Vallas, Paul G. (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]

Clark, Kathleen A.; McKenry, Patrick C.; Stone, Glenn (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)…

Wilson, Angene Hopkins (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…

Prast, Leslie L. (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)…

Olson, Jack R. (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)…

Utsumi, Takeshi; And Others (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)…

Matiash, Ludmila (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)…

Osler, Audrey; Starkey, Hugh (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)…

Farmer, Marjorie (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)…

Burnley, Ric (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)…

Roy-Campbell, Zaline M. (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)…

Toprakci, Erdal (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]

Anderson, Tom (1997). Art, Education, and the Bomb: Reflections on an International Children's Peace Mural Project. Journal of Social Theory in Art Education, n17 p71-97. Argues that social change can be evidenced in the absence of an image. Discusses how murals painted by children 50 years after the bombing of Hiroshima and Nagasaki do not depict "the bomb," but it pervades the murals nonetheless. Shows that viewers draw unintended analogies between the images and the bombings. (DSK)…

Calais, Jerry; Cuevas, Phyllis; Fruge', Hugh; Gardiner, Judy Carter; Larmon, Marilyn; LeBert, Linda L.; Rees, Jocelyn (1999). Peace Crane Project: An Interdisciplinary Approach. To model collaboration and to "practice what we teach," a group of faculty members at McNeese State University in Louisiana developed a college-wide theme based on the book, "Sadako and the Thousand Paper Cranes." This book was selected because of the importance of seeking and achieving peace in a world that is struggling and, seemingly, losing the battle to establish peaceful environments for children and adults. In the book the heroine, Sadako, is dying of leukemia as a result of radiation from the atomic bomb dropped on Hiroshima (Japan) when she was two years old. Sadako learned that by folding a thousand paper cranes she might be cured of the disease. Multiple copies of the book and of relevant videos were ordered for the curriculum materials center. Each instructor electing to participate in the project centered a portion of his or her instruction around the book. The final goal was to have at least one thousand paper cranes hanging in the education… [PDF]

(2002). In the Classroom: Empowering Girls. Idea Book. Peace Corps volunteers are perceived as role models, technical specialists, teachers, counselors, heroes, and friends. This idea book shares specific ideas and frameworks for transferring the potential for positive guidance into classrooms and communities around the world. It concentrates on activities and strategies that increase girls' access to, and participation in quality in-school education. It offers suggestions from volunteers and staff that may be incorporated in class projects. The book consists of ten sections: (1) "Introduction"; (2) "Why Focus on Girls Education?"; (3) "Things To Consider"; (4) "A Holistic Approach to Girls' Education"; (5) "Creating a Girl-Friendly Learning Environment"; (6) "Classroom and Curriculum-Related Activities"; (7) "Co-Curricular Activities"; (8) "Awards and Incentives"; (9) "Scholarships"; and (10) "Resources" (materials available through… [PDF]

Dwyer, Judith A.; And Others (1984). Chronicles. Harvard Educational Review, v54 n3 p315-57 Aug. Includes eight articles: Judith Dwyer and Francis Meehan on nuclear education for Catholic undergraduates; Kathy Greeley, Susan Markowitz, Carol Rank, Roberta Snow, and Lisa Goodman on high school curricula developed by peace organizations; Charlotte Watertow on global solutions; Michael Antrim on the science of nuclear energy; Frederick Cunningham on middle school and Jean Jacobson on elementary school students' responses. (SK)…

Hoffman, Dorothy; Sorenson, Mary Eileen (1991). The United Nations: A Right to Education and Literacy. Educating for Peace Project. This document consists of a classroom lesson designed for upper elementary grades 5-8. It is based on the goals of the United Nations International Literacy Year (1990). The lesson covers 4 to 5 class days and can be used in language arts or social studies classes. The lesson includes a brief introduction to the United Nations, information on the U.N. International Literacy Year, and up-to-date statistics on world education and literacy. The student identifies the attributes of literacy and notes that attributes vary over time and culture. Students explore the linkage of literacy and personal power while gathering information about education and literacy in a culture or region of the student's choice. The lesson culminates in an independent literacy project applicable to each student's local environment. Given a choice of several formats, students design the independent literacy project and share it in some way with other learners. Included in the lesson materials are reproducible… [PDF]

Smith, Tom (1997). Lessons and Questions: Excerpts from the 1996 Kurt Hahn Address. Journal of Experiential Education, v20 n1 p22-26 May. Dr. Tom Smith, 1996 recipient of the Kurt Hahn Award, discusses life experiences that made him aware of the wilderness beyond and within, illuminated the connectedness of all things, and fueled his efforts to guide others to understand these important lessons. He questions whether outdoor education is reaching its full potential in teaching about balance, harmony, connectedness, and peace. (LP)…

Carr, William G. (1980). Collecting My Thoughts. A broad range of educational issues is treated in this collection of 120 short essays, written from the perspective of the author's 40 years in the education field. Section titles include: Teachers and Teaching; Episodes in the History of Education; Flights of Fancy; Defending the Schools; War and Peace; A Few Questions and Fewer Answers; and Gratuitous Advice. Episodes and anecdotes of personal experience are related, as well as philosophical reveries. (FG)… [PDF]

STERN, GEORGE G.; And Others (1966). PEACE CORPS–EVALUATION OF PEACE CORPS TRAINING PROGRAMS, SOME PSYCHOLOGICAL DIFFERENCES BETWEEN PEACE CORPS TRAINING UNITS AND TRAINEES. FINAL REPORT. A QUANTITATIVE COMPARISON OF THE PSYCHOLOGICAL CHARACTERISTICS OF PEACE CORPS TRAINING UNITS AND TRAINEES WAS MADE TO PROVIDE A BASIS FOR RATING PROGRAM QUALITY, ESTABLISHING UNIFORM TRAINING OBJECTIVES AND PROCEDURES, ENABLING TRAINING INSTITUTIONS TO IDENTIFY AND IMPROVE AREAS OF WEAKNESS, AND SELECTING TRAINEES. AN ANALYSIS OF 63 PEACE CORPS TRAINING UNITS IN 48 HOST INSTITUTIONS MEASURED TRAINEES AND PROGRAMS USING TOOLS EVOLVED FROM STUDIES OF HIGHER EDUCATION BY STERN, STEIN, AND BLOOM. MEASUREMENTS OF SUCCESS WERE FINAL SELECTION BOARD RATINGS OF TRAINEES, TRAINING ATTRITION, AND OVERSEAS EFFECTIVENESS RATINGS. PROGRAM CHARACTERISTICS ASSOCIATED WITH EFFECTIVE PROGRAMS WERE FRIENDLY GROUP INTERACTION, WELL-ROUNDED INTELLECTUAL EXPERIENCE, EMPHASIS ON SOCIAL ACTION, INDIVIDUAL TRAINEE AUTONOMY AND RESPONSIBILITY, AND HIGH PERSONAL ACHIEVEMENT STANDARDS. A NUMBER OF PERSONAL CHARACTERISTICS HAD DIFFERENT EFFECTS ON SUCCESS IN VARIOUS PHASES OF EVALUATION. NINE APPENDIXES… [PDF]

Churchill, Stacy; Omari, Issa (1981). Evaluation of the Unesco Associated Schools Project in Education for International Co-operation and Peace. In accordance with a mandate from Unesco's 1978 General Conference, an evaluation methodology and instruments were devised to assess the Unesco Associated School's success in encouraging international peace and human rights. The background of this assessment project and a report of evaluation activities are presented in this document. The Associated Schools Project originated in inititatives taken by Unesco in 1953 to help selected schools in Unesco member nations carry out special projects of education for living in a world community. By 1980, the project encompassed more than 1,400 participating institutions in 74 member states. Information is presented in three major sections. Section I describes the evaluation design. During the period June-July 1979, project consultants designed two questionnaires–one to be completed by coordinators of the project at national levels and the other to be filled out by faculty and administration at selected Associated Schools. Questions focused…

Zhang, Ling (2009). Engaging University Learners in Critical Thinking to Stimulate Collaborative Learning: Perceptions of American and Chinese Students. ProQuest LLC, Ed.D. Dissertation, University of South Dakota. The increasing global cooperation between countries has brought collaboration as a fundamental concern to educators around the world. Recent educational issues and research on collaborative learning have shown the power of collaborative education. How to teach college students the inter-societal skills to resolve tensions and conflicts between the races, the genders, and social status is an urgent task for all educators (Schmuck, 1985). With the complexity of an increasingly interactive world culture, there is a need for education to teach people how to make more peace than war. Tolerance, appreciation of differences in perspectives and cultures, creative problem solving, critical thinking, and conflict resolution can be taught in a collaborative learning environment. This method fits the times (Slavin, 1995). This study identified how students in traditional liberal arts and professional education majors in Central China and the University of South Dakota compare and contrast in… [Direct]

Goodman, Joyce (2007). Working for Change across International Borders: The Association of Headmistresses and Education for International Citizenship. Paedagogica Historica: International Journal of the History of Education, v43 n1 p165-180 Feb. This article contributes to the retrieval of the "lost history" of interwar internationalism that is increasingly receiving attention from historians of education. It traces the involvement of the English Association of Headmistresses (AHM) in a range of organizations that networked women educationists with women's organizations, with educational organizations and with international organizations working towards international peace in the interwar period. The focus of the paper is the development of an international orientation in the AHM and in girls' secondary schools through association with, and interest in, the League of Nations. Its subject matter is citizenship: the citizenship practised via the professional engagement of headmistresses through the AHM and as individuals with ideals of international understanding; and the development of an internationally oriented secondary school curriculum for girls and, in particular, the development of a history curriculum for… [Direct]

(1966). AFTER THE PEACE CORPS–THE RETURNEE CAREER PICTURE. RELEVANCE OF PEACE CORPS SERVICE TO CAREER GOALS OF VOLUNTEERS IS RECOGNIZED BY MANY EMPLOYERS AND SCHOOLS. THE CAREFULLY THOUGHT OUT AND ADMINISTERED SELECTION AND TRAINING PROCEDURE, AND LOW ATTRITION RATE OF OVERSEAS VOLUNTEERS ARE IMPRESSIVE CREDENTIALS. POST-SERVICE CAREER PLANS OF RETURNED VOLUNTEERS ARE–33.6 PERCENT CONTINUING EDUCATION, 16.9 PERCENT TEACHING, 12.4 PERCENT FEDERAL GOVERNMENT, 10.7 PERCENT BUSINESS AND INDUSTRY, 7.4 PERCENT VOLUNTARY ORGANIZATIONS, 4 PERCENT STATE AND LOCAL GOVERNMENT, AND 15 PERCENT MISCELLANEOUS. MANY OF THE VOLUNTEERS WHO CHANGE CAREER PLANS DURING THEIR SERVICE SWITCH TO TEACHING, AND A LARGE PERCENTAGE OF RETURNED VOLUNTEERS PRESENTLY CONTINUING THEIR EDUCATION ARE PREPARING TO ENTER THE TEACHING FIELD. SINCE 55 PERCENT OF ALL VOLUNTEERS WORKED IN SOME TEACHING CAPACITY DURING THEIR SERVICE, THIS IS NOT SURPRISING. FOURTEEN STATES AND CITIES OFFER SPECIAL TEACHING CERTIFICATE WAIVERS AND SALARY SCALE CREDIT FOR FORMER VOLUNTEERS. IN SOME… [PDF]

Tamatea, Laurence (2005). The Uses of Gandhi in Education in Bali: Different Responses to Globalisation–Implications for Social Justice. Journal of Peace Education, v2 n2 p139-159 Sep. Mohandas Karamchand Gandhi (1869-1948) is well-remembered as a man of peace who entered into a life of renunciation to overcome India's caste, class and religious differences for the purpose of independence as much as personal liberation. Less well- known is Gandhi's critique of the education system established in India under the circumstances of globalising British capitalist industrial imperialism. Believing that the colonialist education system was fundamentally unjust in that it reproduced India's social and economic inequalities, Gandhi argued for a return to Basic Education or Nai Talim. It is, then, in the light of Gandhi's challenge to hegemonic socio-economic structures through education that this paper presents findings from a research project undertaken at two Gandhian education sites in Bali. The paper shows that the larger site reproduced a globalisation from above discourse while the smaller site deployed a globalisation from below discourse. Acknowledging that debate… [Direct]

Ferrante, Maria A. (1992). Exploring Oral Tradition, Environmental Awareness, and Peace and Justice. Catholic Library World, v63 n3-4 p163-65 Jan-Jun. Summarizes four presentations from the 1992 Catholic Library Association's convention: "Native American Stories: An Oral Tradition in Today's Education" (Jim "Two Crows" Wallen); "Christians and a New Friendship with the Earth" (Jane Blewitt); "Earth Energy, Human Energy: Information Power" (Barbara O'Donnell and Gloria Steger); and "Resources for Peace and Justice" (Kathleen McGinnis). (EAM)…

Gentry, Ruben (2008). If War–How to Minimize the Loss for School Children. Online Submission, Paper presented at the Annual International Conference on Peace (2nd, Jackson, MS, Apr 7-11, 2008). War is so devastating that if at all possible, it should be avoided. But if reasoning and negotiation fail to yield peace between nations and countries and war results, the loss to children must be minimized. In the last decade, two million children have been killed in wars and conflicts, 4.5 million have been disabled and 12 million have been left homeless. Environmental damage due to the use of nuclear and chemical weaponry is horrendous; there are higher cancer and disease rates as well as higher rates of offspring born with birth defects. Also, disproportionate spending on war takes funding away from programs that improve the quality of life (Marshall, 2004). Children must be kept in mind during times of war; they need to be with their parents, protected within their home communities and have basic health, educational and social services. In as much as education is the foundation on which all professional and service endeavors are built, any decision for engagement in war must… [PDF]