Grunig, Larissa A. (1989). Applications of Feminist Scholarship to Public Relations: Displacing the Male Models. Feminist scholarship has the potential of modifying the assumptions, values, and methodologies of any discipline because it examines that field from the viewpoint of both men and women. Faculty development programs across the country are aimed at incorporating this new scholarship into the curriculum. One such program, the University of Maryland's \Thinking about Women,\ is used as the model for this paper. Curricular transformation projects share the goal of teaching about women and diversity with sensitivity in the classroom. Statistics show that women comprise 51 percent of the public relations field. This feminization of the field is cause for concern to both males and females, for history shows that shifting from a male to a female majority brings with it a depressed salary schedule and loss of prestige. Since men remain in positions of power in public relations, public relations educators should feel compelled to sensitize them to their responsibilities to the entire… [PDF]

Reimers, Fernando, Ed. (2000). Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas. The David Rockefeller Center Series on Latin American Studies. This book aims to unveil some of the intricacies and paradoxes in the links among education, poverty, and inequality in the Americas by offering a current account of the status of educational opportunities for low-income groups. The goal is to offer various frameworks to conceptualize the dynamics of educational inequality at the micro-level and to discuss, based on empirical evidence, the short- and long-term impact of various policy efforts aimed at expanding the learning opportunities of poor children. The book covers Argentina, Chile, Colombia, Mexico, Peru, and the United States, with two chapters on Latin America as a region. Analyses frequently point out the particular disadvantagement of rural and indigenous children. Chapters are: (1) "What Can We Learn from Studying Educational Opportunity in the Americas and Why Should We Care?" (Fernando Reimers); (2) "Perspectives in the Study of Educational Opportunity" (Fernando Reimers); (3) "Excellence,…

Bellm, Dan (2005). Establishing Teacher Competencies in Early Care and Education: A Review of Current Models and Options for California. Building California's Preschool for All Workforce. A Series of Policy Briefs. Center for the Study of Child Care Employment, University of California at Berkeley This policy brief provides guidelines grouped into five areas: personal and professional behavior; classroom environment; health, safety and nutrition; working with families and communities; and administration and management. The document discusses the topics that teacher competencies generally cover, options for how they might be developed and structured in California, and examples of major efforts by national organizations and other states. National and state early childhood teacher competencies are compared in tabular and textual form using the following categories: (1) National Board of Professional Teaching Standards; (2) Understanding Young Children; (3) Equity, Fairness and Diversity; (4) Assessment; (5) Promoting Child Development and Learning; (6) Knowledge of Integrated Curriculum; (7) Multiple Teaching Strategies for Meaningful Learning; (8) Family and Community Partnerships; (9) Professional Partnerships; and (10) Reflective Practice. It is concluded that the process of… [PDF]

Walker, William, Ed.; And Others (1991). Advancing Education: School Leadership in Action. To Mark the Twentieth Anniversary in 1990 of the Commonwealth Council for Educational Administration (CCEA). Aimed primarily at practitioners, this book's main objectives are to illuminate significant educational administration issues, sensitize readers to rapid and inevitable changes in the field, guide well-informed administrative action, review emerging developments, and demonstrate the Commonwealth Council for Educational Administration's leadership as a professional association. Section 1 briefly describes changes in the concept of the Commonwealth, highlights the Commonwealth Secretariat's role, and describes the development of the CCEA as an international leader in educational change. Section 2 analyzes key issues such as centralization and decentralization, autonomy and accountability, effective schooling, teacher professionalization, and equity and diversity in multicultural studies. Section 3 describes and analyzes the roles played by the principal/head teacher and the superintendent/education officer. The final section identifies some significant resources to illuminate,… [PDF]

Becker, Joanne Rossi, Ed.; Pence, Barbara J., Ed. (1993). International Group for the Psychology of Mathematics Education, North American Chapter. Proceedings of the Annual Meeting (15th, Pacific Grove, California, October 17-20, 1993). Volumes 1 and 2. This two-volume document provides the proceedings of a conference on the psychology of mathematics education. Plenary session themes were "Diversity and Equity," (with papers by Gilah Leder; Walter Secada; and Ubiratan D'Ambrosio), "Teacher Education," (with a paper by Thomas Cooney), and "Technology" (with papers by Jere Confrey; Sharon Dugdale; Celia Hoyles and Richard Noss; and Carolyn Kieran, Maurice Garancon, Lesley Lee, and Andre Boileau). The 2 volumes also contain 59 research papers, 45 short orals, and descriptions of 6 posters and 14 discussion groups presented at the conference. The research papers are organized into the following categories: (1) Advanced Mathematical Thinking; (2) Algebraic Thinking; (3) Assessment and Evaluation; (4) Epistemology and Cognitive Processes; (5) Functions and Graphs; (6) Language and Mathematics; (7) Modeling; (8) Number and Proportion; (9) Probability and Statistics; (10) Problem Solving; (11) Social and… [PDF]

Brooks, Ann, Ed.; Mackinnon, Alison, Ed. (2001). Gender and the Restructured University: Changing Management and Culture in Higher Education. This collection explores the impact of globalization and organizational change on academic institutions and their staff. It considers the restructuring of universities as part of a broader process of restructuring academic identities for the global knowledge economy and focuses on how women managers handle change within their institutions. The chapters of part 1, "Restructuring Global Knowledge," are: (1) "Restructuring Bodies of Knowledge" (Ann Brooks); and (2) "Women Leaders in the Restructured University" (Jill Blackmore and Judyth Sachs). Part 2, "Gendered Work Cultures," contains: (3) "Academia, Management, and Men: Making the Connections, Exploring the Implications" (Jeff Hearn); and (4) "Globalization and Gendered Work Cultures in Universities" (Jan Currie and Bev Thiele). Part 3, "Women Managing Change," contains: (5) "Managing Equity: Mainstreaming and 'Diversity' in Australian Universities"…

Tieso, Carol (2004). Through the Looking Glass: One School's Reflection on Differentiation. Gifted Child Today, v27 n4 p58-62 Fall. Teachers must deal with a diversity of students' abilities, strengths, and interests in their classrooms while at the same time covering the material, prepping students for standardized tests, and preparing themselves to be \highly qualified.\ Legislation requiring services for gifted and talented students and the paucity of quality programs for such students has left the classroom teacher to fill the void, which brings up the question: How do class room teachers address issues of equity and excellence while pursuing curricular and instructional innovations that fundamentally change the way schools operate? Further, how do classroom teachers receive the training they need to teach to students' varying abilities, interests, and learning styles? There has been one innovation introduced that has demonstrated initial and lasting change: peer or technical coaching (Joyce & Showers, 1995) combined with strategies and techniques for enhancing and differentiating curricula for high ability… [PDF]

Nakanishi, Don T., Ed.; Nishida, Tina Yamano, Ed. (1995). The Asian American Educational Experience. A Source Book for Teachers and Students. In recent years a body of research has begun to emerge to document, analyze, and offer practical suggestions and policy-oriented recommendations on the contemporary and historical educational experiences and issues of Asian Americans and Pacific Islanders. Among the many factors that contributed to the prior neglect of these issues was the monolithic view of Asian American academic achievement and the idea of a model minority. This book provides diverse readers, teachers and students, with a collection of recent studies in the field of Asian American/Pacific Islander educational research. The 24 selections are grouped into: (1) "Historical Perspectives on the Schooling of Asian/Pacific Americans"; (2) "Academic Achievement and the Model Minority Debate": (3) "Elementary and Secondary Educational Issues: The Challenges of Growth and Diversity"; and (4) "Higher Educational Issues and Experiences: Access, Representation, and Equity." These…

(1980). Third Annual Report, Calendar Year 1979. Overview of Committee Research. The National Advisory Committee on Black Higher Education and Black Colleges and Universities was established as part of an effort to effectively administer federal programs for equity in educational opportunity. Its charter requires the examination of all approaches to higher education for Black Americans and the needs of historically Black institutions. In this annual report an overview is given of the committee: its purpose, functions, membership, meetings, and special activities. Highlighted in the report is the research the committee has commissioned; 16 studies are briefly outlined. In a brief descriptionof the committee's plan of action, five major goals are outlined, including (1) access (increasing participation); (2) opportunities for success (quality improvements); (3) opportunity/options (institutional diversity); (4) national program objectives and system supports for research and needs assessment; and (5) development of a 25-year plan. Appended are lists of committee… [PDF]

Douglass, John Aubrey (2005). A Comparative Look at the Challenges of Access and Equity: Changing Patterns of Policy Making and Authority in the UK and US Higher Education. Higher Education Policy, v18 n2 p87-116. This essay compares and contrasts approaches to access and equity in these two nations, focusing largely on higher education (HE) in England and public HE in select states in the US. Three general themes are offered in the following narrative. The first is the transition of admission policy making from an internal academic decision to an increasingly external and politically driven process, and linked to the drive to develop mass systems of HE. Seven general phases are identified in the effort to expand access, and to increase the diversity of students, particularly within public universities. A second theme compares the cultural differences between the UK and the US and their influence on policymaking. A third theme relates to the contrasting organization of HE and the influence on admission policies. There are significantly different sources of power and authority in the US and in the UK. Even with these differences, however, one sees a pattern of convergence in policy goals, and… [Direct]

Teitel, Lee (2004). Two Decades of Professional Development School Development in the United States. What Have We Learned? Where Do We Go from Here?. Journal of In-service Education, v30 n3 p401-416 Mar. In the close to 20 years since the Holmes Group first introduced the term professional development school (PDS), PDSs have grown in the United States from a concept to become a cornerstone of serious attempts to simultaneously improve teacher education and public schools. In the course of this maturation process, PDSs have come in from the margins and there has been a coalescence and a codification of what it means to be a PDS, along with a growth in networks to support and help develop PDSs. A sharper focus on the impacts of PDSs has evolved, especially on P-12 students, and, overall, there are now stronger conceptualizations about assessment in PDSs, connecting PDS processes to desired outcomes for students, pre-service teachers and experienced educators. Finally, there has been an increase in attention, and some slow movement toward using PDSs to address the diversity and equity challenges of the country. The article addresses these trends, and the implications–challenges and… [Direct]

Hornbeck, Becky (2002). Out of School Time Matters: What Community Foundations Can Do. This publication presents a tool for community foundations interested in developing out-of-school-time programs in their communities. It explores what is being learned about efforts to build quality systems and to challenge community foundations to help their communities sustain them. The accounts it presents were gathered through a survey of over 650 U.S. community foundations and from the work of community foundations that received grants from the Coalition of Community Foundations for Youth. The publication presents the following sections: "Out of School Time Matters to Youth, Families and Communities"; "Building Blocks of an Out of School Time-Friendly Community: Equity and Diversity"; "Quality"; "Financing"; "Policie: 21st Century Community Learning Centers"; "Partnerships";"Youth Engagement"; "Intermediary and Governance Entities"; and "Playing Many Roles: Going the Distance." Three… [PDF]

Torrez, Nena (1999). Exploratory Comparisons from the Field: Study of Students from Two Teacher Credentialing Programs of Cross-Cultural, Language, and Academic Development (Professional Development Schools and Regular Teacher Education Programs). This paper discusses development of the Crosscultural, Language, and Academic Development (CLAD) credential in California's preservice teacher education. CLAD focuses on first and second language development, educational equity, linguistic and cultural diversity, equal access to core curriculum, respect for cultural and linguistic issues, materials that capitalize on students' prior experiences and learning styles, and communication with parents. The paper compares regular on-campus CLAD programs with those offered within a Professional Development School (PDS) model, highlighting the Temecula PDS, which is in its first 2 years of operation. The paper focuses on the ability of new teachers within the Temecula PDS to (1) effectively challenge students in core content areas, (2) work effectively with diverse populations, (3) work effectively with colleagues, and (4) become reflective practitioners. Exploratory results from the first two cohorts of the Temecula PDS have generated… [PDF]

Ng, Gan Che, Ed.; And Others (1993). International Conference of the Australasian Association of Institutional Research (3rd, Auckland, New Zealand, November 25-27, 1992). Selected Papers. Journal of Institutional Research in Australasia, v2 n1 Nov. Eight papers presented at the Third International Conference of the Australasian Association of Institutional Research (AAIR) are published in this journal issue. They represent the diversity and richness of the field of Planning in the Public Sector" (Jack Smith); (2) "Futures Planning for Tertiary Education: Curricula for the 21st Century: The Student and the Problem" (Graham J. Logan); (3) "An Infra-Structure for the Provision of Campus Information Services" (J. Dockerill); (4) "Educational Pathways in a Multi-Sectoral Institution: Challenges and Strategies for the Future" (Gan Che Ng and others); (5) "Quality of Student Outcomes: Concepts and Issues of Measurement" (Gan Che Ng and others); (6) "Integrating Total Quality Management into Review of Educational Institutions" (K. K. Navaratnam and Rory O'Connor); (7) "RPL Building Equity into the Assessment Model" (Mary Jones and others); (8) "A Potpourri of… [PDF]

Copple, Carol, Ed. (2003). A World of Difference: Readings on Teaching Young Children in a Diverse Society. As teachers encounter a wider variety of children and families than ever before, dealing with all the differences can be demanding. This book provides a collection of 45 readings reflecting the strong, continuing current of thoughtful work on teaching young children in a diverse society to help teachers and prospective teachers respond to the challenges and opportunities posed by classroom diversity. The readings are grouped into eight areas, each with a brief overview describing how all the pieces of the section fit together. The sections are: (1) "Teaching in a Multicultural, Multilingual Society"; (2) "Forging a Caring Classroom Community"; (3) "Building Relationships with All Families"; (4) "Regarding Social Class and Family Circumstances"; (5) "Promoting Gender Equity, Respecting Gender Differences"; (6) "Creating an Inclusive Classroom"; (7) "Educating in a Religiously Diverse World"; and (8) "Growing…