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Title: Japanese Instructor Needed
Body: The Department of East Asian Languages and Literatures is conducting a search for an instructor of Japanese. This is to fill a one-year (academic year) position with renewal of the contract contingent upon the quality of performance and funding. We seek a high quality candidate able to teach Japanese language courses at all levels and to participate in the full range of language program activities. The position begins September 16, 2003. Required are an M.A. degree in Japanese language pedagogy, linguistics, or a related field, experience teaching Japanese at the university level, and high proficiency in both Japanese and English. Preferred is knowledge of foreign language teaching methodologies and of teaching materials development. The salary is commensurate with qualifications. To apply, please send an application letter explaining your training, experience and career plans, a CV, and three letters of recommendation to: Japanese Instructor Search, Department of East Asian Languages and Literatures, University of Oregon, Eugene, OR 97403-1248. Applications will be reviewed from May 16, 2003 until the position is filled; applications must be received by June 12, 2003 to be assured full consideration. AA/EO/ADA Employer.
Source: University of Oregon, Eugene OR
Inputdate: 2003-05-20 16:44:00
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Title: Japanese Instructor Needed
Body: The Department of East Asian Languages and Literatures is conducting a search for an instructor of Japanese. This is to fill a one-year (academic year) position with renewal of the contract contingent upon the quality of performance and funding. We seek a high quality candidate able to teach Japanese language courses at all levels and to participate in the full range of language program activities. The position begins September 16, 2003. Required are an M.A. degree in Japanese language pedagogy, linguistics, or a related field, experience teaching Japanese at the university level, and high proficiency in both Japanese and English. Preferred is knowledge of foreign language teaching methodologies and of teaching materials development. The salary is commensurate with qualifications. To apply, please send an application letter explaining your training, experience and career plans, a CV, and three letters of recommendation to: Japanese Instructor Search, Department of East Asian Languages and Literatures, University of Oregon, Eugene, OR 97403-1248. Applications will be reviewed from May 16, 2003 until the position is filled; applications must be received by June 12, 2003 to be assured full consideration. AA/EO/ADA Employer.
Source: University of Oregon, Eugene OR
Inputdate: 2003-05-20 16:44:00
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167
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Title: "Making School a Place of Meaning,"
Body: CES National invites you to submit a proposal to facilitate a session for the 17th annual Fall Forum, "Making School a Place of Meaning," which will take place in Columbus, Ohio, November 13-15. This year, we seek sessions focused on creating schools that address students' needs for meaning, purpose, and connection, so that students grapple with ideas that matter to them and have significance in the world. We welcome proposals - from both seasoned CES practitioners and newcomers - for sessions that offer specific examples of the successes and challenges of enacting Coalition principles. Proposals are due on June 27. Read on for more details about application guidelines, session topics, and important dates coming up this summer. We hope to see you in Columbus and invite you to join our invigorating conversation about creating powerful schools. Submitting a Proposal All proposals for Fall Forum sessions must be submitted online at www.essentialschools.org. In addition to the user-friendly application form, the Web site provides detailed instructions for submitting a proposal, including application guidelines, sample responses, and the scoring rubric that will be used to evaluate proposals. Applications may be submitted beginning May 30 and are due June 27. You can expect to be notified of the status of your proposal by early August. If your proposal is accepted, you must then register for the Fall Forum and confirm your session prior to September 15. We will notify you of your session time and date by mid-October. Applicants should be available to facilitate their sessions either Friday, November 14, or Saturday, November 15. Content Strands and Session Formats Participants at Fall Forum are often most interested in hands-on, experiential sessions. This year, we are looking for sessions that fall within the strands of school design, classroom practice, leadership, and community connections with special attention to these focus topics: making school meaningful, issues of equity, issues of rigor, making schools small, and authentic assessment. While the criteria for an effective session remain the same as in years past, we have altered the format of sessions somewhat. Rather than choosing between a "workshop" and "roundtable," facilitators may lead 2-hour sessions (still called workshops) that can take a wide variety of formats - including open discussion, small group work, structured interaction, and simulations, among others. Whatever format you design, we urge you to keep CES pedagogical principles in mind - including "depth over breadth," "less is more," and "student as worker/teacher as coach." Also this year, we introduce a new format: 90-minute interest group gatherings. These gatherings are intended to bring together people in role-alike or shared-interest groups for less structured discussions that maximize participants' ability to meet and learn about one another's work. Some examples include: "Teaching English Language Learners," "Principals of Small High Schools," or "Challenges of Rural Schools." We welcome suggestions for particular groups to convene and seek practitioners willing to facilitate these discussions. Fee Waiver Eligibility If your proposal is accepted and your school is affiliated with CES National for the 2003-04 school year, you are eligible to receive one registration fee waiver per session (up to 3 per school). CES Friend affiliates who facilitate will receive a $100 discount off the registration fee. To claim a fee waiver, you must register for Fall Forum and confirm your session by September 15. For information on affiliating with CES National, visit www.essentialschools.org. Timeline Proposals may be submitted online beginning May 30 Proposals due June 27 Notification of acceptance in early August Conference registration opens in late August Fall Forum: November 13-15 in Columbus
Source: CES National
Inputdate: 2003-05-20 18:47:00
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Title: "Making School a Place of Meaning,"
Body: CES National invites you to submit a proposal to facilitate a session for the 17th annual Fall Forum, "Making School a Place of Meaning," which will take place in Columbus, Ohio, November 13-15. This year, we seek sessions focused on creating schools that address students' needs for meaning, purpose, and connection, so that students grapple with ideas that matter to them and have significance in the world. We welcome proposals - from both seasoned CES practitioners and newcomers - for sessions that offer specific examples of the successes and challenges of enacting Coalition principles. Proposals are due on June 27. Read on for more details about application guidelines, session topics, and important dates coming up this summer. We hope to see you in Columbus and invite you to join our invigorating conversation about creating powerful schools. Submitting a Proposal All proposals for Fall Forum sessions must be submitted online at www.essentialschools.org. In addition to the user-friendly application form, the Web site provides detailed instructions for submitting a proposal, including application guidelines, sample responses, and the scoring rubric that will be used to evaluate proposals. Applications may be submitted beginning May 30 and are due June 27. You can expect to be notified of the status of your proposal by early August. If your proposal is accepted, you must then register for the Fall Forum and confirm your session prior to September 15. We will notify you of your session time and date by mid-October. Applicants should be available to facilitate their sessions either Friday, November 14, or Saturday, November 15. Content Strands and Session Formats Participants at Fall Forum are often most interested in hands-on, experiential sessions. This year, we are looking for sessions that fall within the strands of school design, classroom practice, leadership, and community connections with special attention to these focus topics: making school meaningful, issues of equity, issues of rigor, making schools small, and authentic assessment. While the criteria for an effective session remain the same as in years past, we have altered the format of sessions somewhat. Rather than choosing between a "workshop" and "roundtable," facilitators may lead 2-hour sessions (still called workshops) that can take a wide variety of formats - including open discussion, small group work, structured interaction, and simulations, among others. Whatever format you design, we urge you to keep CES pedagogical principles in mind - including "depth over breadth," "less is more," and "student as worker/teacher as coach." Also this year, we introduce a new format: 90-minute interest group gatherings. These gatherings are intended to bring together people in role-alike or shared-interest groups for less structured discussions that maximize participants' ability to meet and learn about one another's work. Some examples include: "Teaching English Language Learners," "Principals of Small High Schools," or "Challenges of Rural Schools." We welcome suggestions for particular groups to convene and seek practitioners willing to facilitate these discussions. Fee Waiver Eligibility If your proposal is accepted and your school is affiliated with CES National for the 2003-04 school year, you are eligible to receive one registration fee waiver per session (up to 3 per school). CES Friend affiliates who facilitate will receive a $100 discount off the registration fee. To claim a fee waiver, you must register for Fall Forum and confirm your session by September 15. For information on affiliating with CES National, visit www.essentialschools.org. Timeline Proposals may be submitted online beginning May 30 Proposals due June 27 Notification of acceptance in early August Conference registration opens in late August Fall Forum: November 13-15 in Columbus
Source: CES National
Inputdate: 2003-05-20 18:47:00
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168
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Title: "Making School a Place of Meaning,"
Body: CES National invites you to submit a proposal to facilitate a session for the 17th annual Fall Forum, "Making School a Place of Meaning," which will take place in Columbus, Ohio, November 13-15. This year, we seek sessions focused on creating schools that address students' needs for meaning, purpose, and connection, so that students grapple with ideas that matter to them and have significance in the world. We welcome proposals - from both seasoned CES practitioners and newcomers - for sessions that offer specific examples of the successes and challenges of enacting Coalition principles. Proposals are due on June 27. Read on for more details about application guidelines, session topics, and important dates coming up this summer. We hope to see you in Columbus and invite you to join our invigorating conversation about creating powerful schools. Submitting a Proposal All proposals for Fall Forum sessions must be submitted online at www.essentialschools.org. In addition to the user-friendly application form, the Web site provides detailed instructions for submitting a proposal, including application guidelines, sample responses, and the scoring rubric that will be used to evaluate proposals. Applications may be submitted beginning May 30 and are due June 27. You can expect to be notified of the status of your proposal by early August. If your proposal is accepted, you must then register for the Fall Forum and confirm your session prior to September 15. We will notify you of your session time and date by mid-October. Applicants should be available to facilitate their sessions either Friday, November 14, or Saturday, November 15. Content Strands and Session Formats Participants at Fall Forum are often most interested in hands-on, experiential sessions. This year, we are looking for sessions that fall within the strands of school design, classroom practice, leadership, and community connections with special attention to these focus topics: making school meaningful, issues of equity, issues of rigor, making schools small, and authentic assessment. While the criteria for an effective session remain the same as in years past, we have altered the format of sessions somewhat. Rather than choosing between a "workshop" and "roundtable," facilitators may lead 2-hour sessions (still called workshops) that can take a wide variety of formats - including open discussion, small group work, structured interaction, and simulations, among others. Whatever format you design, we urge you to keep CES pedagogical principles in mind - including "depth over breadth," "less is more," and "student as worker/teacher as coach." Also this year, we introduce a new format: 90-minute interest group gatherings. These gatherings are intended to bring together people in role-alike or shared-interest groups for less structured discussions that maximize participants' ability to meet and learn about one another's work. Some examples include: "Teaching English Language Learners," "Principals of Small High Schools," or "Challenges of Rural Schools." We welcome suggestions for particular groups to convene and seek practitioners willing to facilitate these discussions. Fee Waiver Eligibility If your proposal is accepted and your school is affiliated with CES National for the 2003-04 school year, you are eligible to receive one registration fee waiver per session (up to 3 per school). CES Friend affiliates who facilitate will receive a $100 discount off the registration fee. To claim a fee waiver, you must register for Fall Forum and confirm your session by September 15. For information on affiliating with CES National, visit www.essentialschools.org. Timeline Proposals may be submitted online beginning May 30 Proposals due June 27 Notification of acceptance in early August Conference registration opens in late August Fall Forum: November 13-15 in Columbus
Source: CES National
Inputdate: 2003-05-21 12:40:00
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Title: "Making School a Place of Meaning,"
Body: CES National invites you to submit a proposal to facilitate a session for the 17th annual Fall Forum, "Making School a Place of Meaning," which will take place in Columbus, Ohio, November 13-15. This year, we seek sessions focused on creating schools that address students' needs for meaning, purpose, and connection, so that students grapple with ideas that matter to them and have significance in the world. We welcome proposals - from both seasoned CES practitioners and newcomers - for sessions that offer specific examples of the successes and challenges of enacting Coalition principles. Proposals are due on June 27. Read on for more details about application guidelines, session topics, and important dates coming up this summer. We hope to see you in Columbus and invite you to join our invigorating conversation about creating powerful schools. Submitting a Proposal All proposals for Fall Forum sessions must be submitted online at www.essentialschools.org. In addition to the user-friendly application form, the Web site provides detailed instructions for submitting a proposal, including application guidelines, sample responses, and the scoring rubric that will be used to evaluate proposals. Applications may be submitted beginning May 30 and are due June 27. You can expect to be notified of the status of your proposal by early August. If your proposal is accepted, you must then register for the Fall Forum and confirm your session prior to September 15. We will notify you of your session time and date by mid-October. Applicants should be available to facilitate their sessions either Friday, November 14, or Saturday, November 15. Content Strands and Session Formats Participants at Fall Forum are often most interested in hands-on, experiential sessions. This year, we are looking for sessions that fall within the strands of school design, classroom practice, leadership, and community connections with special attention to these focus topics: making school meaningful, issues of equity, issues of rigor, making schools small, and authentic assessment. While the criteria for an effective session remain the same as in years past, we have altered the format of sessions somewhat. Rather than choosing between a "workshop" and "roundtable," facilitators may lead 2-hour sessions (still called workshops) that can take a wide variety of formats - including open discussion, small group work, structured interaction, and simulations, among others. Whatever format you design, we urge you to keep CES pedagogical principles in mind - including "depth over breadth," "less is more," and "student as worker/teacher as coach." Also this year, we introduce a new format: 90-minute interest group gatherings. These gatherings are intended to bring together people in role-alike or shared-interest groups for less structured discussions that maximize participants' ability to meet and learn about one another's work. Some examples include: "Teaching English Language Learners," "Principals of Small High Schools," or "Challenges of Rural Schools." We welcome suggestions for particular groups to convene and seek practitioners willing to facilitate these discussions. Fee Waiver Eligibility If your proposal is accepted and your school is affiliated with CES National for the 2003-04 school year, you are eligible to receive one registration fee waiver per session (up to 3 per school). CES Friend affiliates who facilitate will receive a $100 discount off the registration fee. To claim a fee waiver, you must register for Fall Forum and confirm your session by September 15. For information on affiliating with CES National, visit www.essentialschools.org. Timeline Proposals may be submitted online beginning May 30 Proposals due June 27 Notification of acceptance in early August Conference registration opens in late August Fall Forum: November 13-15 in Columbus
Source: CES National
Inputdate: 2003-05-21 12:40:00
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169
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Title: English Language Learner Education Coordinator.
Body: Portland Community College (PCC) is looking for an English Language Learner Education Coordinator. Job #02/03-749E Position Location: Southeast Center - 2850 SE 82nd Ave Salary Range: $35,358 to $37,876 per year + Benefits, Full-time, Exempt Closing Date: May 30, 2003 Continuation of this position is dependent upon continued or renewed funding. Minorities, women and individuals with disabilities are encouraged to apply. REQUIREMENTS/QUALIFICATIONS: Education: Bachelor's degree in Education, Communications, a Social Science discipline or a related field required. Degree must be from an accredited institution. Experience: Demonstrated professional experience in an education or training environment is required. Three years of experience working in an education or training environment or an employment and training agency preferred. Demonstrated experience working with diverse populations, limited English proficient preferred. Demonstrated experience leading or supervising staff. Demonstrated experience building and sustaining relationships with employers. Experience performing the duties of this job may substitute for the degree requirement on a year for year basis. Knowledge Skills and Abilities include: Considerable knowledge of business and industry and current labor market trends as well as workforce development issues, college procedures and requirements, effective training techniques and limited English proficiency issues. Knowledge of local, state and federal rules and regulations impacting English language learner and limited English proficiency programs. Skill in project management including communication, organization, meeting facilitation, team building, independent decision making. Skill in delivering public presentatio ns and effective meeting facilitation. Ability to coordinate with college and program staff regarding new courses and curriculum development. Ability to work with an ethnically and culturally diverse staff and student population. For more information, please click on the following web site, http://www.pcc.edu/hr/749_ELL_Ed_Coord.htm#Vocational
Source: Portland Community College , OR
Inputdate: 2003-05-21 12:44:00
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Title: English Language Learner Education Coordinator.
Body: Portland Community College (PCC) is looking for an English Language Learner Education Coordinator. Job #02/03-749E Position Location: Southeast Center - 2850 SE 82nd Ave Salary Range: $35,358 to $37,876 per year + Benefits, Full-time, Exempt Closing Date: May 30, 2003 Continuation of this position is dependent upon continued or renewed funding. Minorities, women and individuals with disabilities are encouraged to apply. REQUIREMENTS/QUALIFICATIONS: Education: Bachelor's degree in Education, Communications, a Social Science discipline or a related field required. Degree must be from an accredited institution. Experience: Demonstrated professional experience in an education or training environment is required. Three years of experience working in an education or training environment or an employment and training agency preferred. Demonstrated experience working with diverse populations, limited English proficient preferred. Demonstrated experience leading or supervising staff. Demonstrated experience building and sustaining relationships with employers. Experience performing the duties of this job may substitute for the degree requirement on a year for year basis. Knowledge Skills and Abilities include: Considerable knowledge of business and industry and current labor market trends as well as workforce development issues, college procedures and requirements, effective training techniques and limited English proficiency issues. Knowledge of local, state and federal rules and regulations impacting English language learner and limited English proficiency programs. Skill in project management including communication, organization, meeting facilitation, team building, independent decision making. Skill in delivering public presentatio ns and effective meeting facilitation. Ability to coordinate with college and program staff regarding new courses and curriculum development. Ability to work with an ethnically and culturally diverse staff and student population. For more information, please click on the following web site, http://www.pcc.edu/hr/749_ELL_Ed_Coord.htm#Vocational
Source: Portland Community College , OR
Inputdate: 2003-05-21 12:44:00
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170
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Title: LET THEM EAT PHONICS: THE BUSH EDUCATION LEGACY
Body: FOR IMMEDIATE RELEASE -- May 2003 Contact: Mike Trokan. 414-964-9646 or rsmike@execpc.com LET THEM EAT PHONICS: THE BUSH EDUCATION LEGACY The Bush administration's educational policies have been a disaster for public education. The focus on standardized tests and so-called scientifically based reading programs continues while millions of poor children are being denied a quality education. The current issue of Rethinking Schools examines the scripted reading programs that are now mandated in classrooms around the country. Gerald Coles, author of Reading the Naked Truth: Literacy, Legislation, and Lies, examines the cruelty inherent in forcing students into scripted reading programs of dubious quality while ignoring the poverty and other underlying factors that affect learning. Richard Meyer, a 22-year teaching veteran and associate professor at the University of New Mexico, takes on the phonics craze. He documents the day in a life of a teacher forced to use scripted phonics program in her classroom. He also examines the long-range effects of this one-size-fits-all educational strategy. "The voice of the government via the 'No Child Left Behind' act gives the message that systematic direct-intense phonics instruction will solve many of our educational problems and lead to student success in life beyond school," says Meyer "... I hope that this analysis will prove useful as we make the case against being held hostage by programs that appease powerful special-interest groups and make publishers rich at the expense of authentic learning." Also in the Summer 2003 issue of Rethinking Schools: o "Testing Our Sanity," by Kelley Dawson, a fourth grade bilingual teacher who shares her story of preparing students for mandated tests that are not developmentally appropriate. o "The Conservative Connection," by Barbara Miner, who untangles the ideological ties between voucher supporters and affirmative action foes. o "Wall Street Journal Loses School Board Race," by Bob Peterson, who explains how Milwaukee's private school voucher program put a local election into the national spotlight. o "Turning Her Back," an exclusive interview with college basketball player Toni Smith, who refused to salute the flag before her games, by Stacie Williams. o "I Chose the Baby," by Priscilla Pardini, who examines the national scope of teen pregnancy and looks at an innovative Milwaukee program that helps teen moms stay in school. o More articles on teaching about the war from Rethinking Schools, including "Teaching in a Time of War," an editorial on the myth of teacher neutrality. Rethinking Schools is a nonprofit, independent, quarterly journal that advocates education reform in elementary and secondary public schools. Free review copies are available to the media. Call 414-964.9646 or send an email request to rsonline@execpc.com. View current articles and other publications on our website: www.rethinkingschools.org.
Source: Rethinking Schools
Inputdate: 2003-05-21 12:50:00
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Title: LET THEM EAT PHONICS: THE BUSH EDUCATION LEGACY
Body: FOR IMMEDIATE RELEASE -- May 2003 Contact: Mike Trokan. 414-964-9646 or rsmike@execpc.com LET THEM EAT PHONICS: THE BUSH EDUCATION LEGACY The Bush administration's educational policies have been a disaster for public education. The focus on standardized tests and so-called scientifically based reading programs continues while millions of poor children are being denied a quality education. The current issue of Rethinking Schools examines the scripted reading programs that are now mandated in classrooms around the country. Gerald Coles, author of Reading the Naked Truth: Literacy, Legislation, and Lies, examines the cruelty inherent in forcing students into scripted reading programs of dubious quality while ignoring the poverty and other underlying factors that affect learning. Richard Meyer, a 22-year teaching veteran and associate professor at the University of New Mexico, takes on the phonics craze. He documents the day in a life of a teacher forced to use scripted phonics program in her classroom. He also examines the long-range effects of this one-size-fits-all educational strategy. "The voice of the government via the 'No Child Left Behind' act gives the message that systematic direct-intense phonics instruction will solve many of our educational problems and lead to student success in life beyond school," says Meyer "... I hope that this analysis will prove useful as we make the case against being held hostage by programs that appease powerful special-interest groups and make publishers rich at the expense of authentic learning." Also in the Summer 2003 issue of Rethinking Schools: o "Testing Our Sanity," by Kelley Dawson, a fourth grade bilingual teacher who shares her story of preparing students for mandated tests that are not developmentally appropriate. o "The Conservative Connection," by Barbara Miner, who untangles the ideological ties between voucher supporters and affirmative action foes. o "Wall Street Journal Loses School Board Race," by Bob Peterson, who explains how Milwaukee's private school voucher program put a local election into the national spotlight. o "Turning Her Back," an exclusive interview with college basketball player Toni Smith, who refused to salute the flag before her games, by Stacie Williams. o "I Chose the Baby," by Priscilla Pardini, who examines the national scope of teen pregnancy and looks at an innovative Milwaukee program that helps teen moms stay in school. o More articles on teaching about the war from Rethinking Schools, including "Teaching in a Time of War," an editorial on the myth of teacher neutrality. Rethinking Schools is a nonprofit, independent, quarterly journal that advocates education reform in elementary and secondary public schools. Free review copies are available to the media. Call 414-964.9646 or send an email request to rsonline@execpc.com. View current articles and other publications on our website: www.rethinkingschools.org.
Source: Rethinking Schools
Inputdate: 2003-05-21 12:50:00
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Title: Promoting Leadership in an Evolving Multicultural Landscape
Body: Promoting Leadership in an Evolving Multicultural Landscape May 29-June 1, 2003 Washington, DC National MultiCultural Institute 3000 Connecticut Avenue NW, Suite 438 Washington, DC 20008-2556 Phone: 202-483-0700 Fax: 202-483-5233 E-mail address: nmci@nmci.org Web site: http://www.nmci.org
Source: National MultiCultural Institute
Inputdate: 2003-05-21 12:53:00
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Title: Promoting Leadership in an Evolving Multicultural Landscape
Body: Promoting Leadership in an Evolving Multicultural Landscape May 29-June 1, 2003 Washington, DC National MultiCultural Institute 3000 Connecticut Avenue NW, Suite 438 Washington, DC 20008-2556 Phone: 202-483-0700 Fax: 202-483-5233 E-mail address: nmci@nmci.org Web site: http://www.nmci.org
Source: National MultiCultural Institute
Inputdate: 2003-05-21 12:53:00
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172
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Title: 2003 Joint State Conference of Migrant/ESOL/Bilingual/Refugee Education
Body: 2003 Joint State Conference of Migrant/ESOL/Bilingual/Refugee Education June 4-6, 2003 Wichita, KS Kansas Association of Migrant Directors Cynthia Adcock Conference Coordinator USD 305 PO Box 797 Salina, KS 67402-0797
Source: Kansas Association of Migrant Directors
Inputdate: 2003-05-21 12:55:00
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Title: 2003 Joint State Conference of Migrant/ESOL/Bilingual/Refugee Education
Body: 2003 Joint State Conference of Migrant/ESOL/Bilingual/Refugee Education June 4-6, 2003 Wichita, KS Kansas Association of Migrant Directors Cynthia Adcock Conference Coordinator USD 305 PO Box 797 Salina, KS 67402-0797
Source: Kansas Association of Migrant Directors
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173
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Title: "ANTI-BIAS EDUCATION: Practice, Research, and Theory"
Body: "ANTI-BIAS EDUCATION: Practice, Research, and Theory" JUNE 6 - 8, at the Hilton Hotel in Evanston, Illinois; A conference on anti-bias education and intergroup relations research. Keynote speakers: Dr. James A. Banks, Director of the Center for Multicultural Education at the University of Washington, and Margot Stern Strom, Executive Director and President of the Facing History and Ourselves National Foundation. The conference sponsors are The American Jewish Committee (Chicago) and the Society for the Psychological Study of Social Issues. info wstephan@crl.nmsu.edu, or cstephan@nmsu.edu or 505-646-4102
Source: The American Jewish Committee (Chicago) and the Society for the Psychological Study of Social Issues.
Inputdate: 2003-05-21 13:13:00
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Title: "ANTI-BIAS EDUCATION: Practice, Research, and Theory"
Body: "ANTI-BIAS EDUCATION: Practice, Research, and Theory" JUNE 6 - 8, at the Hilton Hotel in Evanston, Illinois; A conference on anti-bias education and intergroup relations research. Keynote speakers: Dr. James A. Banks, Director of the Center for Multicultural Education at the University of Washington, and Margot Stern Strom, Executive Director and President of the Facing History and Ourselves National Foundation. The conference sponsors are The American Jewish Committee (Chicago) and the Society for the Psychological Study of Social Issues. info wstephan@crl.nmsu.edu, or cstephan@nmsu.edu or 505-646-4102
Source: The American Jewish Committee (Chicago) and the Society for the Psychological Study of Social Issues.
Inputdate: 2003-05-21 13:13:00
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174
Content Type: 1
Title: 24th Annual American Indian Language Development Institute
Body: 24th Annual American Indian Language Development Institute June 9-July 3, 2003 University of Arizona, Tucson Sheilah Nicholas Program Coordinator Sr. Email: aildi@u.arizona.edu Tel: (520) 621-1068 http://w3.arizona.edu/~aisp/AILDI2003.html
Source: University of Arizona, Tucson
Inputdate: 2003-05-21 13:14:00
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Expdate: 2003-06-13 00:00:00
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Content Type: 1
Title: 24th Annual American Indian Language Development Institute
Body: 24th Annual American Indian Language Development Institute June 9-July 3, 2003 University of Arizona, Tucson Sheilah Nicholas Program Coordinator Sr. Email: aildi@u.arizona.edu Tel: (520) 621-1068 http://w3.arizona.edu/~aisp/AILDI2003.html
Source: University of Arizona, Tucson
Inputdate: 2003-05-21 13:14:00
Lastmodifieddate: 2003-05-21 13:14:00
Expdate: 2003-06-13 00:00:00
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175
Content Type: 1
Title:
Body: Race and the Latino Experience June 10 -11, 2003 Cinnaminson, New Jersey (near Philadelphia) Tuition: $200 Register by May 13, 2003 Contact: Jorge Zeballos (908) 310-2303
www.beyonddiversity.org
Source: Cinnaminson, New Jersey
Inputdate: 2003-05-21 13:16:00
Lastmodifieddate: 2003-05-21 13:16:00
Expdate: 2003-06-10 00:00:00
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Title:
Body: Race and the Latino Experience June 10 -11, 2003 Cinnaminson, New Jersey (near Philadelphia) Tuition: $200 Register by May 13, 2003 Contact: Jorge Zeballos (908) 310-2303
Source: Cinnaminson, New Jersey
Inputdate: 2003-05-21 13:16:00
Lastmodifieddate: 2003-05-21 13:16:00
Expdate: 2003-06-10 00:00:00
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