(1997). The Challenge of School Change: A Collection of Articles. Educators must combine a deeper analysis and understanding of the key concepts of change with a commitment and set of ideas for action. The articles in this book provide critical analysis and empirical and theoretical observations about successful school change. The articles explore the theories, leadership, and implementation strategies in educational reform. They address the problems that have led to the school-change movement and offer solutions and proposals for reform. Section 1 establishes some of the new theories of change. Section 2 takes a critical approach to examining new forms of leadership for change among educators. Section 3 offers examples of implementation at the school and community levels, drawing on recent empirical work. The final section introduces two new concepts–emotion and hope–arguing that the future of reform must embody these deeper personal and human characteristics in the educational reform process. Following the introduction, articles include: (1)…
(1996). Who Knows What?. A code of conduct for qualitative field studies is necessary to identify standards of good work and to prevent or expose unethical behavior. The cardinal virtues of prudence, justice, wisdom, and courage apply to qualitative field research, but ethics also requires asking about the purpose of the research itself. The researcher must ask why the research is being done and whom will it benefit. The problem of ethics of qualitative field research hinges on the issue of honesty about the cosmological beliefs of researchers. Qualitative field research is ethnography, and as ethnography it attempts to describe and explain human group culture through the local culture. Qualitative field research is also empirical, and in this respect it proceeds like any other science. The difference is that the qualitative researcher strives to know the object of study personally and to be his or her own most important research instrument. Personal involvement in qualitative research is both a strength…
(1996). Human Development Theories: A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction. This paper explores several theories of human development, with particular attention to the development of social interaction. Part 1 compares and contrasts major developmental theories, including those of Freud, Erikson, Piaget, Kohlberg, Kegan, Fowler, and Selman. From birth to 1 year, infants are laying the foundation that will guide their later social interactions. Between years 2 and 5 the beginnings of autonomy and the dominance of egocentrism can be observed. Children ages 6 to 12 show concrete thinking, the emergence of the self-concept, the freedom from impulses, and the need to be successful. Youth, age 13 and older, show many precursors of adult attitudes and behaviors, with identity formation as a major issue, the possibility of abstract thought, and the beliefs of the community as a source of strength. Part 2 applies those theories to the expanding understanding of friendship, emphasizing the friendships of school-age children. Self-acceptance plays a crucial role in… [PDF]
(1991). Latinas and HIV/AIDS: Implications for the 90s. SIECUS Report, v19 n2 p11-15 Dec-Jan 1990-91. Among Latinas, the number of cases of Acquired Immune Deficiency Syndrome (AIDS) is increasing relentlessly. From August 1989 to August 1990, there was a 53 percent increase nationally in cumulative AIDS cases among Latinas. In New York City, AIDS is the leading cause of death among Latinas aged 25-34. The conditions and circumstances that place Latinas at greater risk for Human Immunodeficiency Virus (HIV) infection are poverty, substance abuse, lack of access to primary health care, late or no prenatal care, increase in sexually transmitted diseases, high rates of adolescent pregnancy, and culturally prescribed gender roles and sexual attitudes. Poverty in the Latino community reduces access to quality health care and is conducive to the transmission of HIV. Victims of poverty have already compromised immune systems, they receive disease prevention information too late, they forego treatment of sexually transmitted diseases, and they do not receive adequate treatment for substance… [PDF]
(1997). Are Teachers Stupid? Setting and Meeting Standards in Social Studies. This paper examines the growth of the standards movement in education and asserts that the standards movement neglects large issues and constructs in a search for a simple, \quick fix\ solution. Most of the standards' attention is centered around the content of the curriculum and little attention is paid to students and teachers. The standards movement is a \top down\ endeavor, largely ignoring teacher training, student knowledge, and the nature of educational change. The document reviews today's standards that have been developed in the social studies, who the developers have been, and what might be expected to occur as a result of accepting or promoting such standards. Historical antecedents in social studies standards with the work of J. Franklin Bobbitt at the University of Chicago are noted. The history of standards has been a history of trying to \teacher proof\ the right information with such an attempt being both insulting to teachers and doomed to failure. All of the… [PDF]
(1991). New Challenges in the Education and Training of the European Workforce. Final Report. A Seminar for EC and EFTA Countries on Policies for Education and Training of the Labour Force in a Changing European Economy (Stockholm, Sweden, June 13-14, 1990). This report provides presentations from a seminar attended by delegates from all the European Community and European Free Trade Association (EFTA) countries to discuss policy planning for education and training. "The European Skill Gap–Introductory Comments" (Abrahamsson, Henriksson) provides an overview of the seminar and topics covered: the European skill gap, national and supernational policies, access- or policy-oriented models, new ways of learning in the workplace, and comparative issues. "Opening Speech" (Persson) reflects on five main policy issues, the: (1) importance of labor market policy for economic policy; (2) choice between an active or passive labor market policy; (3) importance of the education system, personnel training, and employment training in the economic development of all industrialized countries; (4) policies for access and equity; and (5) democratization of working life. "Continuing Education and Training in the 1990's"…
(1979). One Earth: Why Care? Red Cross Youth International Development Resource Package. To examine the cultural characteristics of a society without exploring the human condition of that society and how it relates to all as citizens on this planet is to ignore the realities of today. Most Canadians see global problems as massive and overwhelming. Some are uninformed and others are misinformed. As a result, gross misconceptions have developed that are popular and are used by many as a reason for not meeting their responsibilities as citizens of the world. Canadians should know the fallacies behind popular misconceptions and they should be prepared to make intelligent decisions about the global problems for which they soon will assume responsibility. This resource package was developed toward that end. Seven independent, nonsequential units involving popular misconceptions, are presented. Some of the unit titles are: (1) "Why don't they stop having babies?"; (2) "They're poor because they're lazy"; and (3) "Why don't they find a better place to…
(1987). Title IX: What Is It?. Title IX, passed by the U.S. Congress in 1975 as part of the Education Amendments, is a public law that prohibits sex discrimination against students and employees and provides them with equal access to courses and to employment in education agencies, including public school systems. Designed to be used in conjunction with a video by the same title, this booklet provides a brief overview of the five areas that Title IX covers, specifically related to West Virginia public schools. (1) Each county must conduct a self-evaluation of policy and procedures, appoint a Title IX coordinator, and adopt and publicize a grievance procedure for students and employees. (2) No county may discriminate on the basis of sex in admitting students to any of its public schools. (3) Students, male and female, must be provided equal opportunity in being admitted to courses or curricular and extracurricular activities. They may be separated only during portions of courses that deal with human sexuality or… [PDF]
(1984). A Compilation of Federal Education Laws. Volume II–Elementary and Secondary Education, Education of the Handicapped, and Related Programs as Amended through December 31, 1984. The second of four volumes, this document compiles federal laws concerning elementary and secondary education and related programs, as amended through December 31, 1984. Organized in seven parts, contents specifically focus on elementary and secondary programs, education and training of the handicapped, Indian education programs, refugee and immigrant education, adult education, additional programs to improve elementary and secondary instruction, and public libraries and other public property. Statutes contained in the volume include the: Snyder Act of November 2, 1921; Johnson-O'Malley Act of April 16, 1934; Adult Education Act; Allen J. Ellender Fellowship Program; Bilingual Education Act; Developmental Disabled Assistance and Bill of Rights Act, Section 204; Education Amendments of 1978, Title XI, Indian Education; Education Consolidation and Improvement Act of 1981; Education for Economic Security Act; Education of the Handicapped Act; Elementary and Secondary Education Act of… [PDF]
(1980). If Not I.Q. – What?. The use of psychological and educational tests in World War I led to their adoption in schools for testing intelligence and achievement in order to classify students academically according to a national norm. After World War II, rapid changes in occupational and social structure demanded the education and identification of students for employment. As educational conditions changed, it became evident that several untenable assumptions had been made regarding standardized tests (for example, the assumption of difference between measured intelligence and achievement, and the assumption of the normal distribution of tested behaviors in the population). Civil rights movements sought out bias and discriminatory practices regarding intelligence and aptitude tests. This process led the Supreme Court of California to ban the use of intelligence tests in their public schools. In the past, the results of intelligence tests have been used for four major purposes: (1) to predict the educational,…
(1989). Half Someone Else's: Theories, Stories, and the Conversation of Literature. Despite their impact on literary criticism, contemporary theories of reader response and deconstruction seem to have had little effect on the practice of teaching literature, and most teachers of introductory literature courses remain vague about what these "new" theories are and how they can be used. Proponents of some of these theories argue that there is a text fixed permanently in the world, with secrets waiting to be unlocked by the perceptive reader able to decipher its code. Other theorists contend that the text is rendered wildly unstable either by the vagaries of human personality or by the whims of the community that interprets it. A more useful theory is that "the story" is in fact central to the reader's involvement with a work of fiction, that it is what determines the reader's engagement with and interpretation of the literary text and that students need to be invited into the process of story telling. In particular, stories about story telling can… [PDF]
(1981). Kindergarten in the 80's: Teachers Handbook. Intended as a resource for administrators, teachers, parents, and those responsible for curriculum development, this guide identifies the elements of a kindergarten program which provides a productive learning experience for 5-year-old children. Four main elements are highlighted as prerequisites for an effective kindergarten program. First, the program should be based upon a firm understanding of the human growth, development, and learning principles. These principles include the knowledge that a child learns as a total person (emotionally, socially, and physically, as well as intellectually). Second, kindergarten programs need to be thoroughly planned and carefully organized, with flexibility as a deliberate part of the organization. A sufficient degree of flexibility will enable the day-to-day operations to be altered to allow for special needs and interests. Third, the teacher, as the single most important part of the learning environment, should have an understanding of child… [PDF]
(1982). Specialized Meaninglessness: A Source of Truth in the Technical Age. This essay discusses how technical processes can deceive us and how college educators and social scientists must be especially sensitive to the dangers of technology when conducting research and proposing applications from research. As technology and bureaucratic controls have grown, so too have the demands for specialized knowledge in many areas. A particular technique or knowledge becomes quite meaningful for people within academic disciplines or specialized work environments. While technique attempts to bring efficiency to all matters, it also brings a specialized meaninglessness. With serious, sometimes threatening tones, educators and workers attempt to puff themselves up with the rhetoric of their activities. For example, when humans create technical forms of work to support other technical operations, they usually adopt a supporting language to bolster their existence and inflate their status. Psychologists have created such a language for themselves. Often times, a…
(1978). [The Status of Higher Education and the College Environment. Collected Remarks.]. Conference papers and panel remarks concerning the role of state coordinating or governing boards, trends in higher education since before World War II, and implications of the Bakke decision are presented as part of an inservice education program. In "Life in the Centrifuge–Panel Remarks," Howard R. Boozer suggests that higher education as part of a political arena has to compete for resources. Governors and legislatures have created planning, coordinating, and governing boards to assist them in allocating available resources. The boards must interact with institutions, state government, local and regional interests, and federal interests. In "College: The Center of the Universe," G. Theodore Mitau describes the atmosphere of higher education before and after World War II with reference to academic requirements, the mission of state teachers colleges, land-grant universities, liberal arts colleges, faculty recruitment, broadened access with the G. I. Bill of… [PDF]
(2002). Rocks in the Whirlpool: Equity of Access and the American Library Association. This paper provides some of the historical context of the efforts of the American Library Association (ALA) to define, extend, protect and advocate for equity of access, focusing on central tendencies rather than internal debate. The first section, \Toward the Concept of Access,\ discusses: how ALA became a public service organization; extension and adult education; a federal role for libraries; the role of the library in the post-war world; and the federal aid era. The second section, \Downstream Access,\ addresses: literacy and lifelong learning; African Americans; ALA, outreach, and equity; people with disabilities; and services to poor and homeless people. The third section, \Protecting and Extending Access,\ covers: intellectual freedom and \Libraries: An American Value\; a conceptual foundation for a national information policy; \Freedom and Equality of Access to Information\; Special Committee on Freedom and Equality of Access to Information; \Your Right To Know: Librarians… [PDF]