(2004). SATurated Models of Pupildom: Assessment and Inclusion/Exclusion. British Educational Research Journal, v30 n6 p801-817 Dec. Adopting a sociocultural theoretical framework and based on ethnographic data from two primary schools, this article seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children's participation in the learning opportunities on offer to them. From their analysis of observational, interview and documentary data, externally-imposed and monitored regimes of assessment are what really matters in the school lives of the year six children in the authors' fieldwork schools. Assessment, narrowed to testing, defines the school day, the curriculum, the teacher's responsibilities, the pupil's worth, the ideal parent, and what counts as ability; it pushes towards a particular type of learning at the expense of other types. The article begins with a brief theoretical and methodological account of the study and a note on each… [Direct]
(2006). Leadership for Social Justice and Equity: Evaluating a Transformative Framework and Andragogy. Educational Administration Quarterly, v42 n5 p700-745. Purpose: This study explores the effects of an alternative, transformative andragogy (i.e., the art and science of helping others to learn) designed to be responsive to the challenges of preparing educational leaders committed to social justice and equity. Design: Within the context of preparation programs, the three theoretical perspectives of adult learning theory, transformative learning theory, and critical social theory are interwoven with the three andragogical processes of critical reflection, rational discourse, and policy praxis to form an alternative, transformative framework. Forty graduate students of educational administration (two cohorts of preservice leaders) participated in this study. Quantitative methods are used to assess the possible effects of transformative learning strategies on preservice leaders' attitudes toward issues of diversity in education. Qualitative research methods are then employed to further explore the possible effects of andragogical approaches… [Direct]
(2003). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 5. September-October 2003. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]
(1993). A Core Curriculum & Training Program To Prepare Paraeducators To Work in Center & Home Based Programs for Young Children with Disabilities from Birth to Age Five. These instructional materials are designed to provide personnel developers and trainers with resources that can be used to improve the performance of paraeducators working in center-based and home visitor programs for young children with disabilities from birth to age 5. The modules cover: (1) roles of paraeducators working in inclusive environments for young children; (2) communication and team-building skills; (3) human and legal rights of children and youth with disabilities and their families; (4) human development; (5) the instructional process (individualized education and family services plans, assessment, data collection, goals and objectives, instructional interventions, and facilitating inclusion using developmentally appropriate activities); (6) working with families; (7) appreciating diversity; and (8) emergency, health, and safety procedures. The format for the instructional modules includes: instructional objectives, equipment and resources required, suggested training…
(1998). Annotated Bibliography on Community Integration. Third Edition. This bibliography lists and abstracts approximately 550 selected resources (books, monographs, and unpublished but publicly available documents) on community integration for people with developmental and other disabilities. Emphasis is on inclusion for people with severe disabilities and selection was based on the degree to which a resource reflected established principles of community integration. Documents were originally published from approximately 1980 through 1998. References are grouped into the following topic areas: (1) philosophy and perspectives on community integration; (2) administrative issues; (3) services and supports for integration; (4) education in the regular classroom; (5) integrated employment, including services and supports; (6) recreation and leisure opportunities; (7) beyond paid services and supports; (8) personal narratives; (9) women with disabilities; (10) sexuality; (11) abuse and violence; (12) multiculturalism and diversity; and (13) disability… [PDF]
(1999). Bibliography on Higher Education in Canada and Index to the Canadian Journal of Higher Education, 1971-1999. Occasional Papers in Higher Education. This publication combines a 160-item bibliography of Canadian-published articles on higher education and a "Canadian Journal of Higher Education" research article index for 1971-1999. The index is arranged alphabetically by major area as follows: adult and continuing education; community colleges (college-university relationships, history and development, organization and governance, programs, staff, students); curriculum (arts and sciences, evaluation and development, interdisciplinary, language and literacy, prison-based programs, professional education, skill development); distance education; economics; employment; equity, financing (institutional, provincial, public policy, students); government; graduate studies; history, public policy, and the Canadian system; international; management and leadership (academic governance and decision-making, deans, department heads, evaluation and reviews, professional development of administrators, staffing); multiculturalism and… [PDF]
(2002). Removing the Barriers: Raising Achievement Levels for Minority Ethnic Pupils. Exploring Good Practice. This resource kit, which can be used with an accompanying videotape and written materials, shows how three English secondary schools have succeeded in raising the achievement of their ethnic minority students by increasing expectations of what each student is capable of, valuing diversity, working in partnership with parents, and encouraging students to believe in themselves and take responsibility for their own learning. The resource is designed to be used in a range of settings (e.g., whole-school training sessions, small discussion groups, and individual induction programs). The kit focuses on having high expectations for students, creating a positive school culture and ethos, tackling prejudice and promoting inclusion, mentoring students, involving parents in their children's schools, providing academic support, and conducting ethnic monitoring to identify problems and shortcomings in the educational system. It also focuses on the issues of high expectations, school culture and… [PDF]
(2000). Florida Community College System 2001 Substantive Legislative Issue Papers. This document is a compilation of substantive legislative issues papers concerning the Florida Community College System in 2001. It examines the following six legislative issues, considered to be of high visibility and importance: (1) issues included in the budget, which consist of funding formulas, dual enrollment, and matching grants; (2) issues with funding implications, which include the Associate of Science degree and workforce formula, adult education funding, accelerated workforce education, rates for electronically delivered instruction, in-state tuition for military, information technology training, student fees, in-state tuition and fees, and the diversity inclusion model; (3) education governance reorganization issues; (4) access issues involving financial aid; (5) regulatory licensing issues, which are comprised of nursing ratio, opticianry, and the Florida building code; and (6) other issues that include workforce tax credits, federal workforce funds, the Administrative… [PDF]
(1997). Lessons for Understanding: An Elementary School Curriculum on Perspective-Taking. This curriculum guide is intended to increase elementary students' awareness of their own and other people's perspectives, resulting in more open attitudes and flexible responses to diversity. Unique features include reflective questions for teachers, a focus on communicating content to families, and planned inclusion of students with disabilities. The curriculum is divided into four units which focus on: (1) the individual student's perspectives; (2) awareness of other people's perspectives; (3) learning to understand conflict; and (4) learning to work together. The 24 lesson plans are presented in the following format: intended grade level and time needed, learning objectives, materials, adult reflection questions, an introduction, suggested activities, closure activities, suggestions for home-school connections, suggestions for adaptations, and space for the teacher's notes. After an overview of the curriculum, the guide's sections provide explanations of the adaptation… [PDF]
(2005). Students with Asperger's Syndrome in an Inclusive Secondary School Environment: Teachers', Parents', and Students' Perspectives. Australasian Journal of Special Education, v29 n2 p140-154. This qualitative study used focus groups and interviews to investigate the inclusion of students with Asperger's Syndrome (AS) into secondary education from the perspectives of: general teachers; special education teachers; students with AS; and their parents (N = 122). Across the four cohorts, five main themes emerged, however, different cohorts concentrated more on one theme than another. Mainstream teachers concentrated more on the nature of the AS condition and its influence on behaviour and social interactions; special education teachers on collaboration and relationships; parents on burnout and a lack of services; and the students with AS on the notion special educators worked hard to assist others. The fifth theme across the four cohorts was the quality of school facilities. The study found that diversity was both an inter-cohort and an intra-cohort variable. The research provides insight into how inclusive practice can be enhanced and why it is a complex, dynamic and… [Direct]
(1991). Campus Climate and the Search for Community within Diversity. Proceedings of the Conference (Albany, New York, April 22, 1991). This publication summarizes proceedings of a working group session convened to discuss ways to encourage efforts of colleges and universities to increase the sense of community on their campuses. It is noted that the sense of community has been diluted over the years due to the great diversity of students, both racial and cultural, that now participate in postsecondary education. The participants consist of over 100 faculty and administrators from 80 public and independent postsecondary institutions in New York State as well as members of the staff of the New York State Education Department. The following sessions are summarized: (1) \Confronting Racial, Sexual, Religious, and Ethnic Conflict on Campus\; (2) \Legal Issues: Freedom of Speech and Academic Freedom\; (3) \Curriculum of Inclusion\; and (4) \Enhancing Community on Campus\. Appendices include the conference agenda, the conference evaluation forms, the conference evaluation summary, 68 suggested readings on campus climate,…
(2005). Is Anyone Listening? Educational Policy Perspectives on the Social Foundations of Education. Educational Studies: Journal of the American Educational Studies Association, v38 n3 p286-297. This article examines to what extent, if any, educational policy documents cite or support the inclusion of the social foundations of education (SFE) within teacher preparation when discussing how to enhance \teacher quality.\ A review of ten major educational policy reports over the last two years reveals an almost complete lack of attention to SFE. These reports span the political spectrum and boast a who's who of top educational scholars and policymakers. The attention that is given (when it is given at all) is perfunctory and almost always attendant to multicultural code words of \diversity\ and \culture.\ This analysis suggests that SFE has minimal visibility, and by implication minimal voice, in contemporary educational policy deliberations. Yet, interestingly, arguments and conclusions within several reports could very easily and productively be appropriated by the SFE field. This article thus concludes by explicating the implications of the marginalization of SFE as well as… [Direct]
(1988). Recent Literature on Urban and Minority Education. ERIC/CUE Digest No. 44. This report reviews six recently published books on the education of urban and minority youth, and the social and cultural environment in which they live. "The Homeless in Contemporary Society" (edited by R. D. Bingham, R. E. Green, and S. B. White), is a primer on homelessness in America. "Gender Influences in Classroom Interaction" (edited by L. C. Wilkinson and C. B. Marrett) consists of 11 conference papers that discuss the ways that gender-related differences are manifested in school. "Effective Education: A Minority Policy Perspective" (C. V. Willie) presents a case for maintaining the integrity of black culture throughout a student's educational experience. "Class, Race, & Gender in American Education" (edited by L. Weis) consists of 13 essays that address the ways schools foster inequalities based on students' sex, race, and class. "Toward Black Undergraduate Student Equality in American Higher Education" (edited by M. T…. [PDF]
(2007). A Review of Concepts from Policy Studies Relevant to the Analysis of EFA in Developing Countries. Create Pathways to Access. Research Monograph No. 11. Online Submission This paper aims to give an introduction to the central concepts and the literature of Policy Studies in education. The first part of the paper addresses the questions of what policy is. How is it made and why is it relevant? It looks in particular at the role of the state and the Policy cycle framework which is an analytical tool that helps to analyse how policy is made and later implemented. The second part then focuses on the central concepts. The two main paradigms of education policy studies relate directly to these central themes. On the one hand a series of policy concepts cluster around social justice, inclusion and the fight against discrimination on the basis of race, gender and disability. On the other lie the debates raging around efficiency, effectiveness and quality of education. These include the issues of accountability and measurement of pupil achievement. The role of the market is discussed and a short section on globalisation explains how the nature of education… [PDF]
(2000). Including At-Risk Students in Standards-Based Reform: A Report on McREL's Diversity Roundtable II (Aurora, CO, November 11-12, 1999). Mid-Continent Research for Education and Learning held the second of a proposed series of three roundtables on student diversity in November 1999. Three commissioned papers prepared by national experts were the basis for activities at the roundtable. Focusing on the unique needs of at-risk students, the papers detail current research and effective practices. They also challenge the reader to reflect on current policies and practices relative to the inclusion of at-risk students in the standards reform movement. This publication includes the commissioned papers and a summary of the roundtable proceedings. The papers are: (1) "Improving the Achievement of Marginalized Students of Color" (Geneva Gay); (2) "Immigrant Students and Standards-Based Reform: Examining Opportunities To Learn" (Pam McCollum); and (3) "The School District's Role in Helping High-Poverty Schools Become High Performing" (Douglas Mac Iver and Robert Balfanz). Each paper contains… [PDF]