(1996). Notes on Literacy, Vols. 21 and 22. Notes on Literacy, v21-22 1995-1996. The eight issues of the journal on literacy and literacy education contain papers on: a research project on transitional education; passive literacy among the Cheyenne; constructing a syllabus using the Gudschinsky method (in French); trends in literacy education; \indiginizing\ punctuation marks; literacy acquisition among Peruvian Amazon communities; an experiment in Mayan poetry; grassroots literacy curriculum development for elementary schools; management of a community literacy and development program; perceptions of language and literacy; tone orthography and pedagogy; the lasting impact of literacy; genre-based approach to literacy; transition literacy in sub-Saharan Africa; Summer Institute of Linguistics and Bilingual Education in Peru; impact of literacy on women and development in South Asia; women's education in developing countries; an adult literacy program in northwestern Zaire; visual-auditory-tactile-kinesthetic integration; culturally-embedded literacy among the… [PDF]
(2003). Roots and Wings: Teaching English as a Second Dialect to Aboriginal Students–A Review of the Literature. Education plays a primary role in ensuring language maintenance and school success in Saskatchewan, Canada, and around the world. Language includes both "standardized" language and vernacular dialects. This document reviews the literature related to teaching English as a Second Dialect in school. The review covers information on the problems and challenges faced by speakers of minority languages including social and cultural processes and implications of language maintenance as well as how languages are taught and learned in school. It also includes literature on best practices in teaching English as a Second Dialect (ESD). This review will have relevance for teachers, curriculum developers, administrators, and policymakers working in ESD, particularly those in Saskatchewan and Canada who want to address challenges in teaching ESD to Aboriginal students and ensure that they maintain their roots and develop their wings. (Contains 99 references.) (Author/SM)… [PDF]
(1998). Teaching in a Cold and Windy Place: Change in an Inuit School. In 1987, the author accepted the position of principal/program-support teacher in the Inuit community of Anurapaktuq in the Baffin Island region of Nunavut, Canada. In the 4 years she spent there, positive changes occurred in the K-9 school and community. This book recounts how and why this was achieved. Chapter 1 describes the psychological context, research design, methodology, and development of the book. Chapter 2 describes the history, ecology, and sociology of the community, and the author's previous experiences as a primary teacher and special education programmer. Chapter 3 discusses major changes effected at the school: improved attendance; increased student commitment; increased cognitive and language development, particularly in Inuktitut; and increased numbers of Inuit educators in the school. Chapter 4 discusses the instructional strategies that led to change in the school: teaming and theming, learning centers, small-group instruction, consideration of the Inuit…
(2000). Taking Down the Walls: Communities and Educational Research in Canada's 21st Century. NALL Working Paper. To take community seriously in the conduct of educational research, the researcher should consider taking down epistemological walls and the "real" ones that confine the processes and products of academic labor to artificially isolated settings. Epistemologically, the question of walls relates to the kinds of knowledge competed over, most often disciplinary knowledge. Within and around disciplinary walls are the walls of theory. Community in the context of the discussion means the creation of spaces that allow difference to be a constant, unpredictable part of who we are together. A pilot project, A Pedagogy of the Land (POL), is an example of current research in an attempt to take down the walls. POL involves traditional indigenous knowledge keepers with some fluency in their language whose knowledge arises from traditional Anishinaape world view in a program that allows them to build on one another's knowledge and prepare to pass it on to others who know less. POL… [PDF]
(1967). A DESIGN FOR ACTION RESEARCH AT PROJECT TRY. FINAL REPORT. THIS REPORT OUTLINES A DEMONSTRATION-RESEARCH TRAINING PROGRAM FOR 600 DISADVANTAGED 17- 21-YEAR-OLD OUT-OF-SCHOOL, UNEMPLOYED, OR UNDEREMPLOYED MALES FROM THE PREDOMINANTLY NEGRO BEDFORD-STUYVESANT AREA OF BROOKLYN, NEW YORK. FUNDED JOINTLY BY THE OFFICE OF EDUCATION, THE OFFICE OF ECONOMIC OPPORTUNITY, AND THE DEPARTMENT OF LABOR, THE PROGRAM OFFERS THESE YOUTHS TRADE TRAINING, LIFE SKILLS EDUCATION, RECREATION, AND SUCH SPECIAL SERVICES AS JOB PLACEMENT AND GENERAL POSTTRAINING FOLLOWUP. THE IDEAL RACIAL COMPOSITION OF THE PROGRAM IS CONSIDERED TO BE 70 PERCENT NEGRO, 15 PERCENT CAUCASIAN, AND 15 PERCENT PUERTO RICAN. PROGRAM PERSONNEL ARE DRAWN LARGELY FROM THE BEDFORD-STUYVESANT COMMUNITY. IN ADDITION TO THE ACTUAL TRAINING OF THE YOUTH, THE PROGRAM SEEKS TO DEVELOP A NEW CURRICULUM AND TO DETERMINE THROUGH COMPREHENSIVE ACTION RESEARCH ITS EFFECTIVENESS IN PRODUCING POSITIVE CHANGES IN TRAINEES' ATTITUDES AND BEHAVIOR. A MULTIFACETED ACTION RESEARCH DESIGN IS DESCRIBED IN… [PDF]
(1997). Culture. Twelve conference papers on cultural aspects of second language instruction include: "Towards True Multiculturalism: Ideas for Teachers" (Brian McVeigh); Comparing Cultures Through Critical Thinking: Development and Interpretations of Meaningful Observations" (Laurel D. Kamada); "Authority and Individualism in Japan and the USA" (Alisa Woodring); "Study Trip to France" (Alain Lauffenburger) (in French); "Everything You Need To Know Begins at Kindergarten" (Laura McGregor); "Native Americans and Europeans, Ainu and Waijin: Culturally Relevant EFL Content-Based Social Studies Comparative History Curriculum Design at a Japanese Junior College" (Robert E. Gettings); "Folklore in the ESL Classroom" (Virginia A. Jenkins); "Redefining Our Educational Parameters" (Eton F. Churchill, Jr.); "Commonly Asked Global Issues Questions" (Jessica Newby Kawata, David Peaty, Donna McInnis, Junko Mukainakano);… [PDF]
(1908). Education in Formosa. Bulletin, 1908, No. 5. Whole Number 388. United States Bureau of Education, Department of the Interior With Japan and America entering the ranks of the colonizing powers, the question of colonial education becomes particularly important, especially so in view of the fact that education in both Japan and America occupies a commanding position. It is rather significant that the two great Pacific powers should have become colonizing nations within three years of each other. It is the purpose of this monograph to set forth the results of Japan's efforts to establish an educational system in Formosa, her first colonial possession. In order that we may fully understand the nature of the problem with which she has to contend, the author has attempted to describe somewhat fully the work of her predecessors in the island, the Dutch and the Chinese. Thus the monograph has naturally resolved itself into a history of education in Formosa. Information on missionary schools is appended. An index is included. (Contains 5 plates, 4 footnotes, and 11 tables.) [Best copy available has been provided.]… [PDF]
(1995). Viewing the Role of the Student Teacher Supervisor through Cross-Cultural Perspectives. This study, conducted in the context of a Canadian Aboriginal teacher education program, sought to determine if student teachers', cooperating teachers', and university supervisors' perceptions about the role of the university supervisor differed, particularly when this triad was composed of individuals from different cultural and ethnic backgrounds. Participants consisted of aboriginal student teachers (N=29) enrolled in the Indian Teacher Education Program (ITEP) at the University of Saskatchewan (Canada) and their non-aboriginal cooperating teachers (N=41) and university supervisors (N=16): 84 in all. The "Role of the University Supervisor Survey," which assessed the perceptions of each participant with regards to the relative importance of selected roles and responsibilities of the university supervisor, was mailed to all participants. Anonymity was guaranteed. The final return rate of the surveys was 76 percent for student teachers, 85 percent for cooperating… [PDF]
(2001). HRD in Asia. Symposium 3. [AHRD Conference, 2001]. This document contains three papers on human resource development (HRD) in Asia. "The Experiences of HRD Professionals Participating in Continuing Professional Development in Taiwan" (Yu-Shu [Jason] Chen) reports on a study that was based on the method of hermeneutic phenomenology and conducted to describe and interpret the experiences of Taiwanese HRD professionals participating in continuing professional development. "What Is It Like to Be a Taiwanese HR Practitioner Performing HRD Tasks?" (Ya-Hui [Bella] Lien, Gary N. McLean) discusses the following themes, which were identified during an interpretive study in which seven HRD professionals were interviewed about their daily work experiences as HRD practitioners: (1) HRD is one aspect of human resource management; (2) HRD is equated with training in Taiwan; and (3) HRD success relies on the visions and support of top management. "A Study of Human Resource Development in Indigenous Firms and Multinational… [PDF]
(1936). Public Education in Alaska. Bulletin, 1936, No. 12. Office of Education, United States Department of the Interior Among areas governed by the United States, Alaska is unique in a number of ways; one of special interest to education officials and students is concerned with the maintenance within its borders of two publicly supported school systems–one by the Federal Government and one by the Territory. It was chiefly in the interest of the former that the author visited the Territory in the spring of 1931 to study and report on its condition and progress. For a period of more than 40 years preceding 1931, the Bureau of Education, now the Office of Education, was responsible for the education of the natives of Alaska. During 1930, plans were under consideration by the Commissioner of Education for certain reorganizations and adjustments in the school system, particularly curricular adjustments, and a personal visit of the staff member directly in charge was, therefore, arranged. Before their consummation, however, transfer of administrative functions concerned with the native schools was… [PDF]
(1994). Indigenous Language Immersion as an Alternative Form of Schooling for Children of Hawaiian Ancestry: Lessons from a Six-Year Study. The Hawaiian Language Immersion program (HLI) is described and evaluated. HLI began in 1987 with two small classes on two islands and within 6 years had grown, in response to parent interest, to serve 621 students in grades K-7 in 6 schools on 5 islands. Participating students are taught entirely in Hawaiian until grade 5; in grades 5 and 6 one hour a day of instruction is in English, and immersion may continue into grade 7. The report contains an assessment of the program based on the status of the first sixth-grade cohort of participating students. Data used include: qualitative reading assessment in Hawaiian and English; reading, writing, and mathematics achievement data, tested in English; mathematics achievement, tested in Hawaiian; longitudinal data; comparison of participant and non-participant attitudes; and student, parent, and teacher interview data. An introductory section outlines positive and negative implementation factors influencing the first cohort, then results… [PDF]
(2000). On the Directionality and Maintenance of Language Policy in Revitalization Efforts. This paper examines efforts to save rapidly declining indigenous languages around the world. The entire process of language preservation and revitalization is a massive undertaking that requires immense long-term planning and support. These problems extend well beyond the linguistic concerns of the language itself. Language policy is inherently political in nature, pitting different linguistic (but also ethnic, religious, or cultural) groups against one another, any or all of whom may have reason to try to undermine any policy. This paper centers on these two distinct yet inter-related concerns in language revitalization efforts: directionality and policy preservation. The problem of directionality of language policy, the direction from which policy is generated and implemented, namely, top-down (government-imposed) or bottom-up (grassroots public-imposed) is unavoidable. It is argued that neither approach can be entirely successful without the other and that the present societal… [PDF]
(1993). Documents Related to the Quincentenary. American Indian Culture and Research Journal, v17 n1 p229-40. Presents three documents related to the Columbus Quincentenary and indigenous populations. Includes the Declaration of Quito (Ecuador) of July 21, 1990; the final text of the Declaration of Xelaju (Guatemala); and the document "After the 500 Years: Indigenous and Peoples' Unity Proposals for Political Action." (CFR)…
(1993). Results of the 1992 Primary Assessment Program in Urban Schools. This report describes the aggregated reading and mathematics performances of students in years 5 and 7 in urban Northern Territory (Australia) schools on the Primary Assessment Program (PAP) tests. The aggregated results are encouraging, with apparent gains in some reading tests over the preceding year, and no evidence of decline in the others. Reading-test results indicate that the majority of students in years 5 and 7 are well able to read and comprehend texts considered suitable to their levels. There is evidence that boys marginally outperformed girls in the measurement strand of mathematics. On all reading tests, girls outperformed boys. Results of the mathematics tests indicate that students find these somewhat more difficult than the reading tests, with the average mark for both years at approximately 55 percent. Test results of urban self-identified Aboriginal students indicate that, on average, their achievement levels are well below those of non-Aboriginal students…. [PDF]
(1966). NEW FIELDS OF EMPLOYMENT AND VOCATIONAL TRAINING FOR OLDER WORKERS. PANEL AND WORKSHOP V. OPPORTUNITIES FOR TRAINING OLDER ADULTS IN NEW OCCUPATIONS HAVE BEEN MADE POSSIBLE BY RECENT FEDERAL LEGISLATION. UNDER THE SPONSORSHIP OF THE UNIVERSITY OF OKLAHOMA, PROGRAMS WERE STARTED IN 20 RURAL COMMUNITIES TO TRAIN OLDER WOMEN AS VISITING HOMEMAKERS. LOCAL AGENCIES ORGANIZED THE COURSE AND RECRUITED THE TRAINEES, THE HOME ECONOMICS AGENT TAUGHT THE CLASSES, AND CERTIFICATES WERE AWARDED. TWENTY-ONE PERCENT WERE HIRED BY FAMILIES OR IN NURSING HOMES. THE STATE EMPLOYMENT SERVICE OF CALIFORNIA ABOLISHED THE CONCEPT OF JOB QUALIFICATIONS IN RELATION TO AGE AND CREATED NEW JOBS, SUCH AS FAMILY AIDES, SENIOR HOME REPAIRERS, AND CUSTODIANS. UNDER CONTRACT WITH THE OFFICE OF ECONOMIC OPPORTUNITY, THE NATIONAL COUNCIL ON THE AGING SET UP FOUR MODEL PROGRAMS, CONCENTRATING ON THE CREATION OF NEW JOBS IN COMMUNITY ACTION PROGRAMS–SUBPROFESSIONALS IN COMMUNITY SERVICES, FOSTER GRANDPARENTS, AND CONTACT PERSONS IN OPERATION MEDICARE ALERT (NOW FUNDED AS A NATIONAL PROGRAM). THESE NEW… [PDF]