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Title: FINAL Call for Papers: INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION AND DIVERSITY
Body: This is the final call for paper and colloquium presentations for the INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION AND DIVERSITY, to be held November 26-29 2003, at the University of Waikato, Hamilton, New Zealand. The deadline for paper/colloquium abstract submission is 31 May 2003. There are four key conference strands: Ø Bilingual/immersion education Ø English language education Ø Language education planning and policy Ø Literacy education (including adult literacy) Confirmed keynote speakers include: Ø Nancy Hornberger (University of Pennsylvania) Ø Glynda Hull (University of California, Berkeley) Ø Mary Kalantzis (Royal Melbourne Institute of Technology) Ø Timoti Karetu (Kohanga Reo National Trust, Wellington) Ø Allan Luke (Nanyang Technological University, Singapore) Ø Alastair Pennycook (University of Technology, Sydney) Ø Robert Phillipson (Copenhagen Business School) Ø Tove Skutnabb-Kangas (Roskilde University) Full Details on the Conference can be found at the following website: http://www.led2003.ac.nz or http://led2003.ac.nz/ You must submit paper/colloquium abstracts and register for the conference via the conference website. -- Stephen May Foundation Professor and Chair of Language and Literacy Education, and Research Professor, Wilf Malcolm Institute of Educational Research, School of Education, University of Waikato Private Bag, 3105, Hamilton, New Zealand email: s.may@waikato.ac.nz Ph: +64-7-8384500 Fax: +64-7-8384555
Source: INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION AND DIVERSITY : New Zealand
Inputdate: 2003-05-19 12:58:00
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Title: FINAL Call for Papers: INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION AND DIVERSITY
Body: This is the final call for paper and colloquium presentations for the INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION AND DIVERSITY, to be held November 26-29 2003, at the University of Waikato, Hamilton, New Zealand. The deadline for paper/colloquium abstract submission is 31 May 2003. There are four key conference strands: Ø Bilingual/immersion education Ø English language education Ø Language education planning and policy Ø Literacy education (including adult literacy) Confirmed keynote speakers include: Ø Nancy Hornberger (University of Pennsylvania) Ø Glynda Hull (University of California, Berkeley) Ø Mary Kalantzis (Royal Melbourne Institute of Technology) Ø Timoti Karetu (Kohanga Reo National Trust, Wellington) Ø Allan Luke (Nanyang Technological University, Singapore) Ø Alastair Pennycook (University of Technology, Sydney) Ø Robert Phillipson (Copenhagen Business School) Ø Tove Skutnabb-Kangas (Roskilde University) Full Details on the Conference can be found at the following website: http://www.led2003.ac.nz or http://led2003.ac.nz/ You must submit paper/colloquium abstracts and register for the conference via the conference website. -- Stephen May Foundation Professor and Chair of Language and Literacy Education, and Research Professor, Wilf Malcolm Institute of Educational Research, School of Education, University of Waikato Private Bag, 3105, Hamilton, New Zealand email: s.may@waikato.ac.nz Ph: +64-7-8384500 Fax: +64-7-8384555
Source: INTERNATIONAL CONFERENCE ON LANGUAGE, EDUCATION AND DIVERSITY : New Zealand
Inputdate: 2003-05-19 12:58:00
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Title: Senior Research Associate
Body: WestEd Position Announcement Position Title: Senior Research Associate Reports to: Project Director Program: Comprehensive School Assistance Program Salary: Level H - $54,926 - $78,465 Date Posted: 05/14/2003 Location: Los Alamitos, Oakland, or San Francisco, CA Time Base: 100% Position No: 980 WestEd, a nonprofit research, development, and service agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults. While WestEd serves the states of Arizona, California, Nevada, and Utah as one of the nation's Regional Educational Laboratories, our agency's work extends throughout the United States and abroad. It has 16 offices nationwide, from Washington and Boston to Arizona, Southern California, and its headquarters in San Francisco. WestEd's Comprehensive School Assistance Program (CSAP) seeks to build the capacity of low-performing schools and their districts, as well as those who work with them, to plan, implement and refine research-based, comprehensive school improvement programs. Through publications, products and services, CSAP contributes to a growing knowledge base of how high-poverty schools can improve student achievement, and also brings together research and practical experience to inform policy makers at all levels as they make critical decisions designed to close the achievement gap. The English Learner Evaluation & Accountability Support (ELEAS) strand of CSAP provides research, development, and technical assistance/consulting services to educators and policy makers serving our region's large and growing English Learner (EL) population. Specifically, ELEAS helps states, county offices of education, school districts, and schools to improve their assessment, evaluation and accountability policies, practices and systems for English Learners. We provide policy development and analysis; formative and summative evaluations, technical assistance, and targeted professional development. The overarching purpose is to build and sustain clients' capacity and internal accountability for the success of their English Learners. Position Description The successful candidate for this position will bring a wide array of expertise and experience in applied research, consulting, and technical assistance regarding the evaluation and improvement of educational services for English Learners. (Note: In addition to Los Alamitos Office, location for this position may also be in WestEd's Oakland or San Francisco Offices.) Responsibilities 1. Provide consultation and training on areas critical to implementing Title I, Title III, and migrant programs under the Federal No Child Left Behind Act. Specific areas include EL program development and implementation; standards-based instruction and assessment; and evaluation and improvement of programs serving ELs. 2. Collect and analyze data from multiple sources on student and teacher demographics, English language development, academic achievement in core subject matter, instructional programs and services (including bilingual instruction, structured English immersion, sheltered content instruction, and K-12 ESL instruction); synthesize findings, write reports, and present findings to staff and clients. 3. Participate in field-based research and evaluation projects at statewide and local levels. This includes planning and conducting school and district site visits, interviews, focus groups, and classroom observations; analyzing qualitative and quantitative data; developing recommendations and providing structured, constructive feedback to clients. 4. Participate collaboratively in multi-state and multi-organizational activities to implement, evaluate, and improve policies and programs addressing the needs of English Learners in WestEd region and beyond. Qualifications - Master's degree required (doctorate preferred) in education, policy analysis, evaluation, or related field. - A minimum of five years' experience as an educational researcher, con
Source: WestEd, CA
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Title: Senior Research Associate
Body: WestEd Position Announcement Position Title: Senior Research Associate Reports to: Project Director Program: Comprehensive School Assistance Program Salary: Level H - $54,926 - $78,465 Date Posted: 05/14/2003 Location: Los Alamitos, Oakland, or San Francisco, CA Time Base: 100% Position No: 980 WestEd, a nonprofit research, development, and service agency, works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults. While WestEd serves the states of Arizona, California, Nevada, and Utah as one of the nation's Regional Educational Laboratories, our agency's work extends throughout the United States and abroad. It has 16 offices nationwide, from Washington and Boston to Arizona, Southern California, and its headquarters in San Francisco. WestEd's Comprehensive School Assistance Program (CSAP) seeks to build the capacity of low-performing schools and their districts, as well as those who work with them, to plan, implement and refine research-based, comprehensive school improvement programs. Through publications, products and services, CSAP contributes to a growing knowledge base of how high-poverty schools can improve student achievement, and also brings together research and practical experience to inform policy makers at all levels as they make critical decisions designed to close the achievement gap. The English Learner Evaluation & Accountability Support (ELEAS) strand of CSAP provides research, development, and technical assistance/consulting services to educators and policy makers serving our region's large and growing English Learner (EL) population. Specifically, ELEAS helps states, county offices of education, school districts, and schools to improve their assessment, evaluation and accountability policies, practices and systems for English Learners. We provide policy development and analysis; formative and summative evaluations, technical assistance, and targeted professional development. The overarching purpose is to build and sustain clients' capacity and internal accountability for the success of their English Learners. Position Description The successful candidate for this position will bring a wide array of expertise and experience in applied research, consulting, and technical assistance regarding the evaluation and improvement of educational services for English Learners. (Note: In addition to Los Alamitos Office, location for this position may also be in WestEd's Oakland or San Francisco Offices.) Responsibilities 1. Provide consultation and training on areas critical to implementing Title I, Title III, and migrant programs under the Federal No Child Left Behind Act. Specific areas include EL program development and implementation; standards-based instruction and assessment; and evaluation and improvement of programs serving ELs. 2. Collect and analyze data from multiple sources on student and teacher demographics, English language development, academic achievement in core subject matter, instructional programs and services (including bilingual instruction, structured English immersion, sheltered content instruction, and K-12 ESL instruction); synthesize findings, write reports, and present findings to staff and clients. 3. Participate in field-based research and evaluation projects at statewide and local levels. This includes planning and conducting school and district site visits, interviews, focus groups, and classroom observations; analyzing qualitative and quantitative data; developing recommendations and providing structured, constructive feedback to clients. 4. Participate collaboratively in multi-state and multi-organizational activities to implement, evaluate, and improve policies and programs addressing the needs of English Learners in WestEd region and beyond. Qualifications - Master's degree required (doctorate preferred) in education, policy analysis, evaluation, or related field. - A minimum of five years' experience as an educational researcher, con
Source: WestEd, CA
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138
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Title: "Layers: The Immigrant Experience in Building America"
Body: A symposium, entitled "Layers: The Immigrant Experience in Building America" will be held in commemoration of the Korean American centennial celebration and sponsored by the Intercultural Institute of California. The symposium will be held Friday, May 30, 2003 at the Fairmont Hotel in San Francisco and will be composed of two main divisions: "The Immigrant Contribution in the Building of America" and "The Evolution of Korean Studies: Past, Present and Future." For more information or conference registration, please contact the IIC website at http://www.iic.edu/announcements/Minsok2003Schedule.htm
Source: Intercultural Institute of California.
Inputdate: 2003-05-19 13:05:00
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Title: "Layers: The Immigrant Experience in Building America"
Body: A symposium, entitled "Layers: The Immigrant Experience in Building America" will be held in commemoration of the Korean American centennial celebration and sponsored by the Intercultural Institute of California. The symposium will be held Friday, May 30, 2003 at the Fairmont Hotel in San Francisco and will be composed of two main divisions: "The Immigrant Contribution in the Building of America" and "The Evolution of Korean Studies: Past, Present and Future." For more information or conference registration, please contact the IIC website at http://www.iic.edu/announcements/Minsok2003Schedule.htm
Source: Intercultural Institute of California.
Inputdate: 2003-05-19 13:05:00
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139
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Title: Request to TESTIFY IN FAVOR OF SENATE BILL 897
Body: Date: Wed, 14 May 2003 11:36:26 -0700 From: Eduardo Angulo
I WANT TO LET YOU ALL KNOW THAT SUPERINTENDENT CASTILLO ALONG WITH SENATE PRESIDENT PETER COURTNEY, SENATOR BROWN AND SENATOR RINGO, HAVE AGREED TO SPONSOR A BILL.
THE CHAIRMAN OF THE SENATE EDUCATION COMMITTEE, SENATOR STARR, THE VICE CHAIR, SENATOR DECKER, AND THE OTHER MEMBERS OF THE COMMITTEE HAVE AGREED TO OPEN HEARINGS ON THIS BILL AS SOON AS TOMORROW, THURSDAY, MAY 15, 2003.
PLEASE LET ME KNOW IF YOU WOULD LIKE TO BE NOTIFY TO TESTIFY IN FAVOR OF THIS BILL OR TO COME TO THE HEARINGS.
SENATE BILL 897 (DRAFT)
Sponsored by Senator BROWN; Senators COURTNEY, RINGO
SUMMARY
The following summary is not prepared by the sponsors of the measure and is not part of the body thereof subject to consideration by the Legislative Assembly. It is an editor's brief statement of the essential features of the measure as introduced.
Directs the Department of Education to study and report on expenditure of moneys by school districts on English as a Second Language programs.
Declares emergency, effective July 1, 2003.
A BILL FOR AN ACT
SECTION 1. ( + (1) During the 2003-2005 biennium, the Department of
Education shall conduct a study on the expenditure of moneys by school districts in Oregon on English as a Second Language programs. The study shall include how districts use the amounts distributed from the State School Fund that are attributable to the additional weighting under ORS.
327.013 (7) (a) (B) received for students who are eligible for and enrolled in English as a Second Language under ORS 336.074.
(2) The Department of Education shall report the findings of the study required under subsection (1) of this section to the State Board of Education and to the legislative interim committees related to education, in the manner provided by ORS 192.245, no later than October 1, 2004. + )
SECTION 2. ( + This 2003 Act being necessary for the immediate
preservation of the public peace, health and safety, and emergency is
declared to exist, and this 2003 Act takes effect July 1, 2003."
Eduardo Angulo
Salem/Keizer Coalition for Equality Chairman
2003 MEMBERS:
Parents With Voices (PWV); PCUN; CAUSA; Salem/Keizer NAACP; Latino Unidos Siempre (LUS); 100 Good People; Mano a Mano Family Center; Coalition to End Bigotry;
Village Elders; VOZ; Bilingual/Migrant Parent Advocacy Group; Willamette
University MEChA, James Davis, Attorney at Law
Source: Eduardo Angulo <eduardoangulo@bigplanet.com>
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Title: Request to TESTIFY IN FAVOR OF SENATE BILL 897
Body: Date: Wed, 14 May 2003 11:36:26 -0700 From: Eduardo Angulo
Source: Eduardo Angulo <eduardoangulo@bigplanet.com>
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140
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Title: 13th Annual National/International Conference
Body: National Association for Multicultural Education 13th Annual National/International Conference Sheraton Seattle Hotel & Towers Seattle, Washington November 5-9, 2003 The NAME conference provides a unique opportunity to interact with other educators dedicated to ensuring the achievement of diverse students through education that is multicultural. * Meet with leading researchers and scholars, such as James Banks, Sonia Nieto, Cherry McGee Banks, Carl Grant, Eugene Garcia, Geneva Gay, Louise Derman-Sparks... * Interact with educators conducting exemplary programs * Share your effective strategies and activities * Discuss critical issues with people who care and succeed * Obtain valuable curricular and resource materials * Visit multicultural schools and sites in beautiful Seattle For complete information, visit the NAME website: http://www.nameorgorg, or call NAME at 202-NAT-NAME For your information: Collaborating Organizations: Washington State Association for Multicultural Education (WSAME), Washington State Office of Superintendent of Public Instruction; Washington Education Association, National Education Association; Equity Center, Northwest Regional Educational Laboratory (Region X Equity Assistance Center); Center for Multicultural Education, University of Washington-Seattle; Early Childhood Equity Alliance; Teaching for Change; Skipping Stones
Source: National Association for Multicultural Education
Inputdate: 2003-05-19 14:35:00
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Title: 13th Annual National/International Conference
Body: National Association for Multicultural Education 13th Annual National/International Conference Sheraton Seattle Hotel & Towers Seattle, Washington November 5-9, 2003 The NAME conference provides a unique opportunity to interact with other educators dedicated to ensuring the achievement of diverse students through education that is multicultural. * Meet with leading researchers and scholars, such as James Banks, Sonia Nieto, Cherry McGee Banks, Carl Grant, Eugene Garcia, Geneva Gay, Louise Derman-Sparks... * Interact with educators conducting exemplary programs * Share your effective strategies and activities * Discuss critical issues with people who care and succeed * Obtain valuable curricular and resource materials * Visit multicultural schools and sites in beautiful Seattle For complete information, visit the NAME website: http://www.nameorgorg, or call NAME at 202-NAT-NAME For your information: Collaborating Organizations: Washington State Association for Multicultural Education (WSAME), Washington State Office of Superintendent of Public Instruction; Washington Education Association, National Education Association; Equity Center, Northwest Regional Educational Laboratory (Region X Equity Assistance Center); Center for Multicultural Education, University of Washington-Seattle; Early Childhood Equity Alliance; Teaching for Change; Skipping Stones
Source: National Association for Multicultural Education
Inputdate: 2003-05-19 14:35:00
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141
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Title: Spanish Programs
Body: Spanish Progams in Cuernavaca, Mexico Cuauhnáhuac Spanish Language School is located in Cuernavaca, Morelos, México , about 1 1/2 hours from México City. The Institute is characterized by its flexibility, its superior method of teaching Spanish Intensively, and a variety of customized programs for all levels (beginner to superior). inform@cuauhnahuac.edu.mx You can also write or call us directly here in México: Cuauhnáhuac Esc. C.I.C.L.C., S.C. Mailing Address: Apdo. Postal 5-26, 62051 Cuernavaca, Morelos, México. Street Address: Av. Morelos Sur 123, Col. Chipitlán, 62070 Cuernavaca, Morelos, México. Telephones: Administration. + (52) (777) 312-3673 + (52) (777) 318-9275 English department. + (52) (777) 318-6757 Fax: + (52) (777) 318-2693
Source: Cuauhnáhuac Spanish Language School, Mexico
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Title: Spanish Programs
Body: Spanish Progams in Cuernavaca, Mexico Cuauhnáhuac Spanish Language School is located in Cuernavaca, Morelos, México , about 1 1/2 hours from México City. The Institute is characterized by its flexibility, its superior method of teaching Spanish Intensively, and a variety of customized programs for all levels (beginner to superior). inform@cuauhnahuac.edu.mx You can also write or call us directly here in México: Cuauhnáhuac Esc. C.I.C.L.C., S.C. Mailing Address: Apdo. Postal 5-26, 62051 Cuernavaca, Morelos, México. Street Address: Av. Morelos Sur 123, Col. Chipitlán, 62070 Cuernavaca, Morelos, México. Telephones: Administration. + (52) (777) 312-3673 + (52) (777) 318-9275 English department. + (52) (777) 318-6757 Fax: + (52) (777) 318-2693
Source: Cuauhnáhuac Spanish Language School, Mexico
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Title: HS French Teacher Needed
Body: Faculty Associate/French Education Teacher #01288 Department: University High School Salary: Commensurate with qualifications. Contract Period: Full time 10-month Qualifications: Required: University High School and Thomas Metcalf School are service units of the College of Education of Illinois State University. It offers a comprehensive program of instruction for 600 students in grades 9-12. Thomas Metcalf serves students K-8. These schools act as laboratories for 21st century educational innovation and research. The mission of the schools is to provide a site in which excellence in education theory may be connected to practice. Qualifications: Bachelor's Degree and type 09 Teaching Certification of equivalent required. Experience preferred. Talented, positive individuals with enthusiasm, strong work ethic, and a desire to work with a diverse population of students are encouraged to apply. Preferred: Job Description: Candidate will be responsible for teaching French at Thomas Metcalf School and University High School. The position will include some direct mentoring of university clinical experience students in the classroom. Experience or proven interest in research, publication, and/or professional development activities is preferred. Salary will be commensurate with candidate's qualifications and experience. Employees of University High School qualify for tuition waivers should they decide to pursue a graduate degree. This is a full time ten-month teaching position. Application Requirements: The position starting date is August 15, 2003. Initial review of applications will begin May 15, 2003. To assure full consideration submit a resume, three letters of recommendation and a copy of certificates and transcripts by May 15, 2003, to Gary S. O'Malley, Ph.D., Principal, University High School, Illinois State University, Campus Box 7100, Normal, IL 61790-7100 Beginning: August 15, 2003 Submit Application To: Gary S. O'Malley, 7100, Normal, IL 61790 Review Begin Date: May 15, 2003 Inquiries: Gary S. O'Malley, gsomall@ilstu.edu, 309-438-8163
Source: University High School and Thomas Metcalf School, IL
Inputdate: 2003-05-19 16:21:00
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Title: HS French Teacher Needed
Body: Faculty Associate/French Education Teacher #01288 Department: University High School Salary: Commensurate with qualifications. Contract Period: Full time 10-month Qualifications: Required: University High School and Thomas Metcalf School are service units of the College of Education of Illinois State University. It offers a comprehensive program of instruction for 600 students in grades 9-12. Thomas Metcalf serves students K-8. These schools act as laboratories for 21st century educational innovation and research. The mission of the schools is to provide a site in which excellence in education theory may be connected to practice. Qualifications: Bachelor's Degree and type 09 Teaching Certification of equivalent required. Experience preferred. Talented, positive individuals with enthusiasm, strong work ethic, and a desire to work with a diverse population of students are encouraged to apply. Preferred: Job Description: Candidate will be responsible for teaching French at Thomas Metcalf School and University High School. The position will include some direct mentoring of university clinical experience students in the classroom. Experience or proven interest in research, publication, and/or professional development activities is preferred. Salary will be commensurate with candidate's qualifications and experience. Employees of University High School qualify for tuition waivers should they decide to pursue a graduate degree. This is a full time ten-month teaching position. Application Requirements: The position starting date is August 15, 2003. Initial review of applications will begin May 15, 2003. To assure full consideration submit a resume, three letters of recommendation and a copy of certificates and transcripts by May 15, 2003, to Gary S. O'Malley, Ph.D., Principal, University High School, Illinois State University, Campus Box 7100, Normal, IL 61790-7100 Beginning: August 15, 2003 Submit Application To: Gary S. O'Malley, 7100, Normal, IL 61790 Review Begin Date: May 15, 2003 Inquiries: Gary S. O'Malley, gsomall@ilstu.edu, 309-438-8163
Source: University High School and Thomas Metcalf School, IL
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Title: HS Latin Teacher Needed
Body: An opening for HS Latin Teacher: Bonny Eagle High School in Standish Maine. We are just outside of Portland. You can look at our web site, Bonny Eagle Middle School Buxton, ME 04093 amerrifield@sad6.k12.me.us
Source: Bonny Eagle Middle School, ME
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Title: HS Latin Teacher Needed
Body: An opening for HS Latin Teacher: Bonny Eagle High School in Standish Maine. We are just outside of Portland. You can look at our web site, Bonny Eagle Middle School Buxton, ME 04093 amerrifield@sad6.k12.me.us
Source: Bonny Eagle Middle School, ME
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Title: Japanese Instructor Position
Body: Japanese teaching opportunity available at Middle Tennessee State University: The Department of Foreign Languages and Literatures is looking for a part-time Japanese instructor for the 2003-04 academic year beginning in mid August, 2003. M.A. in Japanese or related fields required. For further information, please contact the Department Chair Dr. Deborah Mistron at dmistron@mtsu.edu or (615) 898-2981.
Source: Middle Tennessee State University:
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Title: Japanese Instructor Position
Body: Japanese teaching opportunity available at Middle Tennessee State University: The Department of Foreign Languages and Literatures is looking for a part-time Japanese instructor for the 2003-04 academic year beginning in mid August, 2003. M.A. in Japanese or related fields required. For further information, please contact the Department Chair Dr. Deborah Mistron at dmistron@mtsu.edu or (615) 898-2981.
Source: Middle Tennessee State University:
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145
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Title: Proposed Changes in the Education Resources Information Center (ERIC)
Body: IMPORTANT ANNOUNCEMENT FOR FOREIGN LANGUAGE EDUCATORS FROM THE NATIONAL CAPITAL LANGUAGE RESOURCE CENTER, WASHINGTON, D.C. The National Capital Language Resource Center is funded by the U.S. Department of Education under Title VI of the Higher Education Act. We aim to bring information to as many foreign language educators as possible. This announcement is for informational purposes only. The NCLRC holds no position on this issue. Proposed Changes in the Education Resources Information Center (ERIC) About the ERIC Database This online database and network established in 1966 is comprised of more than one million bibliographic records, each of which contains an abstract of a journal article or non-journal document (e.g., technical reports or conference papers), along with index information. It is the largest entity of its kind in the world. Sixteen content-based clearinghouses provide for collection, selection, indexing, and abstracting of journal articles and non-journal documents. Their primary mission is to provide solid, reliable, and timely information on education issues for teachers, administrators, parents, students, researchers, state and federal government agencies, as well as the general public. Much of this information is available free of charge and posted on the clearinghouses' Web sites. Each clearinghouse focuses on a specific topic such as Languages and Linguistics, Assessment and Evaluation, Teaching and Teacher Education, Information and Technology, Educational Management, Disabilities and Gifted Education, amongst many others. The clearinghouses also have coordinators who answer questions from the public. (You can access the free ERIC bibliographic database through http://www.eric.ed.gov) The Debate over ERIC The U.S. Department of Education has announced plans to administratively change the Education Resources Information Center. Emphasis in the draft statement of work is on the fact that the procedures that ERIC uses need to be made more efficient. It proposes to reduce the 16 content-based clearinghouses to one entity which will be administered primarily through electronic means. Furthermore, it proposes to limit the kind of information included in the database to evidence-based material. A number of educators and researchers feel that ERIC already provides its public with a comprehensive, easy-to-use, searchable, online bibliographic and full-text database. The staff in the clearinghouses provide the public with personalized attention that would not be possible with a purely electronic database. There is concern that the emphasis on speed, efficiency, and cost effectiveness will compromise the content and accessibility of the worlds largest and most frequently used education database. To read the Draft Statement of Work issued by the Department of Education, visit: http://www.eps.gov/spg/ED/OCFO/CPO/Reference%2DNumber%2DERIC2003/Attachments.html To read critiques of the Draft Statement, visit: www.languagepolicy.org
Source: The National Capital Language Resource Center
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Title: Proposed Changes in the Education Resources Information Center (ERIC)
Body: IMPORTANT ANNOUNCEMENT FOR FOREIGN LANGUAGE EDUCATORS FROM THE NATIONAL CAPITAL LANGUAGE RESOURCE CENTER, WASHINGTON, D.C. The National Capital Language Resource Center is funded by the U.S. Department of Education under Title VI of the Higher Education Act. We aim to bring information to as many foreign language educators as possible. This announcement is for informational purposes only. The NCLRC holds no position on this issue. Proposed Changes in the Education Resources Information Center (ERIC) About the ERIC Database This online database and network established in 1966 is comprised of more than one million bibliographic records, each of which contains an abstract of a journal article or non-journal document (e.g., technical reports or conference papers), along with index information. It is the largest entity of its kind in the world. Sixteen content-based clearinghouses provide for collection, selection, indexing, and abstracting of journal articles and non-journal documents. Their primary mission is to provide solid, reliable, and timely information on education issues for teachers, administrators, parents, students, researchers, state and federal government agencies, as well as the general public. Much of this information is available free of charge and posted on the clearinghouses' Web sites. Each clearinghouse focuses on a specific topic such as Languages and Linguistics, Assessment and Evaluation, Teaching and Teacher Education, Information and Technology, Educational Management, Disabilities and Gifted Education, amongst many others. The clearinghouses also have coordinators who answer questions from the public. (You can access the free ERIC bibliographic database through http://www.eric.ed.gov) The Debate over ERIC The U.S. Department of Education has announced plans to administratively change the Education Resources Information Center. Emphasis in the draft statement of work is on the fact that the procedures that ERIC uses need to be made more efficient. It proposes to reduce the 16 content-based clearinghouses to one entity which will be administered primarily through electronic means. Furthermore, it proposes to limit the kind of information included in the database to evidence-based material. A number of educators and researchers feel that ERIC already provides its public with a comprehensive, easy-to-use, searchable, online bibliographic and full-text database. The staff in the clearinghouses provide the public with personalized attention that would not be possible with a purely electronic database. There is concern that the emphasis on speed, efficiency, and cost effectiveness will compromise the content and accessibility of the worlds largest and most frequently used education database. To read the Draft Statement of Work issued by the Department of Education, visit: http://www.eps.gov/spg/ED/OCFO/CPO/Reference%2DNumber%2DERIC2003/Attachments.html To read critiques of the Draft Statement, visit: www.languagepolicy.org
Source: The National Capital Language Resource Center
Inputdate: 2003-05-19 16:32:00
Lastmodifieddate: 2003-05-19 16:32:00
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