(1999). Saving Public Schools. Civic Bulletin Number 16. Overcoming decades of labor, financial and performance troubles, the Chicago school system has enjoyed improving test scores 3 consecutive years, rising attendance, and labor peace under a new contract balancing the budget. Despite some criticism, the Chicago system enjoys reform successes in six areas: (1) improved governance; (2) greater flexibility in resource allocation, work rules, and seniority requirements; (3) uniform high standards and expectations; (4) greater accountability systemwide; (5) expanded early support for children and mothers; and (6) willingness to consider varied unconventional policy options. The district is incrementally raising low minimum promotional standards, as at risk students are identified for support. Bilingual education became a transitional program, with some of the existing bilingual education resources shifting into foreign language programs. The insistence of reformers opposed to top-down solutions remains the primary obstacle to reform. The… [PDF]
(1999). Evaluation of a Parent Education Program for Divorcing Parents. Family Relations, v48 n2 p129-37 Apr. Compares participants in a parent education program [Parents' Education about Children's Emotions Program (PEACE)] mandated for divorcing parents with a similar sample of individuals who had not participated in such a program. Although the findings provide little evidence for the longer-term impact of this program, the program participants expressed a high level of satisfaction with the program and believed that it was very beneficial. (Author/GCP)…
(1993). The Meaning of International Experience for Schools. This collection of case studies looks at international education in a broad context. These studies illustrate how persons with international experience, including teachers who have lived abroad, returned Peace Corps volunteers, and immigrant and international students contribute to the curriculum in their schools. Looking at an affluent suburban elementary school, a rural middle school, and a poor inner-city magnet high school, the author examines how school systems, teacher education, and communities can cooperate to give education a global perspective. Chapters 1 and 2 examine the impact of international experience. Chapters 3 through 8 are the case studies of the following groups or persons: (1) teachers with international experience; (2) returned Peace Corps volunteers; (3) a sixth-grade immigrant from Afghanistan; (4) a multicultural school; (5) international student visitors at school; and (6) the International Studies Academy at an urban magnet school. Chapter 9 offers…
(1989). International Education: On a Shoestring. Community, Technical, and Junior College Journal, v59 n3 p31-33 Dec-Jan 1988-89. Describes Delta College's efforts to expand global awareness on campus and encourage international education within a limited budget. These efforts include plaques affixed to classroom doors presenting information on different countries, a foreign film library, a Peace Corps Partnership Project, a team-taught course on Third World nations, and a Global Awareness Week. (DMM)…
(1989). Project IDEA: International Deaf Education Association. American Annals of the Deaf, v134 n5 p338-40 Dec. This article describes Project IDEA's origins as a program of the Peace Corps and the assistance it received from the Montana State University Theatre of Silence. In Bohol, Philippines, IDEA has developed a deaf community, a special/vocational education program, and job skills through employment in a cafe and bamboo rake factory. (Author/PB)…
(1988). The Global Electronic University. American Journal of Distance Education, v2 n2 p57-67. Describes plans to create a Global University Consortium, i.e., a worldwide educational electronic network of universities, businesses, and governmental, nongovernmental, and community organizations. Topics discussed include quality education; transcultural unity; moral leadership; academic freedom; peace-gaming; participation of less developed nations; and the Global Systems Analysis and Simulation (GLOSAS) Project. (11 references) (LRW)…
(2007). My Education in Ukraine. Business Communication Quarterly, v70 n3 p341-345. After the disintegration of the Soviet Union in the early 1990s, Ukraine and other Newly Independent States were invaded by armies of consultants from Western donor organizations. Development agencies like the World Bank, the United States Agency for International Development, Tacis, the European Bank for Reconstruction and Development, and the Peace Corps introduced technical assistance programs, promising to turn the glorious collective past into a competitive economic future. Few of these consultants were educators, but all of them were introducing business concepts and teaching their clients to work with new tools in a new paradigm. In this article, the author describes the challenges that she encountered as a business education consultant to an online multilingual e-magazine dedicated to business management in Kyiv, Ukraine. She says that with the help of student interns, she was able to develop the vocabulary for new business concepts and set the standards for business… [Direct]
(2000). HIV/AIDS: Integrating Prevention and Care into Your Sector. Idea Book. This idea book offers practical strategies for assessing and responding to the effects of HIV on each of the Peace Corps' project areas, including agriculture and environment, small enterprise development, health, youth, and education. It also offers examples of creative and effective strategies used by Peace Corps volunteers to integrate the issue of HIV into their activities through collaboration with other sectors or by designing activities targeting those most affected by AIDS. The book presents information on HIV/AIDS project design within the community, focusing on elements of the planning process, pre-activity learning and groundwork, and establishing direction/content. It goes on to examine potential obstacles and how to deal with them (e.g., fear of infection, cultural dissonance, and frustration, sadness, feelings of being overwhelmed, and apathy). An annotated listing of additional resources on HIV and AIDS is included. (SM)…
(2003). Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People's Experiences. Educational Review, v55 n3 p243-54 Nov. Interviews with 600 youth aged 10-18, many from immigrant families, explored how they learn about citizenship and define themselves and their communities. They identify strongly with their city or neighborhood but also have multiple identities, a cosmopolitan citizenship that bridges several worlds. Education for cosmopolitan citizenship should address peace, human rights, and democracy. (Contains 35 references.) (SK)…
(1998). Creating Montessori Bilingual Programs. Spotlight: Montessori–Multilingual, Multicultural. Montessori Life, v10 n2 p22-25 Spr. Discusses presentation given by Rigoberta Menchu, 1992 Nobel Peace Prize Laureate, at a meeting with Hispanic child caregivers in California. Discusses family life and childrearing among Guatemala's Mayan people, traditional ceremonies and symbols, becoming a leader, and the Mayan experience of resisting oppression. Discusses implications for Montessori education, educational policy, and obstacles to academic achievement by Hispanic students. (KB)…
(1997). A Letter Home from a First-Year Teacher and Peace Corps Volunteer (Global Issues). English Journal, v86 n8 p80-81 Dec. Presents a letter from a Peace Corps volunteer and first-year teacher about his experiences teaching English at a Russian school. Describes courses of study, the ever-changing schedule, his problems in the first semester adapting to Russian ideas of teaching, and his successful struggle to apply the education he had learned to this new teaching experience. (SR)…
(2001). Globalisation, Language and Education: A Comparative Study of the United States and Tanzania. International Review of Education, v47 n3-4 p267-282 Jul. Focusing on Tanzania and the United States, this article examines the fallacy of a monolingual, English-only policy in education. It also examines the philosophy surrounding this debate and considers the detrimental effects upon students of attempting to impose a monolingual policy. Discusses the role of educational language in the quest for global peace. (Contains 43 references.) (AUTH/NB)…
(2007). The Rates of Participation of the Member Countries in the Institutional Objectives of UNESCO (According to World Data on Education of UNESCO). Online Submission, International Journal of Progressive Education v3 n1 p65-86 Feb. This study focuses on the rate of the participation of the member countries in the objectives of UNESCO. Text-based approach in method of content analysis has been used to carry out the study. The objectives of UNESCO have been identified and examined to reveal whether the member countries acknowledge these objectives among their national educational objectives. The study is limited with the data available on the UNESCO Web Page (World Data on Education of UNESCO). It has been found that only 5 of the member countries have fully adopted the objectives of UNESCO, which means that the national educational objectives of the remaining 97% of the member countries do not fully reflect UNESCO's objectives in their education policies. The most highly participated objectives are "Equality" with 56.05%, "Human Rights" with 35.03%, "Freedom" with 25.47%, "Universal Values" with 19.10% and finally "Peace" with 15.28%. This situation may put… [PDF]
(1971). Teaching About War, Peace, Conflict and Change. This is a description of the objectives, program activities, and policy of an experimental curriculum development project in the war/peace field. Seven major concepts of content are defined: 1) Identity, 2) Obligation, 3) Change, 4) Power, 5) Conflict, 6) Institutions, 7) Interdependence, 8) Values and the Value Process. Rationale is that educational institutions in this country can move to institute value education in which problems of war and peace, conflict and change, are honestly investigated and analyzed in terms students can see as their own, reinforcing the intelligent and purposeful formation of individual and social values. Specific objectives of the project are listed and activities carried on in these areas are described: 1) Curriculum Unit Development, presently for grades 7 through 11; 2) Teacher Training; 3) Resource Development; 4) Community Involvement; 5) Dissemination of Information; and, 6) Evaluation. Also included is a framework of assumptions focusing on the… [PDF]
(1983). Health Education Training Model. Training for Development. Training Manual No. T-11. This selection of health education training materials is intended for preservice and inservice training of Peace Corps Community Health Volunteers. Purpose of the training model is to help community health workers become better facilitators and educators as they help motivate people toward a more healthier and more self-reliant life. The introduction provides suggestions for preparing for and carrying out the training program. Twelve sessions cover defining expectations and clarifying objectives of health education training, beginning the program, looking at community health and education, exchanging ideas about health education, working with a group, how people learn, the role of the Peace Corps volunteer as community health worker, identifying community needs and resources, teaching about important health issues, developing and using appropriate teaching aids (one session on story telling, and one session on creating low-cost materials and equipment), and the Health Fair. For each… [PDF]