(1993). The View Finder: Expanding Boundaries and Perspectives in Special Education. Volume Two. View Finder, v2. This monograph presents 14 brief papers on special education in other countries or comparisons between countries. Papers have the following titles and authors: "Legal Foundations of Special Education: A Comparison of the United States Public Law 94-142 and the China Compulsory Education Law" (Hong Bo Wang et al.); "International Networks in Staff Development" (Tony Best); "Poverty and Handicap in the Republic of Yemen" (Azza Qirbi); "Hong Kong in 1997: Through Train or All Change?" (Nick Crawford); "Special Education Down Under" (David R. Mitchell); "Development of Special Education in the Republic of Korea" (Seung-Kook Kim); "Attitudes of High School and College Students toward Persons with Disabilities in the Republic of Korea" (Yong G. Hwang and Carmen Iannaccone); "Interviews with Mothers of Severely Handicapped Children: School Leavers in Japan" (Louise Fulton and Virginia Dixon); "Video… [PDF]
(1991). The Social Studies: Knowledge for Participation in Social Conflict?. Social studies education in the United States has been viewed by many as a forum in which to socialize new citizens, to ensure that people of differing backgrounds have a history and ideals that they can share. Social studies also is perceived by some as a vehicle through which students can learn the value of conflict and difference, in the learning process and in situations outside of the classroom. This paper examines the existing role of conflict in the social studies classroom, and argues that conflict holds an untapped potential. A research study in which four high school social studies teachers were interviewed and observed in their classrooms is described and discussed. The role of conflict in the social studies classroom was examined in terms of what materials were covered (for example, multiple perspectives on historical events), and how those materials were covered (for example, opportunities for criticism and debate). Detailed descriptions and analyses of the methods of… [PDF]
(1985). Profile for a Racially Integrated School District. This paper, which consists of two parts, suggests criteria for the consideration of Washington State school superintendents engaged in creating racially integrated schools. Part I identifies components of an integrated school district, focusing on: access to schools, classes, and programs; staffing; facilities; curriculum; parental involvement; activities; services; staff development; instructional equipment and supplies; selection and evaluation of learning materials; discipline, suspensions and expulsions; honors and awards; committees; and school displays. Part I also lists technical assistance services available from the Washington State Office for Multicultural and Equity Education. Part II is a compilation of master plan indicators of an effective school district equal educational opportunity program. It is organized around six themes: (1) implementation of State board policy on equal education opportunity; (2) implementation and development of local school district policy on…
(1986). Created Equal: A Report on Ford Foundation Women's Programs. Following a preface and a chapter tracing the rise of the women's movement, this report provides a brief overview of the Ford Foundation's ongoing funding commitment to the importance of the women's movement. The report is divided into three time periods: l973-l980, 1980-1983, and 1983 into the future. Early efforts emphasize issues of female poverty, women's economic roles, and the study and elimination of sex discrimination in educational institutions. Women's programs in the International Division, formed in l973, focuses on improving women's productive capacities and opportunities for employment and earned income, promoting sex equity in education, and understanding and reducing cultural constraints on women's social and economic participation. In l980 the Ford Foundation, by special appropriation, raised support for women's programs to $19.3 million and created the Women's Program Group which subdivided support into thematic areas of urban poverty, rural poverty and resources,…
(1982). Anthropological Diplomacy: Case Studies in the Applications of Anthropology to International Relations. Studies in Third World Societies, Publication Number Twenty-One. Six articles in this volume focus on anthropological diplomacy–the study of the theory and practice of peace and conflict resolution among societies, based on knowledge of a society's fundamental cultural premises. The first article, by Ronald Cohen, considers questions pertinent to anthropological diplomacy, including the impact of diverse cultures on the diplomatic process, the importance of cultural symbols in negotiation, and the supranational character of international agencies. Next, Vivian J. Rohrl addresses the anthropological study of international law. Comparison is made between the international community of states and a tribal society. The Fulbright Program's effect on Philippine-American cultural and educational exchanges is discussed by J. R. Francisco in the third article. Next, Marc S. Micozzi focuses on the diplomacy of international medical assistance. The importance of cultural context to effective medical care and the medical drawbacks of currently offered… [PDF]
(1984). Global Issues in an Introductory Earth Science Course. Information is provided explaining the incorporation of global issues units into an introductory earth science course at Skagit Valley Community College (Mount Vernon, Washington). First, a short description is provided of the original format of the earth science course, which was designed as an introductory level survey course covering topics in the areas of astronomy, geology, oceanography, and meteorology. Next, a definition of global issues is provided which identifies them as issues transcending traditional nation-state boundaries that are characterized by an incapacity for autonomous decision, a present imperative, a policy orientation, and persistence. Rationales are then presented for incorporating global issues in the curriculum and teaching them in a science class. The next section explains how the original course was modified to include global issues, tracing the chronology of the modification process and identifying the specific global issues covered in the course (i.e.,…
(1987). The Principle of Cognitive Consistency and Central American Policy: A Comparison of the Carter and Reagan Administrations. The principle of cognitive consistency, formulated by Jack Snyder, explains decision-making under stressful conditions. Snyder contends that decision-making under stressful conditions creates a drive toward cognitive consistency and brings into operation tendencies: (1) toward a perception of certainty about an opponent's intention and the righteousness of one's own position; (2) toward perceiving the principal values in the situation as consistent rather than inconsistent; and (3) toward adopting a strategy of compellance rather than negotiation. A revised model of this principle is used to evaluate foreign policy toward Central America during the Reagan administration and to contrast it with that of the Carter administration. Critical events preceding Reagan's election produced uncertainty in foreign affairs during his administration. Under Reagan, aid to El Salvador and Honduras increased dramatically and three new Central American countries received increased aid. The Carter…
(1987). American Students' Perceptions of American Foreign Policy. The perception of typical U.S. college students toward the Reagan administration's foreign policy is that it is based on the principle that Communism must be stopped at any cost. Students' beliefs are defined according to their reactions to specific U.S. foreign policy initiatives. Three areas have aroused considerable campus reaction and exemplify students' perception of this "stop Communism" approach as controlling U.S. foreign policy. The areas are: (1) nuclear arms proliferation; (2) divestiture in South Africa; and (3) U.S. support for the Contras in Nicaragua. Students believe that the eventual goal of the arms race is to achieve a balance of power aimed at stopping Communism. Students also believe that divestiture in South Africa is opposed by the Reagan administration because the government fears that divestiture may drive that nation into the Soviet camp. The students understand that the Reagan administration views the Contras as "freedom fighters"… [PDF]
(1981). Catholic Perspectives on Population Issues. Population Bulletin, Vol. 35, No. 6. The bulletin investigates the major positions held by the Catholic Church toward population problems. Separate sections discuss the demographic debate, traditional church teaching, the birth control movement, the Vatican Council II and the Papal Birth Control Commission, Pope Paul's 1968 Encyclical against contraception, the 1980 Synod of Bishops, and the outlook for the future. The author states that the Church's position, which prohibits the use of artificial methods of contraception, hinders it and its 750 million adherents from taking an effective lead in the growing threat of global overpopulation. In 1958 Pope Pius XII forbade contraceptive use of the pill. Despite the liberal spirit engendered by Vatican Council II and against the recommendation of a Papal Birth Control Commission, Pope Paul VI reaffirmed the ban in his 1968 Encyclical. This stance has been upheld by Pope John Paul II and the 1980 Synod of Bishops. Surveys, however, reveal that Catholic married couples turn…
(1978). Migration and Rural Development: Selected Topics for Teaching and Research. FAO Economic and Social Development Paper 3. In their role as change agents, rural development personnel often modify the environment in which they are operating when they introduce different technology, institutional modifications, etc. Because these actions can change the relationship between the rural population and its habitat and may encourage out-migration or in-migration, rural development personnel should become more sensitive to the relationship between rural development and migration. Intended for personnel working in the area of agriculture aid, this guide explores that relationship and points out needs for further research. Part I is designed to teach basic concepts, focusing on (1) conditions/measures which tend to act as disincentives to migration; (2) rural development activities which tend to act as incentives to migration; and (3) rural development activities which tend to encourage migrants to rural areas to remain in their new destinations. Part II considers specific aspects of migration. Section I of Part…
(1980). Comparative World Problems: An Interdisciplinary Model for Inservice Teacher Training. This paper presents models for integrating themes and concepts of international studies into an educational program for elementary and secondary teachers. The interdisciplinary program can be taken as preservice or inservice training. It was developed in response to the need for colleges to provide classroom teachers and administrators with new skills, cognitive information, and teaching strategies that are necessary to an understanding of our increasingly interdependent world. The master's degree program described in this paper was developed by the Center for Teaching International Relations at the University of Denver. Students must complete 45 quarter hours which include 18 of education requirements, 10 in international studies, and 17 electives. Two courses (three quarter-hours each) were developed for the program: Curriculum Development Lab in International Studies and Comparative World Politics for Precollegiate Teachers. The first course introduces existing precollegiate…
(1968). Bonnie and Clyde Tactics in English Teaching. The author describes three current approaches to the problems of nonstandard English and examines the motivations behind their recommendations. The traditional negative correction to standard he calls "eradication," based on ethnocentric prescription. "Biloquialism" offers the student the option of adjusting phonology, grammar, and lexicon between home dialect and standard. There are dangers in this too, if students and teachers look down on the nonstandard dialect, or consider the standard cynically as merely a means for obtaining jobs or manipulating for power, rather than as a broadened repertoire for social and intellectual communication and a means to understand the system and dynamics of language use. The third approach is to give standard speakers a better understanding of nonstandard speech, both its forms and its validity. This is sketched rather as training to tolerate diverse language forms than as gaining a useful level of proficiency. The author… [PDF]
(1972). Racial and Ethnic Identities in American Society. The investigation of race relations, of social problems related to race and ethnicity, and of different racial and social groups, all presume prior information about the definition of racial or ethnic group identity, about the formation, maintenance, and dissolution of such identities, and about the importance of such identities in American societies. Put simply, we need to know what constitutes racial and ethnic differences, and why such differences are important. As in the study of the individual in society, there are two basic components in analyzing race and ethnic group identity: the characteristics of the identities themselves and the societal context within which the identities are important. These two components are only distinguishable in an analytic sense. The most important characteristic of these identities is that they are group identities. The distinction between group and individual identity leads to the observation that the assimilation process may be different for… [PDF]
(1973). Testing the Teacher: How Urban School Districts Select Their Teachers and Supervisors. This book sets out to put the many questions raised by the selection of urban teachers into a meaningful context, and to suggest some answers. The thesis of this book is that, as quickly as possible, the process by which urban teachers are selected must be converted to a contemporary merit and fitness system. The ability to understand and reach all kinds of children, and to devise or apply new approaches to that end when necessary, must be vigorously sought. Except for the first chapter, the book is organized sequentially; Chapters two through seven cover the various aspects of teacher selection, moving from the training of urban teachers through their recruitment, selection, and assignment to their accountability and promotion. Chapter one is designed to provide an overview of the urban teacher's world: what is the teacher like; what are the students like; what is the school and school district like; what important pressures bear down on the teacher; and how does he or she respond….
(1971). Beliefs of American Youth About Law and Order: Indicators of Instructional Priorities. Democracy entails the concept of orderly liberty, a concept that implies both obedience and constructive skepticism. Since teaching youngsters to be democratic citizens is a central concern of civic education, we must be concerned about whether our youth acquire this concept of orderly liberty. Studies indicate that American youth tend to value law and order, however, they tend to be unable to indicate a profound knowledge of the functions of law. The beliefs of American youth about the functions of law vary with age. In the 10-14 year age group, they stress the negative, coercive function of law and the value of single-minded obedience to law. Older youth, the 14-18 year age group hold more complex beliefs and are more likely to think critically about particular laws and authorities. However, they still display tendencies toward intolerance of particular types of dissent. These findings raise important questions about instructional priorities. How can civic educators more… [PDF]