(2000). Aboriginal Language Standardisation Project: Progress Report, 2000. Literacy Ontario. The Aboriginal Language Standardisation (ALS) Project's task is to develop quality literacy materials in order to help preserve aboriginal languages of Canada. The Canadian Assembly of First Nations, a group of tribal leaders, recently called for the establishment of standards for written and oral languages by approving terminology, developing dictionaries, and approving standard orthographies. This report explains why this task of language preservation through standardization was undertaken, previous examples and precedents in this field, and why it is important that this task be undertaken. Thirty-eight of 45 pages are devoted to 11 appendices with the following titles: "Aboriginal Language Standardisation Co-Sponsorship Agreements"; "Aboriginal Language Standardisation Tasks";"Aboriginal Language Standardisation Project Task Timeline"; "The Algonkian Language Family"; "The Iroquoian Language Family"; "Aboriginal Languages and… [PDF]

(1993). Indian and Metis Education: Parents as Partners. SSTA Forum Report (Saskatoon, Saskatchewan, Canada, October 14-15, 1993). Report #93-10. This report summarizes a forum held in Saskatchewan, Canada to discuss Indian and Metis education, with a particular focus on increasing parent involvement. Parent participation may be placed on a continuum from communication between school and parents to autonomous control of the school by parents and community. Demographic data show that Saskatchewan has a large and growing aboriginal population that will continue to have a significant impact on the province's education system. The majority of aboriginal students are now attending band-controlled schools. Forum participants emphasized the following key points for making parental involvement successful: (1) developing a welcoming climate; (2) fostering a sense of mutual respect; and (3) sharing a common cause and a meaningful reason for being involved. Participants also identified driving and restraining forces that influence the engagement of Indian and Metis parents in the delivery and governance of public education, and… [PDF]

Schissel, Bernard; Wotherspoon, Terry (1998). Marginalization, Decolonization and Voice: Prospects for Aboriginal Education in Canada. In Canada, Aboriginal people remain highly disadvantaged relative to the general population. Structural factors operate in conjunction with cultural factors and other social practices like racism, such that they cannot be explained away through conventional analysis and isolated interventions. Schooling for Aboriginal people must incorporate and maintain Aboriginal cultures and prepare students for success in modern society. The strongest benefits are observed when Aboriginal culture is integrated into all aspects of programming and school culture, regardless of improvements fostered by specific initiatives or interventions. Teachers and administrators successful in working with Aboriginal students and communities are those who maintain active engagement with their learners. This involvement requires continual sensitivity to cultural and social factors outside and inside the school setting, open and caring relations with students, and the ability to serve as facilitator and… [PDF]

Patrinos, Harry Anthony, Ed.; Psacharopoulos, George, Ed. (1994). Indigenous People and Poverty in Latin America: An Empirical Analysis. World Bank Regional and Sectoral Studies. The indigenous peoples of Latin America live in conditions of extreme poverty. This book uses empirical data from national survey sources to determine the extent of poverty among Latin American indigenous populations; to compare indigenous and nonindigenous populations with regard to socioeconomic status, living conditions, educational attainment, and occupation; and to develop policy suggestions for the alleviation of poverty. The first four chapters discuss the situation of indigenous peoples worldwide, the "costs" of being indigenous in terms of earnings and social development, demographic characteristics of indigenous peoples, and methodologies used in various national surveys and in this book's analysis. Chapters 5-8 analyze national household surveys as country case studies in Bolivia, Guatemala, Mexico, and Peru, providing data on poverty, demography, educational attainment, school enrollments, employment, health conditions, housing, earnings, illiteracy, child…

Stafford, John; Stokes, Helen; Wyn, Johanna (1998). Young People Living in Rural Australia in the 1990s. Research Report 16. This report examines the challenges facing young people living in rural Australia in relation to their health and well-being and explores the relevance of personal resilience to offset these challenges. Specifically, the report synthesizes the literature on rural Australian youth and the results of focus groups undertaken in five rural communities. In general, the findings of the focus groups tend to confirm the results of the literature review. Some young people were positive about living in the country, especially with regard to availability of sports activities. Others, especially in towns that had experienced population loss as a result of unemployment, were negative about their futures. Structural challenges affecting rural youth include lack of transportation, health and community services, public housing, and educational and employment opportunities. Social and cultural challenges include gender issues, the high suicide rate among Australia's rural youth, social isolation,…

(1957). Education for Better Living: The Role of the School in Community Improvement. 1957 Yearbook of Education around the World. Bulletin, 1956, No. 9. Office of Education, US Department of Health, Education, and Welfare The basic theme of this yearbook, "The Role of the Schools in the Improvement of Community Life," is open to a variety of interpretations. Many factors determine what role the schools will play in a particular country or area, and consequently, what part they may have in community improvement programs. Among the factors are the history and traditions, the economic, political and social conditions, and the culture of the country. Of great importance is the prevailing viewpoint, both among educational leaders and the general population, on the scope and purpose of education. The answer to the question, "To what extent is the school responsible for the type and quality of community living?" will largely determine the extent to which the school will participate in community development programs. This yearbook will describe what is being done in many parts of the world to use education as a creative weapon in the war against instability at the community level. Part I… [PDF]

Kelly, James D. (1987). Application of Theory to a Technical Assistance Experiment: Development Communication Theory and the Basic Village Education Project in Guatemala. This paper attempts to assess the influence of development communication theory on the planning and implementation of technical assistance projects in the Third World that utilize mass communication as an agent of change. Like political development theory, communication theory has often been applied in an ethnocentric manner in less developed countries by those who assume that increasing urbanization will lead to literacy, wealth, and increased participation, which can be interpreted as progress. Proponents of this theory encourage a one-way communication approach, whereby locals are given information through the media in order to bring them up to the standards of the assisting nation. More recent research has suggested such populations should not be treated as blank slates but must instead be considered in light of their culture and ethnic values. The Basic Village Education (BVE) project, a United States Agency for International Development (USAID) supported experiment conducted… [PDF]

KESTENBAUM, SARA (1967). INSTITUTE FOR URBAN SERVICE AIDES, A PROJECT OF GEORGETOWN UNIVERSITY UNDER TITLE I OF THE HIGHER EDUCATION ACT OF 1965. GEORGETOWN UNIVERSITY, THROUGH A GRANT FROM TITLE I OF THE HIGHER EDUCATION ACT, IS ESTABLISHING AN INSTITUTE FOR THE CONTINUING EDUCATION OF INDIVIDUALS OF LOW SOCIOECONOMIC STATUS, WHO WORK AS SUBPROFESSIONALS. THESE AIDES ARE CURRENTLY EMPLOYED IN PUBLIC AND PRIVATE SOCIAL INSTITUTIONS. THE GOALS OF THE PROGRAM INCLUDE PROVIDING A BROAD EDUCATIONAL EXPERIENCE, DEVELOPING PERMANENT AND NEW AIDE JOBS, AND PROMOTING JOB MOBILITY. THERE WILL BE A ONE-YEAR COURSE OF STUDY, FOUR HOURS A WEEK, SPLIT INTO TWO TWO-HOUR SESSIONS. BOTH THE AIDES AND THEIR EMPLOYERS FELT THAT THE MAIN EDUCATIONAL NEEDS OF THE AIDES WERE INDIVIDUAL GROWTH AND DEVELOPMENT, AND KNOWLEDGE OF THE URBAN SETTING AND GROUP FUNCTIONING. SOME ALSO SAW A NEED FOR REMEDIAL COURSES IN READING AND MATHEMATICS AND FOR INSTRUCTION IN RECORDING, NOTE TAKING, AND PUBLIC SPEAKING. IT IS HOPED THAT THESE AIDES WILL BECOME LEADERS, TRANSLATING NEIGHBORHOOD CONCERNS INTO EFFECTIVE ORGANIZATION AND EXPRESSION. (LY)… [PDF]

TANNENBAUM, ABRAHAM J. (1967). AN EVALUATION OF STAR, OR THE EFFECTS OF TRAINING AND DEPUTIZING INDIGENOUS ADULTS TO ADMINISTER A HOME-BASED TUTORING PROGRAM TO FIRST GRADERS IN AN URBAN DEPRESSED AREA. TO RAISE THE LITERACY LEVELS OF DISADVANTAGED CHILDREN THROUGH THE USE OF INDIGENOUS NONPROFESSIONALS IN A HOME-BASED TUTORING PROGRAM THE SUPPLEMENTARY TEACHING ASSISTANCE IN READING (STAR) PROGRAM OFFERED READING READINESS INSTRUCTION TO 490 FIRST-GRADE CHILDREN OF LOWER-CLASS PUERTO RICAN ORIGIN. MONOLINGUAL AND BILINGUAL NONPROFESSIONALS EITHER TUTORED THE CHILD IN THE HOME WITH THE PARENT OBSERVING AND SUPPLEMENTING THE INSTRUCTION OR TAUGHT THE PARENT DIRECTLY AND HAD NO CONTACT WITH THE CHILD. THE LESSONS IN READING READINESS WERE ORGANIZED AROUND CODE BREAKING, FORMAL LANGUAGE, AND VISUAL-PERCEPTUAL EXERCISES. THE STAR PROGRAM WAS EVALUATED AFTER SIX MONTHS ON THE BASIS OF THE SCORES ON NINE TESTS OF 19 STAR CHILDREN, 12 STAR DROPOUTS, 90 READING CLINIC CHILDREN WHO RECEIVED DIRECT HELP FROM READING SPECIALISTS, AND 23 CONTROLS. THE PREPROGRAM FUNCTIONING LEVEL OF THE STAR CHILDREN WAS NOT AVAILABLE FOR COMPARISON. THE RESULTS GENERALLY INDICATED THAT THE STAR CHILDREN HAD… [PDF]

Satzewich, Vic; Wotherspoon, Terry (2000). First Nations: Race, Class, and Gender Relations. Canadian Plains Reprint Series 7. Canadian social life and public policy are increasingly influenced by Aboriginal people, their roles in Canadian society, and the issues that concern them. Drawing on a political economy perspective, this book provides a systematic analysis of how changing social dynamics, organized particularly around race, class, and gender relations, have shaped the life chances and conditions for Aboriginal people within the structure of Canadian society and its major institutions. Chapters cover: (1) political economy versus the Chicago School and internal colonialism as theoretical frameworks; (2) the State and the contradictions of Indian administration; (3) Aboriginal peoples and economic relations (what happened after the fur trade, capitalism, and contemporary class structure); (4) social reproduction and the welfare state (including social conditions, family relationships, and the impact of child welfare practices); (5) education and job training; (6) health status and health care; (7)…

Teixeira, Lauren (1994). Magic of Community: The Telecommunications Revolution and Native American Heritage. Wilson Library Bulletin, v69 n1 p34-37 Sep. Describes the California Indian Subject Specialist librarians, a voluntary organization that uses electronic mail to conduct its work and to build community. The potential of computer-mediated communication to build community among Native Americans is discussed. Information about the development of a global network for indigenous peoples is given. (Contains 11 references.) (KRN)…

McKinley, Elizabeth (2005). Brown Bodies, White Coats: Postcolonialism, Maori Women and Science. Discourse: Studies in the Cultural Politics of Education, v26 n4 p481-496 Dec. In Aotearoa New Zealand journeys of discovery and colonization were also scientific journeys that brought "Maori woman" under the intellectual control of the emerging "scientific" academy. This paper argues that the historical construction of "Maori woman" through the discourses of Enlightenment science continues to affect the constitution of the subjectivities of Maori women scientists today. The paper draws on a doctoral thesis that used literary historical techniques to investigate the imperial archives and feminist narrative interviews with 16 Maori women scientists to collect the research data. I explore the conditions by which the subject "Maori women scientist" emerges and how the Maori women experience these conditions in relation to how they see themselves. I conclude by arguing that the identity of "Maori woman scientist" appears to be "impossible fiction" due to the fragmented nature of the sign "Maori,"… [Direct]

Ainley, John; Marks, Gary; McMillan, Julie (2004). Policy Issues for Australia's Education Systems: Evidence from International and Australian Research. Education Policy Analysis Archives, v12 n17 Apr. Our purpose here is to discuss education policy issues in the context of empirical evidence. We note that many commonly held beliefs about Australian education such as, the relative performance and participation levels of Australian students; the importance of socioeconomic background on educational outcomes both relative to other countries and changes over-time; gender differences in mathematics and science; and the labour market situation of early school leavers; are not supported by empirical research. Such findings have implications for government policies. We also question current policy directions toward increasing Year 12 participation, expanding both secondary and post-secondary vocational education and reducing class sizes. It is hoped that the discussion will provide stimulus to evidence-based debates about Australian education. (Contains 8 notes.)… [PDF]

Loney, Paul (1994). The Students At Risk Program (STAR) and Queensland Secondary Schools within the Priority Country Areas Program (PCAP). This paper describes two programs that work together to meet the educational needs of at-risk secondary students in small rural schools in Queensland, Australia. The goal of the Students At Risk program (STAR) is to increase retention rates of identified at-risk students. The Priority Country Areas Program (PCAP) assists schools and community groups with improving educational participation and learning outcomes for disadvantaged students restricted by geographic isolation. To qualify for program funding, schools must submit information on retention rates as well as strategies for identifying at-risk students and proposed interventions. The St. George School in rural Queensland is an example of how both programs have provided resources in meeting the educational needs of rural students. STAR funding has allowed the employment of an Aboriginal home-school liaison officer who is responsible for contacting families, encouraging parental involvement, intervening when students experience… [PDF]

Kerst, Catherine Hiebert (1986). Ethnic Folklife Dissertations from the United States and Canada, 1960-1980. A Selected, Annotated Bibliography. This annotated bibliography lists over 220 multi-disciplinary Ph.D. dissertations written between 1960 and 1980 on the subject of indigenous and immigrant ethnic folklife in the United States and Canada. Only dissertations providing substantial attention to traditional forms of ethnic folk culture in context were considered. The concept of "folklife" governing the selection process was guided by the definition used in the American Folklife Preservation Act (P.L. 94-201) which states that folklife is "the traditional expressive culture shared within the various groups…familial, ethnic, occupational, religious, regional; expressive culture includes a wide range of creative and symbolic forms such as custom, belief, technical skill, language, literature, art, architecture, music, play, dance, drama, ritual, pageantry, handicraft; these expressions are mainly learned orally, by imitation, or in performance, and are generally maintained without benefit of formal… [PDF]

(1997). Child Care in Canada: Provinces and Territories 1995. This report presents provincial/territorial and national data on child care in Canada. Data collection methods included document examination for nation-wide statistics, and questionnaires sent to each provincial/territorial child care office, followed by telephone interviews with an official from each jurisdiction to update or clarify data. The report begins with a description of the federal role in Canadian child care. The bulk of the document is then organized according to province/territory, with each section containing the following information on child care: (1) relevant legislation; (2) contact information for the provincial official responsible for child care; (3) a description of child care services, including unregulated care, regulated care such as early childhood centers, school-age child care centers, family day care homes, and occasional centers; (4) policy and services for children with special needs; (5) aboriginal child care; (6) number of children from birth to 12… [PDF]

Thi Dieu, Nguyen (1996). The State versus Indigenous Peoples: The Impact of Hydraulic Projects on Indigenous Peoples of Asia. Journal of World History, v7 n1 p101-30 Spr. Asserts that many Asian nations, in their drive to industrialize, have chosen national identity and economic development over the survival of their indigenous peoples. Utilizes case studies in Malaysia, India, and China to examine the divergence between macro- and microinterests illustrated by the egregious examples of these hydraulic projects. (MJP)…

Keough, Erin M., Ed.; Roberts, Judith M., Ed. (1995). Why the Information Highway? Lessons from Open & Distance Learning. Containing practical applications supported by pertinent theory and analysis, this book is designed for educators navigating the information highway. The 13 chapters are divided into three sections–emerging issues, case studies, and analysis–and are as follows: (1) "Distinctions in Distance: Is Distance Education an Obsolete Term?" (M. Haughey); (2) "Thinking Strategically: Reshaping the Face of Distance Education and Open Learning" (L. M. Pacey and W. P. Penney); (3) "Learners in the Workplace" (A. E. Stahmer); (4) "Distance Education and the Transformation of Elementary/Secondary Education" (N. C. McKinnon); (5) "Appropriating Learning Technologies: Aboriginal Learners, Needs, and Practices" (B. J. Spronk); (6) "Learners and Learner Services: The Key to the Future in Open Distance Learning" (J. E. Brindley); (7) "Virtual Realities or Fantasies? Technology and the Future of Distance Education" (R. H. Paul); (8)…

Luykx, Aurolyn (1999). The Citizen Factory: Schooling and Cultural Production in Bolivia. SUNY Series: Power, Social Identity, and Education. This book attempts to engage theoretical questions of ethnicity, ideology, and identity as they are lived out by Aymara students in a small teachers' college in rural Bolivia. A year of fieldwork at the Escuela Normal Rural "Kollasuyo" focused on the experiences of Aymara students during their intensive training to become rural teachers, the primary disseminators of "national culture" to the rural population. On one level, the book is about analyzing "the way things are" in Bolivian teacher education–how certain conceptions of teachers and teaching arise, what conditions maintain these concepts, how educational practices affect students, and how students resist these practices and their effects. On another level, it is about questions of identity in modern nation-states, the school's role in the reproduction of the social order, subjects' resistance to that order, and the uses of language for both reproductive and resistant ends. Chapters are: (1)…

Phan, Oanh (2001). The Effectiveness of Enabling Courses in Assisting Individuals To Progress to Other Training Programs. A study used data collected under the Australian Vocational Education Training and Management Information System Standard to examine the effectiveness of enabling courses (lower-level preparatory and prevocational) in assisting members from "disadvantaged" backgrounds to progress to other training programs. It also identified factors that influence the likelihood of these individuals enrolling in a course at a higher level of qualification. Students who completed an enabling course in 1997 were tracked in 1998. The level of qualification of the course undertaken by these students in 1998 was compared to the level of qualification of the enabling course completed in 1997. Findings indicated enabling courses produced positive outcomes for many people. Nevertheless, while not all enabling course students were moving from one enabling course to another, the tendency for some students to enroll in the same level of qualification in the following year raised some concern…. [PDF]

Ifenthaler, Dirk, Ed.; Isaias, Pedro, Ed.; Sampson, Demetrios G., Ed.; Spector, J. Michael, Ed. (2013). Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, Texas, October 22-24, 2013). International Association for Development of the Information Society These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and… [PDF]

Keane, Patrick; Stubblefield, Harold W. (1994). Adult Education in the American Experience from the Colonial Period to the Present. The Jossey-Bass Higher and Adult Education Series. This book offers a comprehensive history of adult education in the United States from the colonial period to the present day. Chapter 1 discusses definitions of adult education and explores formative influences. Chapters 2-3 on the colonial and post-Revolutionary periods trace an Atlantic information network, rise of a literate culture, Puritan impact, and evolution of regulated access. Chapters 4-9 cover the early national and antebellum periods through the Civil War: the educational aspirations of independence; spread of literacy; innovations (mechanics' institutes, lyceums, and a professionalizing process); organized labor's response; women's adult education; and the \civilizing mission\ of Native American education. Chapters 10-12 cover the following aspects of the period from the end of the Civil War through the end of World War I (WWI): institutional innovations; creation of an agricultural education system; training for industrial work; initiatives for social change; and…

(1996). National Women's Vocational Education and Training Strategy. This document presents a strategy that sets a direction for governments, industry, and training providers to address women's needs consistently as a priority in policy making, planning, resourcing, implementing, and monitoring vocational education and training (VET). Section 1 is an overview of Australia's National Women's Vocational Education and Training Strategy, its framework, goal, and accountability. Section 2 discusses the context for the strategy and its purpose. Section 3 describes those involved: women, VET providers, industry, government, schools, Industry Training Advisory Bodies, and trade unions. Section 4 lists four outcomes of the strategy: increase in number of women completing VET programs; increased number of women with VET qualifications at all levels; women distributed more broadly across fields of study; and increased participation and improved outcomes for specific groups of women. Section 5 discusses outcome achievement through strategic intervention in seven…

Elliott, Alison, Ed. (2006). Every Child. Volume 12, Number 2, 2006. Early Childhood Australia "Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years–in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such issues as early childhood curriculum, ethics, health and professional development. Early childhood educators have long recognised the importance of creative activities and are passionate about promoting children's creativity. This issue of "Every Child" includes the following articles: (1) Challenges Ahead for Universal Preschool (Alison Elliott); (2) Australia's Greatest Challenge (Jeff McMullen); (3) Who Is Eating Our Children? Fast-Food Sponsorship in Schools (Jane Kenway); (6) Active Children in Care (Justen O'Connor); (7) Healthy Eating at the Tuckshop (Libby McBride); (7) Hop on Board a Walking School Bus; (8) What Do Kids… [PDF] [Direct]

Ainley, John; Fraillon, Julian; Mellor, Suzanne; Wernert, Nicole (2006). National Assessment Program–Civics and Citizenship Years 6 & 10 Report, 2004. Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1) The National Assessment Program–Civics and Citizenship assessment measures the civic knowledge and understanding and the citizenship participation skills and civic values of Year 6 and Year 10 students in schools across Australia. It reports on student achievement using proficiency levels on a common civics and citizenship assessment scale, and against an agreed standard of proficiency for each of Years 6 and 10. It also reports on achievement according to selected background characteristics of students–sex, parental occupation, language background, school location and Indigenous status. This report is the second to be published as part of the National Assessment Program (NAP), which includes a cyclical three-yearly program of sample assessments of student outcomes in three critical learning areas. This report concludes that student achievement at both year levels was below that expected by the experts who participated in the proficiency standards setting exercise, by the State and… [PDF]

(1996). Recognition of Prior Learning for Aboriginal and Torres Strait Islander Peoples. Project Report. Recognition of Prior Learning (RPL) is an Australian program that helps people to obtain formal recognition for relevant work experience, life experience, and formal training. This report documents existing good practices in RPL assessment and staff training for Aboriginal and Torres Strait Islander peoples, provides information on culturally appropriate RPL processes for these groups in the National Vocational Education and Training system, and advises the National Staff Development Committee on approaches for training RPL staff working with Aboriginal and Torres Strait Islander peoples. Project findings emerged from national consultations with Aboriginal and Torres Strait Islander peoples and a search of Australian and overseas literature. The project found that some RPL programs currently exist for Aboriginal and Torres Strait Islander peoples. Some have the potential to meet the goals of the National Aboriginal and Torres Strait Islander Education Policy; others do not provide… [PDF]

(1994). Best Practice in Aboriginal and Torres Strait Islander Education. Proceedings of the Conference (Canberra, Australian Capital Territory, Australia, November 17-18, 1993). Papers from the conference on the education of Australian Aborigines and Torres Strait Islanders include: "English Language and Numeracy Program for Aboriginal Students" (Alison Jarred); "The Aboriginal Identity Course: A Midstream Evaluation" (Simon Vaughan); "Making the Curriculum Your Own: The Senior Girls at Lajamanu School Read Glenyse Ward's 'Wandering Girl'" (Christine Nicholls); "Urban Aboriginal Children Learning To Read" (Noreen Trouw); "Recognising Ourselves and Our Heritage" (Sheryl Morgan); "Outline of English Language Acquisition (ELA) for Aboriginal Students" (Sally Slattery); "Ashmont English Enrichment Program" (Sandra Elliott); "Tutorials in Chemistry for Aboriginal Nursing Students" (K. Draisma, R. Gluck, J. Hancock, R. Kanitz, G. Knell, W. Price, G. Sharman, J. Squires); "Inclusivity and Aboriginal Studies" (Stella Emberson); "Workshop: Tuition in Writing" (Stella… [PDF]

Ayo, Lin, Ed.; Fraser, Cath, Ed. (2007). Anchoring our Practice: Perspectives, Partnerships, Projections. Proceedings of the 2006 Annual International Conference of the Association of Tertiary Learning Advisors Aotearoa/New Zealand (ATLAANZ) (Tauranga, New Zealand, November 21-23, 2006). Volume 2. Online Submission This volume comprises the refereed proceedings of the 2006 ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa/New Zealand) conference. The 11 articles are arranged according to the conference's sub-themes of perspectives, partnerships and projections relating to the work of learning advisors. In Chapter 1, Susan Crozier explores the institutional change of focus required to recognise the importance of developmental education. Next, Jerry Hoffman advocates for a better understanding of the students' perspective to aid adjustment to tertiary anxiety and stress. In Chapter 3, Susan Carter identifies the increasing homogeneity in international qualifications and doctoral programmes in Europe, while in Chapter 4, Mary Silvester looks at the international student experience in our country with her study of nursing students with EFL/ESL and the difficulties of colloquial use of language. In Chapter 5, Catherine Mitchell as a new learning advisor identifies herself as taking on… [PDF]

Clark, W. J. (1996). Effect of a Computer Assisted Instruction Program on Aboriginal Student Achievement. Many parents on a southwestern Manitoba (Canada) Indian reservation are troubled by the small number of high school students who graduate. Much of the failure can be attributed to the generally poor writing skills of aboriginal students. To increase the students' writing ability, a computer-assisted instruction program emphasizing writing and thinking was implemented for students in grades 7-9. The purpose of this study was to investigate whether students receiving computer-assisted writing instruction would outperform students receiving traditional writing instruction (using pencil and paper) on the language arts component of a standardized diagnostic test. Following a quasi-experimental design, the researcher applied both a pretest and a posttest to the experimental and control groups. Prior to the introduction of the "KnowledgeBuilder" writing program and again at the end of the school year, the students in grades 7-9 of two southern Manitoba Indian reserves were…

Sommers, Meredith; And Others (1993). Rigoberta Menchu: The Prize that Broke the Silence. An Activity-based Packet on the Relationship between Guatemala and the United States. This educational packet is produced as a tribute to Guatemalan activist and Nobel Peace prize winner, Rigoberta Menchu, and in honor of the Year of Indigenous People, 1993, as declared by the United Nations. The core of the packet is a simulation exercise based on an indigenous family in a Guatemalan village on the day the Peace prize was announced. The impact of the award is explored in the context of village life. The packet is organized around the themes of family, relationship on a global scale, and responsible leadership. The life of Rigoberta Menchu shows how events in her life led to her development as a leader. Background information is provided on Guatemala, and discussion questions and projects are provided to examine issues common to Guatemala and the United States, such as food supply, environmental pollution and human rights. Other sources of information include 6 videos and 8 references. (SLD)… [PDF]