(2004). Teaching Human Rights in Elementary Classrooms: A Literary Approach. Canadian Social Studies, v39 n1 Fall. This article presents elementary social studies teachers with examples of children's literature that can be used to teach about children's rights as they were declared at the UN Convention on the Rights of the Child. Five books are summarized for younger audiences, and four are reviewed for older readers. The author also describes a recent informational book on fifteen children's rights appropriate for all elementary classrooms…. [PDF]
(1978). Human Rights and Special Education in the Developing Countries. The paper provides some significant data, from the economic, social, cultural, and educational context, on some of the obstacles to fundamental rights in Latin America; and deals with special education in these countries, its scope and resources, and the attitudes and philosophical assumptions which help or hinder its expansion. Among recommendations for the future are that specific action be undertaken to prevent social causes attacking those children who are more liable to aggression and that funds be appropriated for more research. (SBH)…
(2000). Conflicting Concepts of Human Rights: China vs. the West. This lesson was developed to be one of three or four similar components of a projected final unit entitled "Understanding Contemporary International Conflicts in the Light of the Past" in a 10th grade world cultures class. The lesson examines how cultural differences contribute to international conflicts. It presents an objective, cites student skills, and suggests mode of participation (8 to 12 students organized into two equal groups). Activities in the lesson are outlined for both groups, and an essay is assigned to complete the lesson. Three student readings are attached. (BT)… [PDF]
(1973). Human Rights And Home-School Communications: A Critical Review. Educational Review, 26, 1, 56-66, Nov 73. Recent British literature on home-school communication is discussed in relation to the rights of parents, teachers and pupils. (Editor)…
(1976). Amnesty International: Evaluating Effectiveness in the Human Rights Arena. Intellect, 105, 2377, 79-82, Sep/Oct 76. Describes Amnesty International, an organization formed in order to change the sociopolitical environment so that elites will have to act in a predetermined prohuman rights manner in all situations. The issues of torture and political repression were addressed in different nations, which practice the detention of political prisoners. (Author/RK)…
(1990). Disability Equality in the Classroom–A Human Rights Issue. Gender and Education, v2 n3 p363-66. Argues that the disabled are kept out of the mainstream of education by the lack of representation on decision-making bodies. Describes an exemplary mainstreaming project at a school in Guildford, Surrey. (DM)…
(2001). ESL Policy and Practice: A Linguistic Human Rights Perspective. Clearing House, v74 n6 p296-300 Jul-Aug. Finds that the reading performance of English-as-a-second-language students and English language learners immersed in regular education classes in a large urban school district was far below grade-level performance, across all categories of measurement; but that the performance of English language learners who had successfully exited from bilingual classes was consistently within or above the average range of performance. (SR)…
(2016). Ways to Evaluate the Success of Your Teacher Incentive Fund Project in Meeting TIF Goals. Teacher Incentive Fund, US Department of Education This brief outlines some simple methods that Teacher Incentive Fund grants could add to their local evaluations to find out how well they are promoting attainment of the four overall TIF goals. The methods described in this brief can help grantees determine if they are moving toward improving effectiveness, student achievement, and equity. Grantees can use simple comparisons over time and, in some cases, comparisons to external standards such as statewide or district-wide trends to see whether measures of the key TIF goals are at least moving in the right direction. Grantees can also use their TIF evaluations to collect information about whether the number of effective teachers teaching poor, minority, and disadvantaged students in hard-to-staff subjects has increased. Last, surveys, interviews, and focus groups done as part of TIF program evaluations provide an opportunity to assess the support of educators for sustaining performance-based compensation and other human capital… [PDF]
(2016). Early Educators as Agents of Social Change for Inclusive Practices: An Action Research Study. ProQuest LLC, Ed.D. Dissertation, University of Colorado at Denver. The purpose of this study was to evaluate a new course developed for students in the early childhood education (ECE) graduate and/or licensure in early childhood special education (ECSE)–a Colorado teacher licensure program–in the School of Education and Human Development at CU Denver. The study explored graduate students' learning in a course on social change agency in order to understand the extent to which personal and professional experiences coupled with course experiences impact the learning and perceived competence of students to act as agents of social change and the ways teacher educators can better support students' learning of the content. The problem of practice–the lack of quality inclusion for children with special rights–is discussed in the introduction. It is followed by an extensive review of the literature that informs (1) the components of the course, (2) the reasons why social change agency is important for early educators, and (3) a discussion of the proposed… [Direct]
(2016). The Origins and Evolution of Child Protection in Terms of the History of Ideas. Paedagogica Historica: International Journal of the History of Education, v52 n6 p734-747. Dealing with the methodological challenge of historical expounding, this paper discusses the historical formation of child protection with regard to the history of ideas. The aim is to identify the early intellectual grounds of the idea of child protection. Due to the fact that the genesis and evolution of child protection are shaped by many kinds of moral, social, educational, judicial and political interests as well as varied educational, psychological, sociological and medical theories of child development, it is exceedingly laborious to define its core content. As a political concept, it germinated especially from aware people's societal and ethical awareness of the social distress of children and families in modernising societies. As a construction of the human mind, it concerns essentially values, cognition and political aspirations. The emergence of organised child protection activities can be viewed as a reaction to the social change of each prevailing time shaped by… [Direct]
(2020). Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. One of the challenges facing the field of Chinese language pedagogy in the second decade of the 21st century is how to train teachers of Chinese as a foreign language (CFL) to teach effectively in emerging education markets. Emerging CFL markets are the result of a widely perceived need to learn Chinese as a foreign language in places where historically relatively few people have studied Chinese, qualified Chinese language teachers are in short supply, and the availability of pedagogical materials based in the languages of the learners' local communities is limited. In emerging CFL markets initial Chinese language learning happens in the learners' culture. Native-speaking CFL teachers are likely to be less familiar with these cultures and may not share enough of a common language with learners to use any language other than Chinese as the primary language of instruction. This study confronts this frontier in Chinese language pedagogy from two complementary lines of inquiry. The… [Direct]
(1993). Testimony Presented to the Joint Committee on Standards for Educational Evaluation (Washington, D.C.). The utility of the proposed Program Evaluation Standards to educational practitioners, and the adequacy of some of the standards in addressing issues in evaluation in culturally and linguistically educational environments are discussed, drawing on the author's experience as Director of the Evaluation Assistance Center East in Arlington (Virginia). As it stands, the proposed document is well written and generally clear, but it may be too long and complex for some potential users. The standards as they are written will certainly confirm and support good practices in the evaluation of bilingual education programs. Six are worthy of particular comment. Utility Standard 1 addresses the audience for the standards, and it is recommended that it should mention language minority groups explicitly. With regard to Utility Standard 5, Report Clarity, and Utility Standard 6, the standard on report dissemination, it is again imperative that language minorities be mentioned specifically. Concern… [PDF]
(1985). Evaluation Issues Generated by Two Dimensions of Gifted and Talented Programs. AEL Occasional Paper 022. The paper describes problems endemic to the evaluation of programs for gifted and talented students. The goals of gifted and talented programs are often substantially different from those covered on outcome measures available to schools. When decisions are being made about the type of programs to be provided, parallel consideration should be given to how the program is to be evaluated. Two dimensions on which gifted and talented programs generally vary are acceleration vs. enrichment and in-class provision of instruction vs. pull-out programs. Examples are then given of programs which follow each of these four models: in-class enrichment, in-class acceleration, pull-out enrichment, and pull-out acceleration. Characteristics of good evaluation consider 30 standards organized into the following four categories of quality: utility, feasibility, propriety, and accuracy. A sampling of these standards as they apply to gifted and talented programs is discussed. These standards include:…
(1970). Program Plan for Improved Human Relations, 1970-1971. Rapid social change has brought with it conflicts which are manifest in the institutions of the community, particularly the school system, which latter has become a focal point for social, political, and judicial action. Mechanisms for problem solving must be established at all levels throughout the school system. A system of communications must be organized to provide for input from and feedback to all concerned groups. The county staff has identified a broad approach and specific application which it is prepared to recommend. In each school the principal and a small group of key personnel identified by the faculty and selected by the principal should be trained to use problem-identification and problem-resolution techniques. The training is to be directed specifically to the needs of the school system. The training should be accomplished through short two- and three-day workshops followed up by periodic single-day sessions. The building of the cadre in each school should take… [PDF]
(1970). American Civilization in Historic Perspective, Part I. A Guide for Teaching Social Studies, Grade 11. This teaching guide offers illustrative and reference materials that are both narrative and graphic on the three topics of Mass Media, Conflicting Ideologies, and Social Control. The objective is to furnish primary materials on these topics not easily available to teachers. Emphasis is on organizing the selections as short cases or studies. Related understandings are grouped together to emphasize this approach. The inductive method encourages students to examine the presentations objectively, analyze and interpret them in terms of the medium, and consider the historic development of the issues. Section 1, Mass Media, presents a study of the Power of the Press: A Case Study of the Tweed Ring, and the Mass Media Today, including the Agnew address and related material on network censorship. In section 2, Conflicting Ideologies, variations in the role and attitude of the pacifist in different periods of U.S. history and conflicting views regarding the influence of Communism in American…