWER FOR ACHIEVING… [PDF]
Feminism, Education, and Social Change: A Case Study of the Public School System in Cincinnati, Ohio, 1830-1880. The paper explores various aspects of educational and social opportunities for women in Cincinnati in the mid-19th century. During the early stages of the industrial revolution in the 1830s, women were generally relegated to performing traditional home-based and child-related functions. Although middle and upper-class parents believed in education for their children many schools did not enroll girls until the late 1830s. During the 1840s and 1850s, reformers affirmed female education for various reasons including the need to teach girls their distinctive divisions of responsibility, build character, and enable women to obey the commands of the Bible. Other factors which encouraged educational opportunities for women in the mid-1800s included population increase, economic growth, interest in moral instruction, and a demand for teachers. By the 1860s, sexually segregated classrooms had disappeared, girls performed as well as boys on high school entrance examinations, increasing…