(2001). Australian Literacies: Informing National Policy on Literacy Education. Second Edition. This book is designed to inform national policy on literacy education in Australia. A preamble describes the general literacy crisis in Australia, which includes systematic underperformance in English literacy among some groups and many individuals (who are often seriously disadvantaged in their occupational and educational opportunities). The book notes that improvement of literacy for all Australians seeks to respond to personal, civic-cultural, and economic needs. The book includes six sections: (1) "Broad Contexts" (e.g., the powers of literacy and citizenship, social equity, and competence); (2) "What a National Policy on Literacy Should Say" (e.g., policy context, defining literacy, and teaching cycles); (3) "Australia's Learners" (e.g., Australian English speakers, language diversity, and indigenous Australians); (4) "School Literacy Education" (the early, middle, and late years); (5) "Adult Literacy, Numeracy and ESL… [PDF]
(1999). The Colleges, Their Constituencies, and the Courts. Second Edition. Monograph Series, No. 64. This volume examines legal concepts and issues as they apply to colleges and universities, including the key cases, state and federal statutes, and administrative rules and regulations. Chapter 1 describes the legal parameters of the nation's court system and the historical heritage of both public and private institutions of higher education. Chapters 2 and 3 address the scope of legal control of institutional boards of trustees and describe the imperatives of sunshine laws that require state governmental organizations and agencies to operate openly and publicly. Chapter 4 is devoted to faculty employment issues. The quest for equity and diversity in employment in higher education is the focus of Chapter 5. Employment issues involving sexual harassment are addressed in Chapter 6. Chapter 7 is devoted to collective bargaining in higher education and provides the case law that sets the legal parameters for determining which collective bargaining issues are grievable. Chapter 8 is…
(1982). Financing Schooling in Alberta: Report of the Minister's Task Force on School Finance, 1982. Reporting on school financing in Alberta, the 1982 Task Force presents its conclusions and recommendations. These are based on the evaluation of finance plans in terms of the following stated principles: educational equality and financial equity, educational program and school finance, leadership, diversity of revenue sources, and local control. The Task Force, concerned with the issues of adequacy of funding and reducing the complexity of funding programs, concluded that there is a need for local access to a broader financial resource base and that the province should set a goal to improve four grant areas: small school assistance grant, small school jurisdiction grant, declining enrollment grant, and supplementary requisition equalization grant. The Task Force also found that there is no acceptable definition of "basic education" and suggested an operational definition. It recommended further study of leadership and found no acceptable tax source for new revenue raising… [PDF]
(1977). Statewide Coordination and Governance of Postsecondary Education: Quality, Costs and Accountability: The Major Issues of the 1980s. The historical development of coordinating and governing boards in higher education, the structures and powers of these boards, concerns common to the different states, and current issues are considered. The major period of acceleration in the development of state higher education agencies and boards occurred during 1960 to 1975, the most rapid period of expansion in higher education. While all types of institutions increased in size, by far the major growth was in state institutions. Planning, program review or approval, and budget development are three major areas in which most boards have some responsibility. However, boards vary from state to state both in their powers for carrying out these functions and in the scope of their applicability. Factors contributing to the formation of the coordinating or governing boards include: increased expenditures, providing budgetary equity among institutions, assuring diversity among state institutions, and avoiding unnecessary duplication…. [PDF]
(2003). Two Other Wrongs Don't Make a Right: Sacrificing the Needs of Diverse Students Does Not Solve Gifted Education's Unresolved Problems. Journal for the Education of the Gifted, v26 n4 p283-291 Jun. While Robinson argues that we are sacrificing the needs of gifted students–\we are punishing the innocent for the sins of a society that has been unable to conquer these problems\ (p. 251)–I propose a different argument: We are punishing diverse students, also innocent victims, for the sins of a society and an educational system that have not adequately addressed historical and contemporary social injustices. Minority students who are gifted and have the potential to achieve at higher levels are being denied opportunities to participate in gifted education for numerous reasons. This position is followed by examples of such ills and recommendations that support and build upon those provided by Robinson to solve or resolve problems associated with the unnecessary competition between excellence and equity and between gifted education and diversity. I think that the different positions held by Robinson and myself both point to one central question: \How can schools provide all young… [PDF] [Direct]
(1998). The Crisis Crisis in Higher Education: Is That a Wolf or a Pussycat at the Academy's Door? ASHE Annual Meeting Paper. This paper reviews the literature using the word "crisis" in relation to current higher education and analyzes claims of three specific crises of the past 25 years. It considers reasons why educational institutions may be particularly vulnerable to claims of crisis and offers some ideas about the nature of higher education crises and the purposes they serve. Analysis of the literature suggests that institutional crises in higher education fall into four categories: (1) pandemic crises, those that are continual or appear with great frequency, e.g., finance; (2) chronic crises, those that are of moderate continuity and frequency, e.g., diversity/equity; (3) sporadic crises, e.g., student unrest; and (4) idiosyncratic crises, e.g., collective bargaining. The more detailed analysis examines the pandemic crisis of finance, the chronic crisis of confidence, and the chronic crisis of stagnation. It is suggested that the strong rhetoric of crisis is used to gain attention, power,… [PDF]
(1995). Gender Stereotyped Computer Clip-Art Images as an Implicit Influence in Instructional Message Design. The purpose of this paper is to sensitize instructional message designers to the stereotypical signals which may be inherent in computer clip-art selections. A rationale is presented for the power of message design, and the differences between gender equality and gender equity are discussed. Several computer clip-art libraries were analyzed, and the consistent gender themes which emerged throughout these libraries are presented. The following recommendations are made for promoting diverse, equitable, and balanced applications of computer clip-art images for use in instructional messages: (1) use non-gendered images; (2) use non-gendered labels; (3) create your own images; (4) scan images from photographs or printed artwork; (5) advocate computer clip-art libraries which promote diversity through a broader variety of images portraying men and women; and (6) inform computer software companies about preferences. Positive role models as represented in images do make a difference in… [PDF]
(1999). Quality and Diversity in VET [Vocational Education and Training] Research. Proceedings of the National Conference of the Australian Vocational Education and Training Research Association (AVETRA) (2nd, Melbourne, Australia, February 11-12, 1999). These proceedings consist of 43 presentations clustered into these key areas: position, strategy, contribution, and future issues; diversity of participation and contexts; issues in the workplace and learning settings; question of practitioners work; and questions of knowledge and methodology–all related to the themes of quality and diversity. The presentations are preceded by "Editorial Introduction: Quality and Diversity for Vocational Education and Training (VET) Research" (Kell) and "Keynote Address: Advancing VET Research: Dilemmas and Directions" (Seddon). The papers are "Senior-Secondary Curriculum Choice and Entry into Postsecondary VET" (Ball, Lamb); "Measurement of Learning Conversations" (Barratt-Pugh); "Women, Business, and VET" (Barrett); "Aging Well" (Beckett et al.); "Researching by VET for VET" (Bloch, Hoggard); "Industry Learning" (Bound, Owen); "What Is Missing from Innovative… [PDF]
(1989). Teaching and Learning Strategies for Serving Underrepresented Students: A Collection of Resource Documents. Designed as a resource on teaching and learning strategies geared specifically toward underrepresented community college students, this collection of articles and reports includes the following: (1) \Successful Teaching Strategies: Instruction for Black and Hispanic Students in the California Community Colleges,\ by Olivia Mercado, Cheryl Fong, and Rita Cepeda; (2) \Recommendations for Action from the Statewide Invitational Symposium on the Enrollment, Retention, and Transfer of Minority Students\; (3) \California Faces…California's Future–A Blueprint for Whom,\ by Edison O. Jackson; (4) \Accommodating the Diversity Represented by Minority Students,\ by James C. Henderson; (5) \Teaching Black Students: The ABC's of It,\ by Donna Arnold; (6) \Hispanics and Higher Education: A CSU (California State University) Imperative;\ (7) \Expanding Educational Equity in California's Schools and Colleges,\ by the Intersegmental Policy Task Force on Assembly Concurrent Resolution 83; (8)…
(2003). The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom. This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science standards, in particular the \science for all\ equity principle, a project-based assignment was designed that incorporated each student's natural or innate multiple intelligence. At the conclusion of each project-base unit, students were given an opportunity to express their integration of project material in one of eight ways based on an intelligence menu. The focus of this research as to study how middle school students integrate conceptual information in the area of science, and its relationship to unique diversity and multiple intelligence. The project-based approach allowed students to learn in personally diverse modalities using a linear or… [PDF]
(1998). The Evolution, Development, and Future of Affirmative Action in Government. This thesis discusses the evolution, development, and future of affirmative action in government. Executive Order 11246 formally created affirmative action in 1965 as a remedy for underuse of minorities and women in the workplace and classroom. Many private businesses believe government organizations promote diversity and social equity. Many local government organizations attempt to balance the demographics of senior minority leaders with the demographics of the employment population, and the demographics of the employment population with the demographics of the community. This may be difficult, since many individuals promoted to middle managers and senior executives have longevity within the organization. Consequently, the perception is that some organizations establish glass ceilings, quotas, or goals, and use inappropriate practices to reach these goals. This strategy has led many to believe that affirmative action promotes hiring individuals on the basis of their race, color,… [PDF]
(1996). Organizing for Schooling. IDRA Focus. IDRA Newsletter, v23 n7 Aug. This newsletter focuses on schoolwide approaches to issues of major concern to educators, from the perspective of providing equal education for all children. "Supporting School Improvement in Reading through Professional Development" (Rogelio Lopez del Bosque, Abelardo Villarreal) describes a professional development program that empowers administrators and teachers to take ownership of a student-centered curriculum that, in turn, motivates students to adopt new reading strategies. The program also builds capacity in the school district to initiate and sustain positive change. "Desegregation to Inclusion: Embracing a Full Spectrum of Diversity" (Laura Chris Green) discusses a full inclusion program in which teacher support teams and regular, bilingual, and special educators merge their expertise to help individual students and restructure their classrooms as needed for all students. "Alternative Schools: Short-term Solution with Long-term Consequences"… [PDF]
(1997). Inclusive Education: Practical Implementation of the Least Restrictive Environment. The 19 chapters of this book address theoretical and practical aspects of the development and implementation of inclusive education programs. Chapter titles and authors are: (1) \Inclusive Education: The Past, Preset, and Future\ (Lissa A. Power-deFur and Fred P. Orelove); (2) \Inclusion and School Restructuring: Meeting the Needs of All Children\ (Joyce L. Videlock and others); (3) \Planning, Implementing, and Evaluating Inclusive Education within the School\ (Ray E. Van Dyke and others); (4) \Legal Concerns\ (Kathe Klare); (5) \Financing Inclusive Education Programs\ (Leslie W. Jones and Lissa A. Power-deFur); (6) \Adapting Curriculum and Instruction in Inclusive Classrooms\ (Alice Udvari-Solner); (7) \Family Partnerships, Belonging, and Diversity\ (Anne Malatchi); (8)\Supporting Inclusive Education through Interagency Collaboration\ (Patrick H. Haley and others); (9) \Early Childhood Education\ (Mary Dunkle Voorhees and others); (10) \Strategies for Including Students in…
(2002). Condition of Access: Higher Education for Lower Income Students. ACE/Praeger Series on Higher Education. Chapters in this collection discuss the state of access to U.S. higher education institutions for lower income students and the status of student aid programs. The chapters of part 1, \College Access Issues for Lower Income Students,\ contains: (1) \Educational Opportunity in America\ (Brian K. Fitzgerald and Jennifer A. Delaney); and (2) \An Issue of Equity\ (John B. Lee). Part 2, \Student Aid Programs,\ contains: (3) \Federal Student Aid in Historical Perspective\ (Lawrence E. Galdieux); (4) \State Aid and Student Access: The Changing Picture\ (Donald E. Heller); and (5) \Changing Patterns of Institutional Aid: Impact on Access and Education Policy\ (Michael S. McPherson and Morton Owen Schapiro). Part 3, \Early Intervention, Remediation, and Support Services,\ contains: (6)\Pre-College Outreach and Early Intervention Programs\ (Laura W. Perna and Watson Scott Swail); and (7) \Beyond Money: Support Strategies for Disadvantaged Students\ (David W. Breneman and Jamie P. Merisotis)….
(1992). Sharing Our Stories & Traditions. Annual Bilingual Multicultural Education Equity Conference [Report] (18th, Anchorage, Alaska, February 5-7, 1992). This proceedings describes a conference organized by the Alaska State Department of Education and the Alaska Association for Bilingual Education. The theme of the conference emphasized the common foundation of story telling across all cultures as a way to impart learning to younger generations. A focus on language learning strategies and gender equity concerns were interwoven throughout the sessions. Over 800 educators, parents, students, and community members participated in over 100 workshops, cultural presentations, general sessions, and exhibits. The proceedings provides information on: (1) conference organization, including planning committees and conference supporters; (2) bilingual multicultural education programs in Alaska for 1991-92, listed by school district and including the name of the program coordinator and address; (3) profiles of Akabe award recipients, including educator of the year and administrators recognized for their outstanding work in bilingual education;… [PDF]