(1987). Folksong in the Classroom. Volume VII. 1986-87. Folksong in the Classroom, v6 n1-3 1986-87. Celebrating the strength of the land is the goal of this volume containing songs, bibliographies, teaching ideas, book and song reviews, and indexes for free materials. The first issue containing songs about the U.S. Constitution illuminates the vision of freedom, and the struggle for it. Visualizing the spirit of the Constitution and explaining the concept of rights and the ongoing struggle to defend them are ways that the people's songs may be most meaningfully used. Issue numbers Two and Three contain the great river songs that illustrate the diverse ways in which rivers contributed to the growth of the country. Every aspect of teaching can be made more vital by studying the history of rivers. The second issue emphasizes economic life, transportation, the historical approach, exploration, settlement and urbanization, politics and Native Americans. The third issue explores ecology, natural resources, wildlife and science, aesthetics, recreation, literature, folklore and the arts,…
(1986). Technical Committees: From Concept to Action. This informational booklet discusses the history and concept of technical committees in vocational education and some critical elements of their operation. The first part considers the legislative provision and substantive implications that flow from it. The function and establishment of committees, determination of which occupational areas should have a committee, and significant characteristics of technical committees are addressed. The second part describes potential benefits of such committees. Six specific benefits to the vocational system are discussed: creation of understanding and commitment to vocational education, provision of a viable forum for exchanging ideas affecting human resource development, confirmation or validation of existing skill inventories, development of a network, relationship to local craft councils, and application of technical committees to other sections of the Perkins Act. The final part of the publication focuses on business participation. It…
(1983). An Advocacy Curriculum (9-12) for Total Career Development and Independent Living Skills for Handicapped Students. Final Report and Curriculum. This final report summarizes a three-year project to develop and field test an advocacy curriculum designed to teach secondary-level disabled students (mentally retarded, emotionally disturbed, learning disabled, physically disabled, visually and hearing impaired) their rights and responsibilities under recent legislation, the various service systems they will need to use, and how to gain access to them. Contents include methods and procedures (broken down by project year and including a summary of project objectives and accomplishments), results of the field test, and conclusions. Among appendices are needs assessment survey forms and results, a sample inservice training workshop agenda, a field test plan, and evaluation procedures. Included as the final appendix is the 356-page advocacy curriculum or trainer's guide, which includes general guidance as well as eight instructional units: advocacy in the life functioning systems (an introduction and overview), application of advocacy… [PDF]
(1981). Resource Guide of American Indian and Alaska Native Women, 1980. A resource listing of 678 prominent American Indian and Alaska Native women representing 159 tribes throughout the United States provides the following information: name, address, date and place of birth, tribal membership, field of interest, current occupation, Indian activities, women's advocacy, educational background and professional interest. The following are the majority of professional and advocacy skills the women possess: administration (federal, tribal and urban), cultural advocacy and arts (arts and humanities, traditional arts and crafts), economic development (program planning/management), education (adult/vocational, bilingual, curriculum development, early childhood, educational equity, higher education, Native American studies, teacher training, tribal education), employment (affirmative action/EEO, women's employment advocacy), health (administration, alcohol/drug abuse, Indian health advocacy), legal advocacy (legislative change/testify/lobby, treaty rights/legal… [PDF]
(1966). SPECIAL PROBLEMS REPORT, ADULT EDUCATION PROGRAMS FOR RURAL POPULATION IN PAKISTAN AND SUGGESTIONS FOR THEIR IMPROVEMENT. THE AUTHOR DISCUSSES THE NEED FOR FUNCTIONAL, SEQUENTIAL PROGRAMS OF LITERACY, VOCATIONAL, LIBERAL, POLITICAL, AND HUMAN RELATIONS EDUCATION IN RURAL AREAS OF PAKISTAN. PROBLEMS AND CHALLENGES ARE SEEN IN THE OCCUPATIONAL CASTE SYSTEM, FAMILY STRUCTURES, ATTITUDES TOWARD THE EDUCATION OF BOYS AND GIRLS, POOR MEANS OF TRANSPORTATION AND COMMUNICATION, POLITICAL AND LANGUAGE BARRIERS, THE RECRUITING OF TEACHERS, THE NEED FOR YOUTH CLUBS, AND CERTAIN CHARACTERISTICS OF THE RURAL MASSES. UNSUCCESSFUL EARLY VENTURES AND REVIEWED AND NOTEWORTHY PROGRAMS SINCE 1947 ARE DESCRIBED–(1) VILLAGE AID PROGRAMS OF AUDIOVISUAL TRAINING, RURAL ADULT EDUCATION, AND COMMUNITY DEVELOPMENT, (2) SALINITY CONTROL AND RECLAMATION PROJECT NUMBER 1, COMBINING LOCAL EFFORTS WITH UNITED STATES TECHNICAL ASSISTANCE, AND (3) WEST PAKISTAN AGRICULTURAL UNIVERSITY LITERACY CLASSES FOR ITS EMPLOYEES, TUTORING OF FARMERS BY ITS EXTENSION EDUCATION TRAINEES, AND RELATED PROGRAMS. RECOMMENDATIONS ARE MADE ON EQUAL…
(1971). The Psychology of Whiteness vs. the Politics of Blackness: An Educational Power Struggle. During an interview (Playboy magazine, April, 1971), actor John Wayne expressed certain educational theories and attitudes concerning American minority groups. His outlook is an authentic summary of the intellectual convictions of the vast majority of white Americans today. This \psychology of whiteness\ is the academic explanation for the concept of racism. Scholars have historically amassed data which supported the concept of racial inequality. The black community has developed a massive disenchantment with integration, and has begun to move toward the \politics of blackness,\ which is not racist but affirms the right to survive. The racist term \disadvantaged\ should be replaced by the term \disequalized\ which more accurately reflects the condition of oppressed minority groups. There are other educational and psychological concepts which are equally demeaning and inaccurate, including many concepts in intelligence testing. Educational accountability will help to change some of… [PDF]
(1998). Supporting Parents Who Have Cognitive Limitations. Impact, v11 n1 Spr. This feature issue focuses on strategies to support parents who have cognitive limitations to be successful in raising their children. Articles include: (1) \Encounters with Entropy: Marge's Journey from System to System\ (John Franz and Pat Miles) that tells a fictional story of a mother with disabilities to illustrate the tendency of human service systems to operate independently of one another, to stay locked into rigidly structured responses, and to avoid collaborative responses; (2) \Helping Parents Be Parents\ (Howard Mandeville and Polly Snodgrass); (3) \Mothers with Developmental Disabilities: Common Issues and Needs\ (Bette Keltner); (4) \Parents with Cognitive Limitations: What Do We Know about Providing Support?\ (Lynda Anderson and K. Charlie Lakin); (5) \Perpetuating the Sprit of Kako'o\ (Stacy Kong); (6) \Supporting Parenting Rights: Arc Hennepin\ (Lori Gildersleeve); (7) \Two Decades of Parent Support: Reuben Lindh Parenting Program\ (Audrey Kvist); (8) \Supporting… [PDF]
(1973). Cairo, Illinois: Racism at Floodtide. Clearinghouse Publication Number 44. This publication largely is based upon the testimony given at the hearing held by the Commission on Civil Rights in Cairo, Illinois, in March 1972. Half of the families in the Cairo area have poverty incomes, according to federal standards. Unemployment at 9 percent is nearly double the national average. About a third of the city–county population gets some kind of public assistance. More than one half of Cairo's dwellings are classified as deteriorating or dilapidated. How did Cairo get that way? Certainly uncontrollable economic developments contributed to the material decline. But disastrous race relations have blighted human resources essential to progress. Testimony before the Commission show that over the decades, blacks have comprised roughly 30 percent of the county and 40 percent of the city population. But no black had ever served on the county Housing Authority, the Cairo Public Utility Commission, Building Commission or Library Board. There were blacks in city office… [PDF]
(2006). Freedom, Diversity, and Global Citizenship. Liberal Education, v92 n2 p26-33 Spr. In this article, the authors state that liberal education depends upon–presupposes–unfettered thought, inquiry, and expression. This is necessary not only for the production of knowledge but also for the preparation of citizens in a diverse democracy. A vital campus is one where ideas meet, mix, conflict, engage, and emerge changed by the interaction. Genuine dialogue is a difficult, even fragile, human endeavor. It entails both speaking and listening, articulating one's views and earnestly considering those of others. Campus communities need both to protect the rights of all members to think and speak freely and to foster the conditions that make dialogue possible. The word \liberal\ in \liberal education\ originally meant education for free men, an education to prepare men for the exercise of freedom within their polity. For this reason the practice of freedom on campus is deeply tied to the practice of freedom in the larger society and internationally, as well as individually… [PDF] [Direct]
(1986). Administrative Brain Dominance Styles. Characteristic reform measures that perfect the status quo and maintain educational order have become outdated and irrelevant to our times. Educators are calling for leaders with the ability to sense organizational needs from a holistic approach and with the insight or intuitive feel for what the organization can become. Such activity depends upon the complementary incorporation of left-brain processes of analysis and judgment with right-brain visionary, or conceptual, skills. Recent research does not present a positive picture of the superintendent as an agent for change, in that most superintendents have been found to be analytical and technical in the problem-solving approach, rather than intuitive and conceptual. This paper describes a study that confirms these findings. The study explored brain dominance styles prevalent among 115 Tennessee school supervisors, principals, and superintendents, most of whom were nominated by an expert panel on the basis of outstanding leadership….
(1972). Values and Schooling: Perspectives for School People and Parents. The purpose of this lecture is to provide a perspective from which parents and school people can formulate reasoned opinions on what the school's role should be in regard to students' values. The author offers a definition of values and discusses three rough categories of values–esthetic, instrumental, and moral. The school is a creature of the society it serves–in our case, a democracy. Thus, the perspective from which we view questions about schooling and values should include a considered definition of a democratic society. It is important to recognize that teachers/administrators are agents of the society. The society is within its rights in refusing to employ those who would use the school for subversion. But, in light of the earlier discussion of values and pluralism, a decision as to what constitutes subversion may be difficult to make. As agents of the society, the teacher/administrator must be beholden to a conception of democracy that goes beyond responding to strident… [PDF]
(2004). Human Central Auditory Plasticity Associated with Tone Sequence Learning. Learning & Memory, v11 n2 p162-171 Mar. We investigated learning-related changes in amplitude, scalp topography, and source localization of the mismatch negativity (MMN), a neurophysiological response correlated with auditory discrimination ability. Participants (n = 32) underwent two EEG recordings while they watched silent films and ignored auditory stimuli. Stimuli were a standard (probability = 85%) and two deviant (probability = 7.5% each for high [HD] and low [LD]) eight-tone sequences that differed in the frequency of one tone. Between recordings, subjects practiced discriminating the HD or LD from the standard for 6 min. The amplitude of the LD MMN increased significantly across recordings in both groups, whereas the amplitude of the HD MMN did not. The LD was easier to discriminate than was the HD. Thus, practicing either discrimination increased the MMN for the easier discrimination. Learning and changes in the LD MMN amplitude were highly correlated. Source localizations of event-related potentials (ERPs) to all… [Direct]
(2005). Dissociable Contributions within the Medial Temporal Lobe to Encoding of Object-Location Associations. Learning & Memory, v12 n3 p343-351 May. The crucial role of the medial temporal lobe (MTL) in episodic memory is well established. Although there is little doubt that its anatomical subregions–the hippocampus, peri-, entorhinal and parahippocampal cortex (PHC)–contribute differentially to mnemonic processes, their specific functions in episodic memory are under debate. Data from animal, human lesion, and neuroimaging studies suggest somewhat contradictory perspectives on this functional specialization: a general participation in declarative memory, an exclusive involvement in associative mnemonic processes, and a specific contribution to spatial memory are reported for the hippocampus, adjacent cortices, and the PHC. A functional lateralization in humans dependent on the verbalizability of the material is also discussed herein. To further elucidate the differential contributions of the various MTL subregions to encoding, we employed an object-location association memory paradigm. The memory for each of the studied… [Direct]
(2024). A Day at Lia Garc√≠a's Elementary School. Research in Drama Education, v29 n4 p620-634. This article recounts a day at Mexican writer, activist, educator, and performance artist Lia Garc√≠a's "elementary school": a "school" that takes the form of invited performances in other teachers' classrooms. It studies Garc√≠a's staging of an applied theatre workshop at an elementary school in November 2020 with her children's story Pan de Mia as its script. In an analysis of Garc√≠a's practice as a transfeminist artist and educator, I argue that Garc√≠a's emphasis on an affective education of culinary preparation in which children's capacity for consent is central offers a transfeminist lesson about children's right to bodily autonomy and consent…. [Direct]
(1992). Civil Rights, Diversity, and Accreditation. Hearing before the Human Resources and Intergovernmental Relations Subcommittee of the Committee on Government Operations, House of Representatives, One Hundred Second Congress, First Session (June 26, 1991). A congressional hearing was held concerning the Department of Education's failure to grant recognition to the Middle States Association of Colleges and Schools, a higher education accrediting agency, because of that agency's approach to promoting diversity on college campuses. Following opening statements by the committee members, the hearing's only witness, Secretary of Education Lamar Alexander, testified. He began by noting that the review of Middle States was in process and by addressing the question of using diversity as a criterion for accrediting colleges and universities. He addressed the nature of the original charge to accreditation agencies, which was to assure academic quality standards, and not to check on the racial, ethnic, or gender mix of an institution. Secretary Alexander questioned the appropriateness of Middle States enforcing diversity standards. He also noted the power of these agencies as accreditation is linked to student and institutional federal funding…. [PDF]