(2001). The Captain's Log. Canadian Conference on Literacy and Health: Charting the Course for Literacy and Health in the New Millennium. (1st, Ottawa, Ontario, May 28-30, 2000). Final Report. This document presents materials about and from a conference on literacy and health that was held to examine the connections between literacy and health and to provide Canadian health professionals, government representatives, literacy providers, adult learners from Canada and the United States, and other participants with practical skills and hands-on learning opportunities that could be useful in their work. The document is divided into 5 sections devoted to the following themes that served as the basis of the conference's 37 workshops and 2 sub-plenaries: (1) making health services and health information easy to use for all Canadians; (2) looking for ways to improve the training of health professionals; (3) learning more through research; (4) learning from learners; and (5) building literacy and health partnerships. Each section contains some or all of the following elements: an overview; discussions of specific issues; case studies; success stories; pertinent quotations;…

Phelps, D. Jason (2002). The No Child Left Behind Act of 2001: Opportunities for Career Technical Education. Many believe that the No Child Left Behind Act (NCLB) of 2001 represents the most sweeping national education reform legislation in decades. NCLB's provisions have created numerous potential opportunities and challenges for career and technical education (CTE), including in the following areas: (1) teacher quality; (2) expansion of the Education Flexibility Partnership Act of 1999 (Ed Flex); (3) professional development; (4) assessment; (5) counseling; (6) adequate yearly progress; (7) opportunities for Native Americans, Hawaiians, and Alaskans; (8) comprehensive school reform; (9) women's education; and (10) opportunities for other specific groups, such as individuals with limited English proficiency and immigrants, inmates of correctional institutions, and homeless children. Specific implications of NCLB for CTE are as follows: (1) some state CTE programs with a role in core academic courses will have to adhere to new requirements regarding teacher qualifications; (2) NCLB makes… [PDF]

Alston, Denise A.; Trujillo, Octaviana V. (2005). A Report on the Status of American Indians and Alaska Natives in Education: Historical Legacy to Cultural Empowerment. National Education Association On October 27, 2004, the National Education Association (NEA) joined with the National Indian Education Association (NIEA) to host "Moving from Research to Practice: A Summit on Indian Students." Over 100 American Indian and Alaska Native education practitioners and researchers from Alaska to Mississippi gathered to share their knowledge of effective educational strategies for American Indian/Alaska Native (AI/AN) students. Presentations focused on four themes: Using Native Language and Culture to Promote Success in Indian Students; Preparing Educators to Be Effective Supports for Student Achievement; Reaching Out to the Community to Create Success; and Promoting Policies that Benefit Indian Students. This report draws, in part, on the presentations and discussions held at the Summit, and explores several aspects of the American Indian/Alaska Native historical, social, and cultural experiences as they relate to the development of Indian education. Using these experiences as… [PDF]

Smith, Chris Selby, Ed. (1999). The Impact of R&D on VET Decision Making: A Range of Case Studies. This document contains 17 case studies and other papers on the impact of research and development on decision making in Australia's vocational education and training (VET), technical and further education (TAFE), and adult and community education (ACE) sectors. The following papers are included: "Introduction" (Chris Selby Smith); "When the Backwash Dwarfs the Wave: A Case Study of the Relationships between Research, Policy and Practice Concerning Two-Way Inter-Sectoral Movement in Australia" (Barry Golding); "A Research and Development Strategy for VET in Australia" (Geof Hawke, Rod McDonald); "ACE Works" (Geof Hawke, John McIntyre); "Impact of National Reviews of Educational Research Policy" (Barry McGaw); "The Development of Traineeships and the Impact of Research" (Chris Robinson); "A Research Contribution to User Choice Policymaking" (Chris Selby Smith, Joy Selby Smith); "The Impact of Research on the…

Berrien, Marcia T. (1964). Education in New Zealand. Bulletin, 1964, No. 34. OE-14105. Office of Education, US Department of Health, Education, and Welfare This bulletin presents a study of the development of education in New Zealand. Chapter I, Historical Development of Education, covers the growth of education since 1877. Chapter II, Educational Administration and Finance provides details on the Act of 1877; the organization, functions and responsibilities of the Department of Education; and the centralized nature of educational finance. Next, Preprimary and Primary Education describes the primary and upper primary educational levels. The fourth chapter, Postprimary (Secondary) Education, explains the several types of public postprimary schools, the curriculums provided in the various Forms, the kinds of certificates awarded in Forms V and VI, and the marking systems employed. Chapter V, Higher Education, covers the university system–its branches, administration, enrollment, and entrance requirements; the programs of study, grading systems, and degrees awarded; and the outcomes of the Hughes Parry Report's review of university… [PDF]

Burnaby, Barbara, Ed.; Ricento, Thomas, Ed. (1998). Language and Politics in the United States and Canada: Myths and Realities. This collection includes the following essays on language and politics in North America: "Respecting the Citizens: Reflections on Language Policy in Canada and the United States" (Colin H. Williams); "The Politics of Language in Canada and the United States: Explaining the Differences" (Ronald Schmidt, Sr.); "Demographic Considerations in Canadian Language Policy" (Roderic Beaujot); "National Language Policy in the United States" (Thomas Ricento); "Life on the Edge: Canada's Aboriginal Languages under Official Bilingualism" (Mark Fettes); "Endangered Native American Languages: What Is To Be Done, and Why?" (James Crawford); "Legal Implications of the Official English Declaration" (Susan Miner); "Language Rights Theory in Canadian Perspective" (Joseph Eliot Magnet); "The Imposition of World War I Era English-Only Policies and the Fate of German in North America" (Terrence G. Wiley); "ESL…

Pannekoek, Frits (2000). Information Technology and the Marginalisation of Regional Cultures: Rambling Thoughts from the University of Calgary Experience. In the past decade, significant advances in information technologies in the Euro-American world have fostered the creation of information monopolies. The prices imposed by the monopolies, whose products are largely in the English language, have caused academic libraries to focus almost exclusively on international scientific and cultural materials demanded by their researchers. This has resulted in an insidious and progressive marginalization of regional cultures. After careful consideration of this issue, the University of Calgary's 1998 Library of the Future Task Force recommended that the University of Calgary adopt an integrated approach to information that incorporates both production and consumption activities. The university would move to a "just for you" library and provide information through contracted electronic access whenever possible. To ensure that it becomes a net contributor to preservation and dissemination of knowledge rather than just a consumer of… [PDF]

Graddol, David, Ed.; And Others (1994). Researching Language and Literacy in Social Context. A collection of readings addresses issues in empirical investigation of language and literacy in a social context, and provide models useful to researchers undertaking small-scale studies. They include: "Introducing Ethnography" (Martyn Hammersley); "The Relations between Researcher and Researched: Ethics, Advocacy and Empowerment" (D. Cameron, and others); "Observing and Recording Talk in Educational Settings" (Joan Swann); "Negotiation as a Critical Factor in Learning To Read in a Second Language" (Eve Gregory); "Through Whose Eyes? Exploring Racism through Literature with White Students" (Beverley Naidoo); "'I Treat Them All the Same': Teacher-Pupil Talk in Multi-Ethnic Classrooms" (A. P. Biggs, Viv Edwards); "Reading as a Social Process in a Middle School Classroom" (David Bloome); "Children's Voices: Talk, Knowledge and Identity" (Janet Maybin); "Gender Inequalities in Classroom Talk"…

Roberts, Phil (2004). Staffing an Empty Schoolhouse: Attracting and Retaining Teachers in Rural, Remote and Isolated Communities. Online Submission Attracting and retaining staff in rural and remote schools has been a perennial problem n Australia virtually since federation in 1901. In this report the author uses a mixed method approach of an on-line survey, unstructured interviews and policy analysis to develop a comprehensive overview of approaches to overcome these staffing problems throughout Australia. This research found that existing approaches to staffing rural and remote schools are based upon deficit models which position rural communities in a negative position in relation to more favourable metropolitan and coastal locations. However it also found that a lack of understanding and preparation to teach in these schools and communities may act as a motivating factor for teachers to leave. From the review of existing approaches and trends identified in the survey data a model of rural staffing is proposed. This model incorporates a holistic approach which recognises the social and economic contexts of rural communities,… [PDF]

Lo Bianco, Joseph, Ed. (1991). VOX: The Journal of the Australian Advisory Council on Languages and Multicultural Education (AACLAME), 1989-1991. VOX: The Journal of the Australian Advisory Council on Languages and Multicultural Education, n3-5 1989-1991. This document consists of the three issues of the serial "VOX" published in 1989-1991. Major articles in these issues include: "The Original Languages of Australia"; "UNESCO and Universal Literacy"; "Language Shift and Maintenance in Torres Strait"; "Maintaining and Developing Italian in Australia"; "Literature and Language Learning"; "The Interview Test of English as a Second Language"; "Trends and Factors in Language Shift in Australia"; "Banishing Fear from Assessing LOTE Learning"; "Some Thoughts on Gender, Inequality and Language Reform"; "The Languages of Spain: A Causerie"; "Language Retention by Ancestry and Generation"; "Language and Economy in their Cultural Envelope"; "A Hard-Nosed Multiculturalism: Revitalising Multicultural Education?"; "Asian Studies in Australia and Some Overseas Comparisons"; "Languages for the… [PDF]

Jennings, Mark B., Comp.; Lee, Carolyn S., Comp.; Mayo, Linda P., Comp.; Young, Debra A., Comp. (1998). Annotated Bibliography of Products/Materials. This document, which is intended for teachers, program directors, researchers, businesspeople, and students, is an annotated bibliography of more than 600 programs and resources that were developed with funds from the Office of Vocational and Adult Education in fiscal years 1987-1998. The document is divided into two parts. Part 1 is a summary of the programs, products and materials, and training services developed by grantees or contractors. Within part 1, projects and materials are listed by program as follows: Bilingual Vocational Training Program; Community Education Employment Centers; Correctional Education; Indian Vocational Education Program; Integration of Vocational and Academic Learning Program; National Center for Research in Vocational Education; National Workplace Literacy Program; Native Hawaiian Vocational Education Program; New Urban High School; School-to-Work Cooperative Demonstration Projects; Skill Standards (Business and Education Standards Program); and… [PDF]

Phan, Oanh (2001). Women in Vocational Education and Training: An Analysis of 1996 and 1999 Data. The participation of women in vocational education and training (VET) in Australia in 1996-1999 was examined. Data for the analysis were obtained from annual national VET data collections and relevant reports. The analysis focused on the following areas: general trends, fields of study, qualifications, areas of learning, module outcomes, employment outcomes, and outcomes achieved by specific target equity groups. From 1996 to 1999, the number of women undertaking a VET program increased by 26%, whereas the number of men in VET increased by 20%. In 1999, proportionally fewer women than men were enrolled in the following fields: engineering/surveying; land and marine resources/animal husbandry; and architecture/building. In 1999, both women and men were likely to be undertaking higher-level courses than in 1996. Proportionately fewer women and men were enrolled in courses in the technical and further education (TAFE) "multifield education" field of study in 1999 than in…

Allsman, Ava; Blohm, Judee; Havens, Lani; Raftery, Kate; Savage, Ron; Slater, Marsha (2002). Roles of the Volunteer in Development: Toolkits for Building Capacity. This document, which was developed to assist Peace Corps volunteers and those responsible for training them, presents an introductory booklet and six toolkits for use in the training provided to and by volunteers involved in community development. All the materials emphasize long-term participatory approaches to sustainable development and a capacity building framework. The six toolkits each focus on one of the following roles of volunteers: (1) learner; (2) change agent; (3) co-trainer; (4) co-facilitator; (5) project co-planner; and (6) mentor. Each toolkit contains the following items: (1) a knowledge, skills, and attitudes matrix and learning plan; (2) models, concepts, and cases; (3) ideas and activities for practicing the role under discussion; and (4) a list of key resources for additional information and insight. The following are among the types and topics of learning activities presented: community walks; community mapping; shadowing community coaches; gaining local… [PDF]

Cook, Sandy, Ed.; Semmens, Bob, Ed. (1998). Setting the Standard. International Forum on Education in Penal Systems Conference Proceedings (Adelaide, Australia, April 5-7, 1998). This document contains 19 papers presented at an international forum on education in penal systems. The following papers are included: "Burning" (Craig W.J. Minogue); "The Acquisition of Cognitive Skills as a Means of Recidivism Reduction: A Former Prisoner's Perspective" (Trevor Darryl Doherty); "CEA (Correctional Education Association) Standards: Making Correctional Education Professional and Accountable" (Steve Steurer); "Who Needs Standards?" (Bob Semmens); "Setting the Standards. Whose Standards? The Education of Women in Prisons" (Sandy Cook, Sue Davies); "Standards in the Design and Implementation of Programs for the Correctional Setting" (Peter Kyparissis); "Tougher Criminal Legislation Means Prison Overcrowding: The End of the road for Prisons as Agents for Rehabilitation" (Tricia A. Fox); "Joint DCS (Department of Corrective Services)/TAFE NSW (Technical and Further Education New South Wales)… [PDF]

Liljedahl, Peter, Ed. (2006). Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2005 du Groupe Canadien d'Etude en Didactique des Mathematiques (29th, Ottawa, Ontario, Canada, May 27-31, 2005). Canadian Mathematics Education Study Group This submission contains the Proceedings of the 2005 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Ottawa in Ottawa, Ontario. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the Study Group are: to advance education by organizing and coordinating national conferences and seminars to study and improve the theories of the study of mathematics or any other aspects of mathematics education in Canada at all levels; and to undertake research in mathematics education and to disseminate the results of this research. These proceedings include plenary lectures, working group reports, topic session descriptions, new PhD reports, and summaries of ad hoc sessions. Papers include: (1) Learning Mathematics as Developing Identity in the Classroom (Stephen Lerman); (2) Formative Influences (Jean E. Taylor); (3) Mathematics Education,… [PDF]

Allen, Kim; Kilpatrick, Sue (2001). Factors Influencing Demand for Vocational Education and Training Courses. Review of Research. The factors influencing demand for vocational education and training (VET) courses in Australia by individuals, enterprises, industries, communities, and regions were examined through a review of Australian and selected international research. The following were among the key findings: (1) current definitions of "industry" may not be effectively identifying training needs; (2) motivations for participating in VET can stem from the labor market and/or from social or personal development concerns; (3) benefits from training have been understated; and (4) the public system continues to meet most demand for VET. It was concluded that achieving high levels of skills formation requires the following items: commitment from government and a large majority of enterprises; widespread public support; accountability to ensure an adequate quantity and quality of training; opportunities for all to participate; incentives for young people and workers to train; and flexible training…

Cameron, Barry; Grant, John; Kearns, Peter; Watson, Louise (2000). Equity in the Learning Society: Rethinking Equity Strategies for Post-Compulsory Education and Training. Existing equity strategies for postcompulsory education and training in Australia were examined to assess their effectiveness in a learning society. First, the equity and access policies in schools, vocational education and training (VET), higher education, and adult community education were compared. Next, educational outcomes of target groups in each sector were examined to identify patterns of participation for specific disadvantaged groups and to determine the extent to which structural factors affect patterns of participation in each sector. The feasibility of developing access and equity policies that would transcend sectoral boundaries was also explored. The following were among the study's key findings: (1) government equity strategies could be improved by targeting low socioeconomic status students within all equity groups, reporting performance so as to focus on outcomes, and strengthening pathways to employment from education and training; (2) performance reporting could…

Borland, Helen, Ed.; Golebiowski, Zofia, Ed. (1997). Academic Communication across Disciplines and Cultures. Selected Proceedings of the National Conference on Tertiary Literacy: Research and Practice, Volume 2 (1st, Melbourne, Australia, March 14-16, 1996). These selected papers from the First Conference on Tertiary Literacy focus on communication across differences of culture and discipline in Australian universities. Many of the papers have resulted from cooperation between applied linguists and specialist lecturers and describe cooperative models of literacy education based on interdisciplinary partnerships. Keynote addresses include "Disciplinary and Cultural Perspectives on Student Literacy" (I.Reid) and "Communicating Within Cultures, Communicating Across Cultures, Communicating Between Cultures" (A.Liddicoat). A colloquium on intercultural variation in academic communication includes papers by Andy Kirkpatrick, Lesley Farrell, Gillian Ferguson, Anthony Liddicoat, and Zosia Golebiowski. Other papers include: (1) "Providing Scaffolding for Theses Preparation in Computer and Mathematical Sciences (P.Cerone and G.Caruso); (2) "Never Say 'I'? The Writer's Voice in Essays in the Humanities"… [PDF]

Bilash, Olenka (1993). Teaching Native Languages in High School: A Teacher Resource Manual. This teacher resource manual is designed to guide development of a high school curriculum in Canadian Native languages. It outlines the main features of such a program, clarifies the responsibilities of partners (teachers, administrators, community, native elders) in the implementation of a community-based curriculum, presents pedagogical principles of second language learning and teaching, includes sample teaching activities in Native languages for learners of various abilities, relates pedagogical principles of second language learning to student evaluation, presents a model for planning that incorporates pedagogical principles of second language learning, and identifies issues relating to implementation of a native language program in a school or school jurisdiction. Sample teaching activities in Cree and Blackfoot are included. The manual addresses issues shared by all native language groups and offers concrete suggestions useful to each group. Appended materials include a… [PDF]

(2000). Social and Ethical Issues. Paper Presentations: Session A. This document contains nine papers from the social and ethical issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Attitude of Gaming Employees towards Problem Gambling: How It Affects Their Learning at an Awareness Training" (Lisa M. Bybee); "Quantitative Evaluation of the Educational Programmes on Students' Awareness of Social Responsibility" (Loky Tsui, Lee Wong); "Increasing Female Participation in Technology Education: A Hong Kong Perspective" (Ken Volk); "Integration of General Education into the Vocational Training Curriculum" (Kwok Hung Lai); "Flexible Learning: Developing Opportunities" (Lesley Wemyss, Carmel Thompson); "Role of Supported Services in the Provision of Vocational Training for Open…

(2001). Global Knowledge Transfer Issues. Symposium 12. [AHRD Conference, 2001]. This document contains three papers on global knowledge transfer issues and human resource development (HRD). "Indigenizing Knowledge Transfer" (Gary N. McLean) explores examples of HRD in which ethnocentric perspectives predominate and argues that, unless a HRD develops a global perspective, efforts to transfer knowledge within academia and corporate HRD settings are nearly certain to fail. "How to Develop Human Resources: Technical Rationality or Social Moral Responsibility? A Comparison of Western and Chinese Human Resource Theory and Practice" (Baiyin Yang, De Zhang) proposes a theoretical framework for cross-cultural study in organizational behavior and uses the framework to compare U.S. and Chinese human resource theory and practice. The study demonstrates that Chinese managerial philosophy is centered on social morality whereas U.S. managerial philosophy is characterized as technical rationality. "Enhancing Commitment and Overcoming the Knowing-Doing… [PDF]

(1993). Women–Shaping and Sharing the Future. The New National Agenda for Women 1993-2000. Second Edition. This document details how Australia's government intends to implement the New National Agenda for Women, which was formulated in 1993 after a review of many recent reports and after a forum to obtain input from women in the community, representatives of many women's organizations, and all areas of government. Sixteen of the 23 chapters examine the following issues: women and decision making; eliminating violence against women; women and the media; education; training; employment; child care; sex discrimination; health and well-being; women and families; homes and communities; income security; superannuation; sport, recreation, arts, and culture; women and the environment; and international cooperation. Six chapters discuss government programs/policies toward the following groups: non-English-speaking women, young women, Aboriginal and Torres Strait Islander women, women in rural and remote areas, older women, and women with disabilities. Outlined in chapter 23 are processes being… [PDF]

Luciani, Teresa (2001). Second NALL Bibliography on Informal and Non-Formal Learning. NALL Working Paper. This bibliography with 1,273 entries is an updated supplement to the preliminary 1997 bibliography on informal adult learning. It is a useful resource guide for those interested in publications (e.g. academic papers, government reports, grassroots publications) aimed at furthering understanding of how learning and teaching takes place in different settings (specifically, informal and non-formal environments). The guide also lists resources that address how the different ways that learning and teaching exist in various learning environments can be valued and supported. Introductory materials include bibliography sources and search terms. Entries are grouped into these seven categories: (1) general (overviews, definitions and conceptual distinctions, theories of learning, conceptual factors/histories, research methods and standpoint of researchers); (2) surveys/ethnographies; (3) learning power and action in resisting communities; transitions between learning and work (youth, higher… [PDF]

Taylor, Maurice, Ed. (1998). Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education/L'Association Canadienne pour L'Etude de L'Education des Adultes (17th, Ontario, Canada, May 29-31, 1998). These proceedings on the theme, Adult Education Research: Shaping the Future, contain 52 papers. The papers are: "Virtual Adult Education" (W. Archer and D. Conrad); "Reversal Theory Approach to Adult Learning and Education" (M. Atleo); "Objectiver L'Action" (A. Balleux et al.); "Cultural Constructions of Literacy" (A. Blunt); "Prior Learning Assessment and Recognition" (D. Briton et al.); "Distance Education and Learner Autonomy" (P. Bouchard and L. Kalman); "Toward a Redefinition of Formal and Informal Learning" (G. Burns); "Feminist Commitments in Adult Education" (S. Butterwick et al.); "Innovative Research Practices for Adult Education" (N. Campbell et al.); "Facilitating Reflection and Action through Research" (A. Chan); "Including the Body in Learning Processes" (L. Crawford); "A Double-Edged Sword" (U. Critoph and D. Martin); "Learning Strategies of… [PDF]

(2002). EFF Voice, Winter 2002. EFF Voice, v3 n1 Win. This newsletter reports on the activities of Equipped for the Future (EFF), which is a National Institute for Literacy initiative. EFF helps Temporary Assistance for Needy Families (TANF) recipients build the skills needed to balance work and home and make a successful transition to work. The article "EFF Frames Family Literacy Programs" defines family literacy as services integrating the following activities: (1) interactive literacy activities between parents and their children; (2) training for parents regarding how to be the primary teacher for their children and full partners in the education of their children; (3) parent literacy training that leads to economic self-sufficiency; and (4) an age-appropriate education to prepare children for success in school and life experiences. The article "EFF in a Family Literacy Classroom" explains how teachers and learners can use the 16 EFF literacy education content standards for the following purposes: (1) design… [PDF]

Poonwassie, Anne, Ed.; Poonwassie, Deo H., Ed. (2001). Fundamentals of Adult Education: Issues and Practices for Lifelong Learning. This document contains 20 papers on the fundamentals of adult education and foundations, practices, and issues for lifelong learning. The following papers are included: "The Metamorphoses of Andragogy" (James A. Draper); "Stages in the Development of Canadian Adult Education" (Gordon Selman); "Philosophical Considerations" (Mark Selman); "Theory Building in Adult Education: Questioning Our Grasp of the Obvious" (Donovan Plumb, Michael R. Welton); "Perspectives and Theories of Adult Learning" (Karen M. Magro); "Needs Assessment" (Thomas J. Sork); "Program Planning in Adult Education" (Atlanta Sloane-Seale); "University Continuing Education: Traditions and Transitions" (Anne Percival); "Facilitating Adult Education: A Practitioner's Perspective" (Anne Poonwassie); "Prior Learning Assessment: Looking Back, Looking Forward" (Angelina T. Wong); "Adult Education in the Community…

(2000). International Issues. Paper Presentations: Session C. This document contains eight papers from the international issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "The Impact of Globalisation and the Changing Nature of Work on Vocational Education and Training" (Chris Robinson); "In Search of a Governance Framework of Vocational Education and Training for the 21st Century: An International Comparative Study" (Humphry Hung); "Cross Border Activities to Strengthen Technical and Vocational Education and Training Systems in the Information Era" (L. Efison Munjanganja, Di Booker, Sarah Hayman); "The Competency of Cross-Culture of Expatriates in the Multinational Corporation" (S.T. Tsai, Shu-Hsaio Tsen); "Provision of Professional Training to Meet Global Procurement Challenges in Hong Kong" (Josephine C.S. Kea); "From 20th Century Education and Training to 21st Century…

Zelasko, Nancy F., Ed. (1997). NABE News, 1996-1997. NABE News, v20 n1-8 1996-1997. The eight issues of the newsletter of the National Association for Bilingual Education contain articles on these topics in relation to bilingual education: federal policy and policy formation; teacher qualifications; the English-only movement; parent involvement; reading instruction; the effect of foreign-language schools on children's acculturation; education of American Indians; Asian/Pacific education concerns; cultural literacy; federal resource allocation; global learning networks; early childhood education; pre-literate older (late elementary/secondary school) students; learning culture through children's literature; electronic portfolios for student assessment; using graphic organizers for bilingual literacy education; communication with and within families; gifted education; Internet search tools; writing instruction; empowering language minority children in the mainstream; court litigation; learning strategy instruction; biculturalism; school-to-work programs; teacher… [PDF]

Heitner, Bess; Murphy, Garrett (2002). Federal Role in Adult Literacy: FY 2002. CAAL Bulletin, n1 May. This document profiles 31 federal programs from which funding for adult literacy may be available. The document's three sections present descriptions of the following types of sources of funding and programs: (1) single pieces of legislation that contribute the major federal share of federal support for adult education in the United States; (2) federal programs in which basic skills or English-as-a-second language instruction for out-of-school youth and adults is an authorized activity; and (3) relatively small research and demonstration projects. Each program description lists the program's enabling legislation, states the program's purpose, lists its funding, explains local program access, and provides the name and address of a federal contact. The following are among the programs profiled: community technology centers; Even Start; Pell Grants; Life Skills for State and Local Prisoners Program; Star Schools Program; Reading First; Early Reading First; 21st Century Community… [PDF]

Dodson, David; Thomasson, Julie; Totten, Leah (2000). Creating Economic Opportunities for Every Young Person. Lessons from The Hitachi Foundation's Partnerships in Education and Economic Opportunity Initiative. This report profiles 12 programs conducted as part of the Hitachi Foundation's Partnerships in Economic and Educational Opportunity Initiative. The introduction and overview explain the goals of the initiative, which was undertaken to improve the economic and career options available to young people who have traditionally been underserved by schools in making the connections from school to work. Next, 16 lessons learned from the projects, including the following lessons, are discussed: (1) community-based partnerships serve youth better; (2) flexibility counts; (3) understanding culture is key; (4) entrepreneurship is an option; (5) connect staff, volunteers, and culture; (6) public service yields public benefits; (7) meaningful work offers lasting value; (8) youth are a program resource; (9) cultivate innovative human resources; (10) alternative experience has value; and (11) commitment is key. Presented next are profiles of the programs, which were conducted in diverse rural and… [PDF]