(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;…
(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]
(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]
(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…
(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]
(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…
(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]
(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"…
(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]
(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]
(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]
(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…
(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]
(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]
(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]