(2001). Walking the Talk Is Tough: From a Single Technology Course to Infusion. Educational Forum, v65 n4 p366-75 Sum. Teacher educators (n=12) completed a scaled assessment of technology use, responded to open-ended questions relating obstacles to their technology use, and participated in structured interviews. Results showed equipment was best used if the right human resources were available for technical assistance. Diverse attitudes about the role of technology were revealed. (Contains 19 references.) (JOW)…
(2020). Looking at Catholic Schools' Responses to the COVID-19 Schools' Pandemic Through the Lens of Catholic Social Teaching Principles. Journal of Catholic Education, v23 n1 Article 16 p214-242 Sum-Fall. The current COVID-19 crisis has significantly impacted all teachers throughout the country, in particular, those teaching in urban schools. The urgent nature of this crisis has brought new challenges to urban Catholic school educators specifically, and their ability to enact and model Catholic Social Teachings which include; respect for the life and dignity of the human person, the call to care for family and community, solidarity in uniting the human community, the dignity of work and the rights of workers, providing persons with rights that ensure decent lives such as an education, preferential option for the poor, and care for all creation. Using critical theory and narrative analysis, this paper examines how 31 urban Catholic school teachers perceive and address the impact of COVID-19 on teaching and learning in their classrooms. Analysis of these teacher's narratives illustrate how Catholic Social Teachings are foundational to their response to the current situation. The… [PDF]
(2023). Examining the Temporal Relations of Social Dominance Orientation, Right-Wing Authoritarianism, Moral Disengagement, and Bullying. ProQuest LLC, Ph.D. Dissertation, Illinois State University. Bullying, a complex phenomenon impacting virtually every school, can be damaging both in the short term and long term (Nansel et al., 2001; Solomontos-Kountouri et al., 2017; Wolke et al., 2013). About 20% of students aged 12 to 18 years old report having experienced bullying while 20-25% of college students report having experienced bullying (Lund & Ross, 2017; U.S. Department of Health and Human Services, 2020). Troublingly, ideology-driven violence is on the rise, and bullying may be akin to such violence as school-based bullying has recently increased (Huang & Cornell, 2019; Southern Poverty Law Center, 2016). Bullying has been linked to ideologies such as right-wing authoritarianism and social dominance orientation (Donnelly, 2020; Goodboy et al., 2016) as well as cognitive processes such as moral disengagement (Bussey et al., 2014; Pornari & Wood, 2010; Robson & Witenberg, 2013). Although such relations have been examined more extensively using cross-sectional… [Direct]
(1972). Violations of Human and Civil Rights: Tests and Use of Tests. Report of the Tenth National Conference on Civil and Human Rights in Education, February 18-20, 1972, Washington, D.C. Major speeches presented at the conference on human and civil rights in education are summarized. Issues discussed at the conference include: the extent to which standardized testing infringes on the rights of students and educators; the existing uses of educational testing in public schools; and ways to eliminate misuses of tests by educators, researchers, and the testing industry. Summaries of small group discussions are represented on test bias, use of tests for educational administration and employment counseling and the impact of inaccurate test data on student self concept. Recommendations of these discussion groups are summarized. Results of a questionnaire on testing are also included. (GDC)… [PDF]
(1973). Systems of Justice Curriculum. The high school curriculum guide on law consists of an outline of the American legal system. A major objective is to provide students with legal knowledge in order to better understand the reasons for keeping the law. Both the public and individual's responsibilities toward law enforcement are dealt with. The guide is divided into five units. Unit I, on human rights focuses on the evolvement of rights, necessity of law, and law in Utah. Unit II, on crime and criminals, emphasizes the extent and definitions of crime, causes of crime, and society and crime. Unit III, on law enforcement, discusses the image of law enforcement, peace officers, public responsibility, and agencies and duties of law officers. Unit IV, on the court system, stresses court structure and issues and individual rights. Unit V, on the penal system, deals with the goals of prisons and punishment. Each unit contains a summary of teaching procedures, an explanation of those procedures, and a listing of related…
(2004). Rights, Obligations, Priorities: Where Does Adult Literacy Rank?. Convergence, v37 n3 p41-50. The World Bank is a body that declares its vision to be a world free of poverty. It has long recognised that poverty and illiteracy are closely correlated and that illiteracy is a hindrance to economic and social development. The 180 or so governments that own the Bank have declared literacy to be a human right, so the Bank itself presumably also acknowledges that right. It would be natural then to expect that the Bank would support efforts to raise literacy rates in its member countries, not only through ensuring the universality of primary schooling, but also through providing appropriate educational opportunities for women and men who live in poverty, have not had a primary education, and are illiterate. However, in this regard, the Bank's behavior has apparently been as inconsistent as that of many of its owners. In a reversal of stance in 1997, the Bank began sponsoring studies and experiments to assay what literacy programs can do and achieve. The Bank has since 1997 been… [Direct]
(1993). Education Standards for the 21st Century: Opening Statements of Ministers at the Asia-Pacific Economic Cooperation Education Ministerial, August 1992. While the member countries of the Asia-Pacific Economic Cooperation (APEC) have many differences in culture, history, and level of economic development, all APEC representatives who attended this ministerial agreed on the importance of establishing education standards and examination systems to meet the needs of their people in the 21st century. The statements of the following 14 officials who addressed the conference are included in this document: Lamar Alexander, Secretary of Education, United States of America; Kim Beazley, Minister for Employment, Education and Training, Australia; Abdul Aziz bin Umar, Minister of Education, Brunei Darussalam; Anita Hagen, Deputy Premier, Minister of Education, and Minister Responsible for Multiculturalism and Human Rights, Province of British Columbia, Canada; Teng Teng, Vice Chairman, State Education Commission, People's Republic of China; John Chan Cho-chak, Secretary for Education and Manpower, Hong Kong; Fuad Hassan, Minister of Education… [PDF]
(1989). History or Social Studies? Frying Pan or Fire. Social studies as taught in many schools is anti-intellectual, formless, and ineffective. History, if properly taught, is at the opposite extreme: challenging to the point of being beyond the comprehension of young students. Social studies at its worst is experimental psychological manipulation. At its best it can be a useful synthesis of concepts and insights from various social sciences. Sociology and anthropology offer intellectual tools for understanding social groups and relations, along with perspectives on cultural and physical factors that condition our lives. Economics provides basic insights into matters that every free, intelligent citizen should appreciate: scarcity, supply and demand, and division of labor. Political science and law also provide necessary analytic tools: sovereignty, human rights, balance of power, and democracy. Not to be ignored are the contributions that philosophy, psychology, and theology can give: obligation, duty, freedom, and materialism. Once…
(1988). Books for You: A Booklist for Senior High Students. Tenth Edition. The 1200 books, published from 1985 through 1987, were selected to provide pleasurable reading for high school students. Annotated entries, listed by author, provide the title, publisher, year of publication, length, type: fiction or nonfiction, and are arranged alphabetically under 47 main categories. These include: (1) adventure and survival; (2) airplanes and automobiles; (3) animals and pets; (4) archaeology and anthropology; (5) art and architecture; (6) autobiography, biography, and collective biography; (7) careers and jobs; (8) classics; (9) colleges; (10) computer technology (11) dating and sexual awareness; (12) death and dying; (13) diaries, essays, journals, letters, and oral histories; (14) drama; (15) drugs and alcohol; (16) easy reading; (17) family relationships; (18) fantasy; (19) historical fiction; (20) history and geography; (21) hobbies and crafts; (22) Holocaust; (23) horror, witchcraft, the occult, and unexplained phenomena; (24) human rights; (25) humor and… [PDF]
(1992). Literacy and Regional Difference: Problems with the Invention of Appalachia. The Appalachia that many metropolitans claim to know was discovered or invented between the Civil War and World War I. The idea of the Appalachians as impoverished, illiterate, and in desperate need of moral, economic, and educational uplift disseminated during those years was, in fact, a creation of the urban imagination; hence, discourse on Appalachia reveals more about urban preoccupations than about social conditions in the mountains. Local color fiction about turn of the century Appalachia is premised on the myth that literacy is a basic human right necessary for productive citizenship and fulfilling lives. After 1890, popular monthlies used "official" illiteracy rates to stigmatize the South. To attract Northern capital, Lexington, Kentucky's growing middle class needed to appear to be addressing illiteracy. A program of adult education and a Kentucky Illiteracy Commission were created. Newspaper coverage of those developments and of a statewide "Illiteracy…
(1985). Participation of Women: The Reality in 1985. Council of Europe Forum, spec insert Jan. A compilation of 10 articles presents perspectives on the issue of female political participation. \The Patriarchy Takes a Ribbing\ (Benoite Groult) looks at women as the primary agents for economic and political change. \Women and Political Power in Europe\ (Mariette Sineau) considers variations in female responsibility and status in policy-making bodies. \Running the Country?–the Role of Rural Women\ (Anna Mangrioti) focuses on the impact of rural traditions and attitudes in limiting female participation in rural political life. \Sexual Violence and the Law in Italy\ (Guido Modona) looks at proposals for reform of Italian laws regarding sexual violence in criminal law. \Sex Discrimination in the United Kingdom\ (David Pannick) examines a recent case heard by the European Court of Human Rights concerning sex discrimination in United Kingdom immigration rules. \Unions and the Working Woman\ (Hortense Horburger) outlines the difficulties involved in organizing working women. \To…
(1980). International Meeting of Experts on the Evaluation and Development of the Associated Schools Project on Education for International Co-operation and Peace (UNESCO House, Paris, September 8-12, 1980). Final Report. Ways and means are suggested by educational experts from 17 UNESCO member states for developing the Associated Schools Project in Education for International Cooperation and Peace. Launched in 1953, the project was intended to sensitize teachers and students to the need for peace and respect for human rights and to prepare them to accomplish tasks aimed toward these objectives including preparing instructional materials and carrying out community-oriented activities. Although the project has grown considerably since its inception (it is now a network of 1,400 schools in over 70 countries) and has been successful in many of its endeavors, the experts noted a number of problems in the areas of diffusing and generalizing individual project activities, counteracting negative effects of extra-educational influences such as the media, and in sustaining active teacher participation. To counteract problems and to further develop the Associated Schools Project, the experts offered some…
(2001). Ethnic and Race Relations in Austin, Texas. Policy Research Project Report, Number 137. This report, conducted by faculty and students in the Lyndon B. Johnson School of Public Affairs at the University of Texas, describes a survey on and interviews regarding ethnic and race relations among Austin, Texas residents and community leaders. Its six chapters include (1) "Introduction" (the research approach); (2) "Ethnic Minorities and the City of Austin: A Retrospective View" (segregation policies, desegregation efforts in the post Brown era, and the "gentlemen's agreement"); (3) "Ethnic Group Relations, Tolerance, and Discrimination" (perceptions of racial and ethnic relations in Austin, perceptions of interethnic tension, ethnic tolerance, and patterns of discrimination); (4) "Ethnic Community Views of the City of Austin and Its Services"; (5) "Current Reconciliation Efforts in Austin" (the Austin Human Rights Commission, the Council for Community Reconciliation, the Citizen's Review Board, the Citizen's Policy…
(1986). New Trends. No. 7. Bulletin of CDCC Activities in "Adult Education and Community Development". This document gives a summary of the main results of a conference held in May, 1986 and entitled "Adult Education and Community Development–Challenge and Response." The Conference marked the end of the Council of Europe's Project No. 9, which considered adult education as a factor of cultural, social, and economic innovation in integrated local and regional development. The conference provided an opportunity to reiterate the goals of Project No. 9 with respect to chronic underdevelopment, unemployment, and the effects of rapid industrialization and urbanization on social and cultural values and to explain the principles of the cooperative monitoring method that was used in implementing the projects' 14 pilot projects. The importance of regarding adult and continuing education as a human right and a continuous process enabling individuals to acquire and deepen their knowledge and experience was stressed, and policymakers were urged to promote a spirit of initiative and the…
(1987). Social Studies 11: United States History and Government. Tentative Syllabus. The course content is organized around 15 major concepts and ideas identified as fundamental to the social studies program. The concepts are: (1) change, (2) choice, (3) citizenship, (4) culture, (5) diversity, (6) empathy, (7) environment, (8) human rights, (9) identity, (10) interdependence, (11) justice, (12) political system, (13) power, (14) scarcity, and (15) technology. Each component of the course outline delineates the content and coordinates it with a major concept and model activity. This course is expected to cover the years beyond the Civil War. There are reviews of selected areas of U.S. history which is taught in the seventh and eighth grades. The course is divided into six major historical units, the first of which is devoted to the origins and development of the U.S. Constitution. Unit 2 emphasizes the industrialization of the nation after the Civil War. The Progressive Movement is covered in unit 3. The period of post World War I prosperity and the Great Depression…