(2012). Creating a Dual Licensure Program in Elementary and Special Education That Prepares Culturally Responsive Teachers. Interdisciplinary Journal of Teaching and Learning, v2 n3 p158-168 Fall. In light of shifting demographics in today's classrooms, the faculty at Springfield College recognized a need to revamp their teacher licensure program to incorporate a leadership component. The journey began with a self-evaluation process and culminated with creation of a dual licensure program in elementary and special education to encourage more effective instruction and culturally responsive teaching. The authors present a roadmap for the launch of the dual licensure program, designed to prepare teachers in collaborative inclusion classrooms to take leadership roles as change agents in today's increasingly diverse schools…. [PDF]
(2016). Access in Scotland: Access to Higher Education for People from Less Advantaged Backgrounds in Scotland. Sutton Trust Access to universities across the United Kingdom remains a challenge despite improvements in recent years. Those challenges are still more marked in Scotland than in the other nations, as this report shows. This report lays bare the extent of the challenge. Scotland has a different approach to higher education. It no longer charges tuition fees, and as a result it retains a cap on student places that has been removed in England. However, not only is the access gap still wider in Scotland, what progress there has been has largely been through sub-degree places in colleges. This research analyzes the current state of play for widening access to higher education in Scotland, drawing comparisons with other parts of the UK where possible. It provides an analysis of: (1) widening access policy levers; (2) Universities and Colleges Admissions Service (UCAS) headline data on applications, acceptances, and entry rates by students from different social backgrounds across the UK; (3) higher… [PDF]
(2011). 40 Active Learning Strategies for the Inclusive Classroom, Grades K-5. Corwin Research indicates that students of all ages and demographics benefit from active learning strategies. The challenge is translating what we know into what we do. Award-winning educators Linda Schwartz Green and Diane Casale-Giannola build that bridge with more than 40 easy-to-implement strategies for today's inclusive classroom. This practical guide includes: (1) Field-tested practices that are easily adaptable to various grade levels and subjects; (2) Vignettes that demonstrate how to apply today's brain-compatible strategies in the classroom; and (3) Tools for differentiating instruction to serve ALL students, including high-ability students, those with ADHD or learning disabilities, and English learners. Grounded in foundational research and educational literature, these strategies include directions for use, sample applications across content areas, and how-to's for groups and individuals. Teachers and administrators will find this comprehensive guidebook an indispensable… [Direct]
(2006). Rethinking Universal Service for a Next Generation Network Environment. OECD Digital Economy Papers, No. 113. OECD Publishing (NJ1) There is a clear need, in view of significant competitive, technological and service changes taking place in the telecommunications sector, to review universal service obligations, their coverage, how they are financed and who is responsible for providing them. In many OECD countries, a primary longer term issue is how to provide universal service in the new competitive environment where voice is ubiquitous and cheap, voice revenues low and where voice has become just one of many applications provided on networks. Access too is changing, with more choice in platforms available that allow access to voice applications. This paper overviews the main issues that need to be examined in such a review with a view to the reform of universal service in a way consistent with emerging technological realities and competitive circumstances. The paper draws a number of conclusions outlined below. Important changes have already taken place in universal service in OECD countries, where market… [Direct]
(2010). Leveling the Playing Field: Preparing Teachers for Equitable Instruction in Diverse, Inclusive Classrooms. AILACTE Journal, v7 p15-32 Fall. Despite greater responsibility for creating equitable and inclusive classroom models, some research suggests that educators \may not have the necessary attitudes, dispositions, or perhaps more important, the professional skills to successfully instruct students in diverse, inclusive classrooms\ (Van Laarhoven, Munk, Lynch, Bosman & Rouse, 2007, p. 440). This study specifically examines the effects of an interdisciplinary, co-taught curriculum on teacher candidates' beliefs about equitable instruction in their future K-12 classrooms, including the most effective strategies for supporting learners with special needs. This article provides readers with 1) a knowledge of several curricular changes that can be made to a foundations course to better prepare preservice educators for the challenges of differentiating curricula, and, 2) an awareness of the course content and instructional strategies teacher candidates (both general education and special education-endorsed) find most relevant… [Direct]
(2004). Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 3. International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18,. This document contains the third volume of the proceedings of the 28th Annual Conference of the International Group for the Psychology of Mathematics. Conference presentations are centered around the theme "Inclusion and Diversity". A total of 65 research reports are presented here: (1) A Teacher's Model of Students Algebraic Thinking About Equivalent Expressions (Jean E. Hallagan); (2) On Motivational Aspects of Instructor-Learner Interactions in Extra-Curriculum Activities (Stefan Halverscheid); (3) Development of Understanding and Self-Confidence in Mathematics, Grades 5-8 (Markku S. Hannula, Hanna Maijala, and Erkki Pehkonen); (4) Mathematics Teachers' Knowledge Base: Preliminary Results (Guershon Harel and Kien H. Lim); (5) The Role of Tool and Teacher Mediations in the Construction of Meanings for Reflection (Lulu Healy); (6) The Proving Process in Mathematics Classroom–Method and Results of a Video Study (Aiso Heinze); (7) Structure Sense in High School Algebra: The… [PDF]
(2009). Combining Classic Literature with Creative Teaching for Essay Building in an Inclusive Urban High School Classroom. TEACHING Exceptional Children Plus, v5 n6 Article 3 Jul. The urban inclusive high school classroom is a challenge for both students with disabilities and their teachers. Pressure is intensified when a year long course of study ends in a mandated state examination in English Language Arts, required for student graduation. This article highlights the experiences of two teachers in a New York City inclusive high school serving a very diverse student body. Both teachers work collaboratively with special educators and share ways in which they successfully engage all of their students in a multicultural curriculum featuring both traditional and "modern classic" texts. Three important inter-connected topics addressed include: (1) discussing examples of classic traditional and multicultural literature; (2) creatively teaching classic literature to stimulate student engagement and original thinking; and, (3) using student knowledge about classic literature to teach sub-skills necessary for writing a strong essay that will serve them well… [PDF]
(2000). South Africa's Search for Educational Equity. International Journal of Educational Reform, v9 n3 p220-23 Jul. Since 1994, South Africa's pivotal concern has been access to educational resources for its diverse population. Supply is not meeting demand for either schools or housing. Problems with integrating curricula with salable skill; improving school- university linkages, and improving teacher qualifications are discussed. (MLH)…
(2005). Index for Inclusion. Kairaranga, v6 n2 p23-24. Index for Inclusion is a programme to assist in developing learning and participation in schools. It was written by Tony Booth and Mel Ainscow from the Centre for Studies on Inclusive Education, UK. Central Normal School was pleased to have the opportunity to trial this programme…. [PDF]
(1995). Gendered Violence: Examining Education's Role. Working Paper Series. Working Paper 4. Violence is a part of daily life in the United States, the world's leader in the number of homicides, rapes, and assaults. This working paper examines the issue of violence in the United States from a gender equity perspective. Gendered violence is reinforced by cultural beliefs that allow individuals and groups to use violence to establish and maintain systems of control over others. Looking closely at the different ways in which we continue to perpetuate violence against women and girls, based on deeply ingrained gender-role stereotypes and expectations, helps us to see all the arenas–sexual harassment, date rape, battering, homophobic violence, and street violence–as linked. Within all areas the commonalties are clear: rigid gender-role expectations and the role of socialization create an acceptance of violence. The role of our society in supporting nonviolence can be strengthened through social institutions. Especially crucial to this is the role of education, a major carrier… [PDF]
(1992). Educating Against Gender-Based Violence. Women's Educational Equity Act Publishing Center Digest, Oct. In the primary article, the societal norms that encourage violence against women are reviewed, from both the current and historical viewpoints. Violence in all its forms when used on adolescent women is a contributing factor in many other problems. Both young men and young women learn stereotypes and misinformation about women provoking violence through their behavior and fail to realize the issue is power over women. These stereotypes are learned, and schools can play a part in education for nonviolence. A number of techniques are suggested, including teaching gender equity, violence prevention, conflict resolution, health education, and peer leadership. These should be supplemented with staff training, curriculum integration, parent involvement, support services for both male and female victims, and rehabilitation and disciplinary programs. A secondary article in the digest, \Conference on Sexual Violence and Adolescents Highlights Need for Treatment and Intervention,\ by Michele… [PDF]
(1991). Building a Self: Teenaged Girls and Issues of Self-Esteem. Women's Educational Equity Act Publishing Center Digest, Sep. This newsletter summarizes the current state of understanding about self-esteem in teenaged girls. It notes that self-esteem is a concept that is difficult to define and to measure. Current research indicates that self-esteem is composed of many factors; however, a reasonable functional definition is the value a person places on herself or himself. Some experts study cultural expectations, since different cultural expectations affect self-esteem, whether the definition is based on racial or ethnic identity, sexual identity, or disabilities. Other researchers look at the influence of schools and education, or sexuality, health issues, math and science ability, or sports. The important role families and schools play in allowing young women to achieve a positive level of self-esteem also is discussed. A strong adult role model in a nonexploitative relationship is important. Other major influences are schools (academic connectedness), spiritual connectedness, and low family stress… [PDF]
(1993). Building Self: Adolescent Girls and Self-Esteem. Working Paper 2. This working paper explores current thinking about self-esteem in adolescent girls in a pluralistic or multicultural society. A large percentage of current discussion and research on gender, adolescence, and self-esteem overlooks the diversity among females and neglects to analyze how various identities interweave with gender and strongly influence self-esteem in women. The paper contains the following chapters: (1) Defining, Measuring, and Other Issues in Research; (2) Race, Class, and Other Identities in Young Women's Search for Self; (3) The Role of Sexism in Self-Esteem; (4) Developing Resistance and Resilience; and (5) Conclusion. The chapter discussing defining and measuring notes that there is not a clear definition of self-esteem and that a number of factors are part of this complex concept. The chapter about sexism summarizes gender based violence, schools and education, public and private discourse, the developing female body, and media representation and influence. The… [PDF]
(1992). Equal Mathematics Education for Female Students. ERIC/CUE Digest, Number 78. This Digest reviews common teaching practices and methods of communication in the classroom to indicate the treatment of female students that inhibits their ability to successfully learn mathematics as well as identifying some negative attitudes about female mathematics achievement held by teachers and parents that may deter girls from continuing their mathematics education. A look at socialization issues indicates that a decline in self-esteem and capitulation to the forces of socialization encourage girls to focus on their bodies at the expense of a whole-person or achievement orientation. Exploration of learning styles finds that male styles of learning are more often found in mathematics classes, and that girls think that mathematics has no utility in their lives. An analysis of traditional teaching methods and curricula also finds that the classroom structure, designed to foster independent non-collaborative thinking, is most supportive of white male, middle-class socialization… [PDF]
(1992). Teaching Mathematics Effectively and Equitably to Females. Trends and Issues No. 17. This monograph looks at mathematics education today in the United States, particularly at how girls are treated in mathematics education in order to identify ways to increase female interest and achievement in mathematics. The first section of the review describes the current status of females in mathematics education including achievement history and trends, trends in higher education, and current gender research. The second section looks at the research on student gender differences covering learning styles and classroom behavior, attitudes toward mathematics learning, mathematics course taking, and social expectations. A third section covers educational issues of discourse, curriculum content and orientation, teacher attitudes and behaviors, and classroom organization and teaching methods. A final section of conclusions and recommendations notes that: (1) mathematics education takes place in a cultural context that educators can begin to consciously change to better respond to… [PDF]