(2003). Supporting English Literacy and Numeracy Learning for Indigenous Students in the Early Years. ACER Research Monograph 57. ACER Press (Australian Council for Educational Research) Despite some improvements over time, national statistics point to a continuing gap in the average English literacy and numeracy achievement of Australian indigenous students when compared with non-indigenous students. A longitudinal study by the Australian Council for Educational Research (ACER) has been monitoring growth in the English literacy and numeracy achievement of a group of indigenous students through the early years of primary school prior to Year 3. Qualitative data collected during these years provided an opportunity to explore the learning contexts experienced by the students and other factors associated with growth and achievement. Thirteen schools with significant indigenous student populations participated in the project; many were nominated on the basis that they were recognised for initiatives and programs that they had in place to support these students. Study participants commenced school in 2000 and completed English literacy and numeracy assessments in 2000,… [Direct]
(1999). National Workshop on Equity Research. Report and Papers from a National Workshop (Sydney, New South Wales, Australia, May 21-22, 1999). Working Paper. This publication is comprised of 12 position papers from the National Equity Workshop held at the University of Technology Sidney (Australia) at which participants summarized their positions on the way equity should be understood, their views on the strengths and weaknesses of current vocational education and training (VET) policy, and what they saw as the priorities for future research. The papers are prefaced with a summary of the conclusions of the workshop–strengths of current research, weaknesses, and new directions–and participant biographies. The papers are: "Using Statistical Methodologies to Interrogate Large Data-Bases" (Katrina Ball); "Managing Diversity" (Kate Barnett); "Aborginal and Torres Strait Islander Strategic Policy and Research Priorities for VET, 1999" (Tony Dreise); "Equity Outcomes" (Tom Dumbrell); "Equity and VET: An Antilogous Project? A Personal Story of Equity Work in VET" (Elaine Butler);… [PDF]
(2005). From Discussion to Action. New Directions for Student Services, n109 p95-98 Spr. This chapter describes nine of this volume's themes and offers summary recommendations stemming from those themes…. [Direct]
(2005). Research Highlights, 2005. Australian Council for Educational Research "Research Highlights" is an annual publication documenting developments in the Australian Council for Educational Research (ACER)'s research programs for the previous year. The 2005 edition highlights research on the following themes: (1) Improving outcomes for Indigenous students; (2) Understanding transitions from school to adulthood; (3) Assessing transferable generic skills; and (4) Supporting the professional development of teachers. [For the 2004 "Research Highlights," see ED499149.]… [Direct]
(1966). HOME MANAGEMENT AIDES, A HOME SKILLS TEACHING SERVICE FOR LOW INCOME MOTHERS. ABOUT 25 PERCENT OF ALL AID FOR DEPENDENT CHILDREN CASES IN THE CITY OF MINNEAPOLIS WERE IN TWO YOUTH DEVELOPMENT PROJECT TARGET AREAS WHERE MOTHERS OFTEN LACKED HOME MANAGEMENT SKILLS NECESSARY TO REAR THEIR CHILDREN. AS ONE OF SEVERAL DEMONSTRATION PROGRAMS TO PREVENT AND ALLEVIATE PROBLEMS OF DELINQUENCY, IN 1964 FOUR HOME MANAGEMENT AIDES (HMA) WERE HIRED BY THE HENNEPIN COUNTY WELFARE DEPARTMENT TO PROVIDE PRACTICAL ASSISTANCE TO MOTHERS IN THE AREAS OF SHOPPING, HOME MAINTENANCE, BUDGETING, CHILD CARE, CLOTHING SELECTION AND MAINTENANCE, FOOD AND NUTRITION, AND FINDING ADEQUATE HOUSING. IN THE FIRST YEAR 309 CASES WERE REFERRED TO HMA BY THE WELFARE CASEWORKERS. THE AIDE'S WORK WITH THE MOTHERS ON AN INDIVIDUAL BASIS IN THEIR HOMES WAS LATER AUGMENTED BY ONCE-A-WEEK CLASSES IN SEWING AND HOME MANAGEMENT. RESPONSE TO THE PROGRAM WAS SO FAVORABLE THAT THE WELFARE DEPARTMENT DOUBLED THE NUMBER OF AIDES AND WAS CONSIDERING FURTHER EXPANSION. (ADMINISTRATIVE DETAILS OF STAFF… [PDF]
THE WOMEN'S TALENT CORPS, PROPOSAL. WOMEN'S TALENT CORPS, FUNDED BY THE OFFICE OF ECONOMIC OPPORTUNITY, WILL MEET TWO SOCIAL PROBLEMS IN NEW YORK CITY–JOB SHORTAGES IN COMMUNITY SERVICES AND UNEMPLOYMENT AND LACK OF TRAINING AMONG THE POOR. WOMEN WILL BE RECRUITED FROM LOW-INCOME NEIGHBORHOODS AND TRAINED AS PRE-PROFESSIONAL ASSISTANTS IN SCHOOLS, HOSPITALS, AND SOCIAL AGENCIES THROUGH A PROGRAM OF FORMAL CLASSES AND FIELD EXPERIENCE. THESE WOMEN WILL BECOME CONTACTS BETWEEN PROFESSIONAL COMMUNITY WORKERS AND THE LOW-INCOME PEOPLE THEY ASSIST. PROFESSIONAL WOMEN WITH WORKING SKILLS AND EXPERIENCE IN EDUCATION, HEALTH, OR WELFARE FIELDS WILL BE TRAINED AS COORDINATORS TO COUNSEL THE TRAINEES, DIRECT FIELD WORK, AND SERVE AS LIAISON BETWEEN TRAINEES AND THE AGENCIES EMPLOYING THEM. THE TRAINEE AND COORDINATOR WILL HELP EACH OTHER UNDERSTAND THE CONDITIONS OF POVERTY AND THE RESPONSIBILITIES IMPOSED BY EDUCATION AND EMPLOYMENT. THE PROGRAM DESIGN INCLUDES FIVE PHASES–(1) COMMUNITY DEVELOPMENT AND PROGRAM PLANNING… [PDF]
(2005). Can We Live Together?: Towards a Global Curriculum. Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v4 n1 p95-109. Arguing that globalization has been conceived of largely in economic terms this article examines the possibility of a global curriculum in the light of Touraine's assertion that the major global problem is not economic but social: can we live together? I argue that a global curriculum conceived in social terms is possible and that it will involve: (a) the inclusion of currently "subjugated knowledges"; (b) the ability to cross cultural boundaries within and between societies; and (c) a commitment to development as freedom. Such a curriculum would be a recognition of the need to rescue society and personality from the ravages of global markets through education…. [Direct]
(1998). CLAVE: Revista Especializada de ASOVELE (Asociacion Venezolana para la Ensenanza de la Lengua), 1997-1998 (CLAVE: Specialized Magazine of ASOVELE [Venezuelan Association for Language Teaching], 1997-1998). CLAVE, n6-7 1997-1998. These two issues of the journal \CLAVE\ contain these articles in Spanish with one article in English: \La ensenanza de la lingua materna\ (Pablo Arnaez); \Saben resumir los alumnos universitarios de nuevo ingreso?\ (Marisol Garcia); \El desempeno en la escritura de cartas argumentativas y cuentos en alumnos de octavo grado\ (Yolanda Perez, Maria L. Yglesias); \Las funciones del lenguaje y la teoria pragmatic: una orientacion para el aprendizaje de la construccion del texto?\ (Francisca Fumero); \Lo que nos une: nuestros idiomas en varios mundos\ (Sergio Serron); \Necrotextualidad: construccion textual de las partidas de defuncion (1881-1910)\ (Juan Francisco Garcia); \Hacia la apropiacion del lenguaje\ (Issis Garvett); \Estrategia didactica para facilitar la comprension del discurso argumentativo en la Tercera Etapa de Educacion Basica\ (Neudys Rada); \Comprension y produccion de textos escritos\ (Annerys Perez); \Analisis de datos en una investigacion\ (Rifka Sarshalom); \Donde… [PDF]
(2000). Building Communities: ACE, Lifelong Learning and Social Capital. An Anthology of Word Portraits Reporting Research Conducted for the Adult, Community and Further Education Board. The 10 portraits, or case studies, in this book are intended to show how locally-owned adult education turns everyday learning into social and economic well-being. Taken alone, each portrait tries to give a particular insight into the daily transformation of adults and their local communities. Together, the group portrait shows how strongly adult and community education (ACE) is growing the community asset called, social capital. An introduction sketches in the theoretical frameworks used to interpret the portraits; describes the process used to gather the information that forms the portraits; and summarizes the portraits, showing their locations, programs, people, and social and economic well-being they generate. The portraits are: "A Learning Community Builds Social Capital: Ballarat East Community House" (Barry Golding); "Make Connections and Move On: African Women's Project, Maribyrnong Community Centre" (Josephine Balatti); "Partnership with Business… [PDF]
(1993). Literacy Works, Volume 4, 1992-93. Literacy Works, v4 n1-4 1992-93. Four issues of the newsletter are included. Number 1, with the theme "Literacy and New Canadians," includes an editorial on the government's new language training programs, articles on programs for newcomers, news from the Prairie Literacy Institute, and short reports on a theater project and adolescent problems. Focusing on "Literacy and Learning Disabilities," number 2 contains an editorial on early intervention, tutoring tips on word attack techniques and on fetal alcohol syndrome, and profiles on the Learning Disabilities Association of Saskatchewan, Regional College, a Calgary program, self-efficacy, sensitivity in assessment, needs of Aboriginal people, and diverse learning styles. It also includes several resource reviews. Number 3 features an "Update on Literacy and Literacy for" the workplace, the family, the learning disabled, computers, seniors, the business community, the hearing impaired, and the mentally handicapped. An article on tutoring… [PDF]
(1999). Immigrant and Aboriginal First Languages as Prior Learning Qualifications for Formal Employment in the Business, Government and Education Sectors. NALL Working Paper. The extent to which Canadian employers recognize the informally acquired first languages of immigrants and aboriginal persons as prior learning qualifications for formal employment in the business, government, and education sectors was examined through a survey of organizations across Ontario. Personalized questionnaires were mailed to a sample of 140 Ontario organizations, as follows: 32 businesses (half randomly selected and half purposively selected); 71 colleges, universities, and school boards; and 37 municipal, provincial, and federal government agencies and psychiatric hospitals. Of the 140 questionnaires mailed out, 79 (56.4%) were returned. Although 88.6% of the organizations indicated that they would benefit from employing staff fluent in languages in addition to English or French, only 30.4% were actually actively recruiting such multilingual employees. Private organizations were more likely to recruit multilingual individuals and educational institutions were least… [PDF]
(2003). OK Remote WA, We're Listening…But Can You Hear Us? Part 1: Looking Back to 2001. Australian Educational Computing, v18 n2 p13-16 Dec. This paper is the first in a two part series, this first part describes the findings from visits to two isolated and remote schools in the far north of Western Australia in 2001, the second part to be published in the next issue of AEC will describe a visit to the same schools in late 2003 to see what has changed. Parts of this first paper were originally published as Online or Out of Reach, (Rabbitt E. and Pagram J., 2001). As we move into the 21st century, higher education institutions in Australia and around the world are undergoing a transition. The trend is to move away from traditional methods of course presentation towards online methodologies. In theory, students within isolated and remote areas of Australia and around the world no longer need to relocate to major cities and educational institutions as they have access to learning opportunities online. The schools were visited in order to determine how practical this approach to education is in the "real" world. The… [PDF]
(1995). Multiple Images, Common Threads. Case Studies of Good Practice in Adult Community Education. This document presents 10 case studies of adult community education programs (ACE) in the state of Victoria, Australia, in the mid 1990s, that were identified as exemplifying the following principles of good practice in ACE: expansiveness, integration, responsiveness, innovation, belonging, explicitness, autonomy, accessibility, synthesis, and coordination. The courses profiled represent a broad cross-section of subject areas (child care, prevocational education, furniture restoration, small business development for women, Koori Art, literacy and community decision making, women's issues, tourism, applied sport psychology, and horticulture) and formats (including formal part-time and full-time courses, discussion groups, workshops, courses that use community resources rather than textbooks, courses taught primarily by one instructor, and courses taught by a series of different instructors). Each profile contains information about some/all of the following aspects of the program:… [PDF]
(1998). Highlights from the Second World Congress of Education International (2nd, Washington, DC, July 1998). The papers in this volume reflect the general theme of the conference, which includes issues that will shape the future of Education International and of education for decades to come. The first half of the publication includes speeches by the following individuals: (1) Mary Hatwood Futrell, President, Education International; (2) Sandra Feldman, President, American Federation of Teachers; (3) Bob Chase, President, National Education Association; (4) Bill Jordan, General Secretary, International Confederation of Free Trade Unions; (5) Katherine Hagen, Deputy Director-General, International Labor Office; (6) Federico Mayor, Director-General, UNESCO; (7) Fred van Leeuwen, General Secretary, Education International; (8) Hans Engelberts, General Secretary, Public Services International; (9) Gaston de la Haye, General Secretary, World Confederation of Teachers; (10) Maris O'Rourke, Director, Education Department, The World Bank; (11) John J. Sweeney, President, AFL-CIO; (12) Kofi A…. [PDF]
(1967). TRAINING THE NONPROFESSIONAL. INCREASINGLY, PROPOSALS ARE EMERGING FOR THE LARGE SCALE EMPLOYMENT OF NONPROFESSIONALS IN THE HUMAN SERVICES WHERE INEXPERIENCED PEOPLE LEARN TO PERFORM JOBS (IN SCHOOLS, HOSPITALS, AND SERVICE AGENCIES) NORMALLY ALLOTED TO PROFESSIONALS. IN THE CONCEPT OF JOBS FIRST, TRAINING BUILT IN, ENTRY JOBS BECOME THE MOTIVATORS FOR FURTHER DEVELOPMENT OF THE NON PROFESSIONAL. IF THE NEW CAREERS MOVEMENT IS TO GROW, IF THE OPPORTUNITY STRUCTURE IS TO BE OPENED UP SO THAT JOBS CAN BECOME CAREERS AND AIDES CAN RISE TO BECOME PROFESSIONALS, MAJOR INSTITUTIONAL CHANGES MUST TAKE PLACE AND LARGE NUMBERS OF TRAINERS MUST BE RECRUITED AND TRAINED. IT IS SUGGESTED THAT TRAINERS BE RECRUITED FROM SEVERAL SOURCES, SUCH AS PEACE CORPS RETURNEES, AND COLLEGE GRADUATES, AND THAT TRADITIONAL CREDENTIALS BE WAIVED EXCEPT FOR THE SMALL GROUP OF SENIOR TRAINERS (TRAINERS OF TRAINERS). NONPROFESSIONALS AND THEIR TRAINERS WOULD BE TRAINED SIMULTANEOUSLY, ON THE JOB, THUS PROVIDING IMMEDIATE WORK OUTPUT WHILE… [PDF]