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Contentid:
15239
Content Type: 1
Title: Joint Annual Meetings of the American Philological Association and the Archaeological Institute of America
Body: From http://aia.archaeological.org/webinfo.php?page=10096 The Joint Annual Meeting (AM) of the Archaeological Institute of America (AIA) and the American Philological Association (APA) will be held January 3-6, 2013 in the heart of Seattle, Washington at the Washington State Convention Center and the Sheraton Seattle Hotel. The three-day academic program is created by an esteemed panel comprised of experts in related fields. Learn more about this conference at http://aia.archaeological.org/webinfo.php?page=10096
Source: AIA
Inputdate: 2012-11-17 02:31:48
Lastmodifieddate: 2012-11-17 02:31:48
Expdate: 2013-01-06 00:00:00
Publishdate: 2012-11-19 00:00:00
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Title: Joint Annual Meetings of the American Philological Association and the Archaeological Institute of America
Body: From http://aia.archaeological.org/webinfo.php?page=10096 The Joint Annual Meeting (AM) of the Archaeological Institute of America (AIA) and the American Philological Association (APA) will be held January 3-6, 2013 in the heart of Seattle, Washington at the Washington State Convention Center and the Sheraton Seattle Hotel. The three-day academic program is created by an esteemed panel comprised of experts in related fields. Learn more about this conference at http://aia.archaeological.org/webinfo.php?page=10096
Source: AIA
Inputdate: 2012-11-17 02:31:48
Lastmodifieddate: 2012-11-17 02:31:48
Expdate: 2013-01-06 00:00:00
Publishdate: 2012-11-19 00:00:00
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Contentid:
15240
Content Type: 1
Title: Institute: Hot Topics in ELL Education
Body: From http://www.cal.org/about/calnews/111312.html Hot Topics in ELL Education Institute December 3-5, 2012 Washington, DC This engaging three-day institute is designed to increase understanding and provide practical resources about important topics for educators working with English language learners in their classrooms and schools. The institute focuses on two key topics from CAL’s new Hot Topics in ELL Education professional development series: Listening and Speaking: Oral Language and Vocabulary Development for English Language Learners Math and Science: Skills and Strategies to Adapt Instruction for English Language Learners The institute is designed for classroom teachers in elementary and middle schools (Grades K-8). Other educators (including ESL and other school specialists and district and state administrators who work with classroom teachers) will also find value in this professional development opportunity. Collaborative teaching teams are especially encouraged to attend. Learn more and register at http://www.cal.org/solutions/profdev/ht/institute.html
Source: CAL
Inputdate: 2012-11-17 02:32:54
Lastmodifieddate: 2012-11-17 02:32:54
Expdate: 2012-12-05 00:00:00
Publishdate: 2012-11-19 00:00:00
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Title: Institute: Hot Topics in ELL Education
Body: From http://www.cal.org/about/calnews/111312.html Hot Topics in ELL Education Institute December 3-5, 2012 Washington, DC This engaging three-day institute is designed to increase understanding and provide practical resources about important topics for educators working with English language learners in their classrooms and schools. The institute focuses on two key topics from CAL’s new Hot Topics in ELL Education professional development series: Listening and Speaking: Oral Language and Vocabulary Development for English Language Learners Math and Science: Skills and Strategies to Adapt Instruction for English Language Learners The institute is designed for classroom teachers in elementary and middle schools (Grades K-8). Other educators (including ESL and other school specialists and district and state administrators who work with classroom teachers) will also find value in this professional development opportunity. Collaborative teaching teams are especially encouraged to attend. Learn more and register at http://www.cal.org/solutions/profdev/ht/institute.html
Source: CAL
Inputdate: 2012-11-17 02:32:54
Lastmodifieddate: 2012-11-17 02:32:54
Expdate: 2012-12-05 00:00:00
Publishdate: 2012-11-19 00:00:00
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Contentid:
15241
Content Type: 1
Title: Webinar: Using Backward Design Principles for Instruction and Assessment
Body: From http://larc.sdsu.edu/webinar-clementi Webinar with Dr. Donna Clementi Pathways to Excellence: Using Backward Design Principles for Instruction and Assessment Date: Thursday, November 29, 2012 Time: 1:30-2:40 pm Pacific Time / 3:30-4:40 pm Central Time / 4:30-5:40 pm Eastern Time Backward Design principles require that teachers begin unit planning by describing what they want students to know and be able to do by the end of the instructional unit. Teachers must describe how students will demonstrate that they can apply the grammar and vocabulary and cultural knowledge presented in the unit to real life situations. This webinar will outline a step-by-step process to create a standards-based performance assessment unit. Learn more about this webinar and sign up at http://larc.sdsu.edu/webinar-clementi
Source: CALPER
Inputdate: 2012-11-17 02:34:01
Lastmodifieddate: 2012-11-17 02:34:01
Expdate: 2012-11-29 00:00:00
Publishdate: 2012-11-19 00:00:00
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Content Type: 1
Title: Webinar: Using Backward Design Principles for Instruction and Assessment
Body: From http://larc.sdsu.edu/webinar-clementi Webinar with Dr. Donna Clementi Pathways to Excellence: Using Backward Design Principles for Instruction and Assessment Date: Thursday, November 29, 2012 Time: 1:30-2:40 pm Pacific Time / 3:30-4:40 pm Central Time / 4:30-5:40 pm Eastern Time Backward Design principles require that teachers begin unit planning by describing what they want students to know and be able to do by the end of the instructional unit. Teachers must describe how students will demonstrate that they can apply the grammar and vocabulary and cultural knowledge presented in the unit to real life situations. This webinar will outline a step-by-step process to create a standards-based performance assessment unit. Learn more about this webinar and sign up at http://larc.sdsu.edu/webinar-clementi
Source: CALPER
Inputdate: 2012-11-17 02:34:01
Lastmodifieddate: 2012-11-17 02:34:01
Expdate: 2012-11-29 00:00:00
Publishdate: 2012-11-19 00:00:00
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Contentid:
15242
Content Type: 1
Title: Critical Languages Institute
Body: From http://cli.asu.edu/about_the_cli Founded in 1991, the Critical Languages Institute has evolved into one of the largest summer training facilities in the U.S. for less commonly taught languages, offering courses in 9 languages at up to 5 levels to over 150 students each summer. The signature of the CLI are its hybrid courses, where classes are conducted in two segments, a 7-week course on the ASU campus and an optional 4-week overseas program. CLI instruction is proficiency-oriented and practical. CLI-Arizona students are encouraged to take advantage of the Institute's jobs and grants program, which offers presentations on grant writing and job-hunting, one-on-one sessions for students applying for grants and/or positions, and visits from government and private recruiters. Several of CLI's overseas programs include volunteer service opportunities or internships. These programs provide students an opportunity to apply their language skills in a hands-on setting. For full details about the 2013 Critical Languages Institute, go to http://cli.asu.edu The application deadline is February 1, 2013.
Source: Arizona State University
Inputdate: 2012-11-17 02:35:22
Lastmodifieddate: 2012-11-17 02:35:22
Expdate: 2013-09-01 00:00:00
Publishdate: 2012-11-19 00:00:00
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Content Type: 1
Title: Critical Languages Institute
Body: From http://cli.asu.edu/about_the_cli Founded in 1991, the Critical Languages Institute has evolved into one of the largest summer training facilities in the U.S. for less commonly taught languages, offering courses in 9 languages at up to 5 levels to over 150 students each summer. The signature of the CLI are its hybrid courses, where classes are conducted in two segments, a 7-week course on the ASU campus and an optional 4-week overseas program. CLI instruction is proficiency-oriented and practical. CLI-Arizona students are encouraged to take advantage of the Institute's jobs and grants program, which offers presentations on grant writing and job-hunting, one-on-one sessions for students applying for grants and/or positions, and visits from government and private recruiters. Several of CLI's overseas programs include volunteer service opportunities or internships. These programs provide students an opportunity to apply their language skills in a hands-on setting. For full details about the 2013 Critical Languages Institute, go to http://cli.asu.edu The application deadline is February 1, 2013.
Source: Arizona State University
Inputdate: 2012-11-17 02:35:22
Lastmodifieddate: 2012-11-17 02:35:22
Expdate: 2013-09-01 00:00:00
Publishdate: 2012-11-19 00:00:00
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Contentid:
15243
Content Type: 1
Title: Call for Grant Proposals: Foundation for Endangered Languages
Body: From http://www.ogmios.org The Foundation for Endangered Languages is now accepting proposals for projects of work that will support, enable or assist the use of one or more endangered languages. These endangered languages may be anywhere in the world. The Foundation is committed to raising awareness of endangered languages and supporting revitalization and preservation of endangered languages through all channels and media. The Foundation awards grants to projects that further its aims as and when its funds permit. The Foundation's funds remain limited this year and only an exceptional award will be greater than US $1,000. Smaller proposals will have a better chance of receiving funding. Priority will be given to projects that focus on the revitalization of endangered languages and support the use of endangered languages in various spheres of community life (home, education, cultural and social life). Any language documentation proposals must have a clear and immediate relevance to prospects for language revitalization. Proposals are due in late December; for full details go to http://www.ogmios.org/grants/index.htm
Source: FEL
Inputdate: 2012-11-17 02:36:20
Lastmodifieddate: 2012-11-17 02:36:20
Expdate: 2012-12-31 00:00:00
Publishdate: 2012-11-19 00:00:00
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Content Type: 1
Title: Call for Grant Proposals: Foundation for Endangered Languages
Body: From http://www.ogmios.org The Foundation for Endangered Languages is now accepting proposals for projects of work that will support, enable or assist the use of one or more endangered languages. These endangered languages may be anywhere in the world. The Foundation is committed to raising awareness of endangered languages and supporting revitalization and preservation of endangered languages through all channels and media. The Foundation awards grants to projects that further its aims as and when its funds permit. The Foundation's funds remain limited this year and only an exceptional award will be greater than US $1,000. Smaller proposals will have a better chance of receiving funding. Priority will be given to projects that focus on the revitalization of endangered languages and support the use of endangered languages in various spheres of community life (home, education, cultural and social life). Any language documentation proposals must have a clear and immediate relevance to prospects for language revitalization. Proposals are due in late December; for full details go to http://www.ogmios.org/grants/index.htm
Source: FEL
Inputdate: 2012-11-17 02:36:20
Lastmodifieddate: 2012-11-17 02:36:20
Expdate: 2012-12-31 00:00:00
Publishdate: 2012-11-19 00:00:00
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Contentid:
15244
Content Type: 1
Title: Grants from the Institute of Turkish Studies
Body: From http://turkishstudies.org/grants/index.shtml The Institute of Turkish Studies (ITS) is pleased to announce its 2013-2014 grant competition in the field of Turkish Studies. The grants include sabbatical research grants, dissertation writing grants, language study grants, travel grants, matching funds for new positions, grants for publication, grants for library acquisitions, and teaching aids grants. The deadline for applications is March 8, 2013. Learn the details of each grant at http://turkishstudies.org/grants/grants_competition.shtml
Source: Institute of Turkish Studies
Inputdate: 2012-11-17 02:37:34
Lastmodifieddate: 2012-11-17 02:37:34
Expdate: 2013-03-08 00:00:00
Publishdate: 2012-11-19 00:00:00
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Active: 1
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Content Type: 1
Title: Grants from the Institute of Turkish Studies
Body: From http://turkishstudies.org/grants/index.shtml The Institute of Turkish Studies (ITS) is pleased to announce its 2013-2014 grant competition in the field of Turkish Studies. The grants include sabbatical research grants, dissertation writing grants, language study grants, travel grants, matching funds for new positions, grants for publication, grants for library acquisitions, and teaching aids grants. The deadline for applications is March 8, 2013. Learn the details of each grant at http://turkishstudies.org/grants/grants_competition.shtml
Source: Institute of Turkish Studies
Inputdate: 2012-11-17 02:37:34
Lastmodifieddate: 2012-11-17 02:37:34
Expdate: 2013-03-08 00:00:00
Publishdate: 2012-11-19 00:00:00
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Contentid:
15245
Content Type: 1
Title: Job: Supervisory Language Training Specialist, US Department of State
Body: From https://www.usajobs.gov/GetJob/ViewDetails/331160200 This Language Training Supervisor position is located in the Division of East Asian and Pacific Languages (EAP), School of Language Studies, Foreign Service Institute (FSI/SLS) in Arlington, Virginia. Duties: Manages and directs the long term Southeast Asian language training program which varies widely in numbers of Language and Culture Instructors (LCI's) and students supervised, frequency of course presentations and lengths of courses. Recruits, trains and develops Language and Culture Instructors to teach language and culture of the Southeast Asian languages. Exercises professional linguistic skills to develop and monitor language training program(s) to bring students to high levels of language proficiency. May manage groups of instructors and students whose political, cultural and religious differences make coordination and counseling efforts difficult and challenging. Designs new courses and/or makes extensive revisions in existing training courses. Becomes certified to administer and score official proficiency tests. Applications close November 27, 2012. View the full job posting at https://www.usajobs.gov/GetJob/ViewDetails/331160200
Source: USA Jobs
Inputdate: 2012-11-17 02:38:49
Lastmodifieddate: 2012-11-17 02:38:49
Expdate: 2012-11-27 00:00:00
Publishdate: 2012-11-19 00:00:00
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Content Type: 1
Title: Job: Supervisory Language Training Specialist, US Department of State
Body: From https://www.usajobs.gov/GetJob/ViewDetails/331160200 This Language Training Supervisor position is located in the Division of East Asian and Pacific Languages (EAP), School of Language Studies, Foreign Service Institute (FSI/SLS) in Arlington, Virginia. Duties: Manages and directs the long term Southeast Asian language training program which varies widely in numbers of Language and Culture Instructors (LCI's) and students supervised, frequency of course presentations and lengths of courses. Recruits, trains and develops Language and Culture Instructors to teach language and culture of the Southeast Asian languages. Exercises professional linguistic skills to develop and monitor language training program(s) to bring students to high levels of language proficiency. May manage groups of instructors and students whose political, cultural and religious differences make coordination and counseling efforts difficult and challenging. Designs new courses and/or makes extensive revisions in existing training courses. Becomes certified to administer and score official proficiency tests. Applications close November 27, 2012. View the full job posting at https://www.usajobs.gov/GetJob/ViewDetails/331160200
Source: USA Jobs
Inputdate: 2012-11-17 02:38:49
Lastmodifieddate: 2012-11-17 02:38:49
Expdate: 2012-11-27 00:00:00
Publishdate: 2012-11-19 00:00:00
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Active: 1
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Contentid:
15246
Content Type: 1
Title: Job: Research Scientist, Center for English Language Learning and Assessment
Body: From http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=137304&type=True&cfcend The Center for English Language Learning and Assessment (ELLA) is seeking a Research Scientist. The ELLA Center conducts foundational research advancing English language learning and assessment for learners around the world and provides research support for all English language assessments including the TOEFL (Test of English as a Foreign Language) family, the TOEIC (Test of English for International Communication) family, and English assessments for English learners in the US. A Ph.D. or Ed.D. in language testing, language education, cognitive science, psychology, or a related field is required. View the full job posting at http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=137304&type=True&cfcend
Source: ETS
Inputdate: 2012-11-17 02:39:53
Lastmodifieddate: 2012-11-17 02:39:53
Expdate: 2013-11-19 00:00:00
Publishdate: 2012-11-19 00:00:00
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Active: 1
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Content Type: 1
Title: Job: Research Scientist, Center for English Language Learning and Assessment
Body: From http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=137304&type=True&cfcend The Center for English Language Learning and Assessment (ELLA) is seeking a Research Scientist. The ELLA Center conducts foundational research advancing English language learning and assessment for learners around the world and provides research support for all English language assessments including the TOEFL (Test of English as a Foreign Language) family, the TOEIC (Test of English for International Communication) family, and English assessments for English learners in the US. A Ph.D. or Ed.D. in language testing, language education, cognitive science, psychology, or a related field is required. View the full job posting at http://ets.pereless.com/careers/index.cfm?fuseaction=83080.viewjobdetail&CID=83080&JID=137304&type=True&cfcend
Source: ETS
Inputdate: 2012-11-17 02:39:53
Lastmodifieddate: 2012-11-17 02:39:53
Expdate: 2013-11-19 00:00:00
Publishdate: 2012-11-19 00:00:00
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Active: 1
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Contentid:
15247
Content Type: 1
Title: Ethnic Studies Could Return to Tucson in Desegregation Plan
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/11/ethnic_studies_could_return_to.html Ethnic Studies Could Return to Tucson in Desegregation Plan By Lesli A. Maxwell November 12, 2012 Mexican-American studies is poised for a comeback in Tucson. After a years-long, tumultuous fight that came to a head earlier this year when local school officials pulled the plug on the program, a leading civil rights group today announced that the ethnic studies courses will not only return to the school district, but could be expanded. This turn of events stems from a much broader plan to settle a nearly four-decades-old desegregation lawsuit against Tucson Unified that must still be approved by the federal judge overseeing the case. The lawsuit involves both plaintiffs who are Latino and African American. The new plan—intended to bring "unitary status" to Tucson Unified—involves numerous, highly prescribed components related to student assignment, transportation, enhancing the racial and ethnic diversity of its workforce, access to rigorous curriculum and programs, family and community engagement, dropout prevention, and discipline practices. In a call with reporters on Monday, lawyer Nancy Ramirez particularly highlighted the plan's restoration of the popular, yet politically charged Mexican-American studies program. In the draft settlement, the district would not only bring the program back to its high schools, but it would have to expand the course offerings to middle schools by 2014 and propose plans to bring "culturally relevant curricula" to students in the earlier grades. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/11/ethnic_studies_could_return_to.html Read a related article about the desegregation case at http://azstarnet.com/news/local/education/precollegiate/latinos-support-latest-plan-for-tusd-balance/article_264d4245-73bd-5625-8c5f-d3bb1dd3cb78.html
Source: Education Week
Inputdate: 2012-11-17 02:40:57
Lastmodifieddate: 2012-11-17 02:40:57
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Publishdate: 2012-11-19 00:00:00
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Content Type: 1
Title: Ethnic Studies Could Return to Tucson in Desegregation Plan
Body: From http://blogs.edweek.org/edweek/learning-the-language/2012/11/ethnic_studies_could_return_to.html Ethnic Studies Could Return to Tucson in Desegregation Plan By Lesli A. Maxwell November 12, 2012 Mexican-American studies is poised for a comeback in Tucson. After a years-long, tumultuous fight that came to a head earlier this year when local school officials pulled the plug on the program, a leading civil rights group today announced that the ethnic studies courses will not only return to the school district, but could be expanded. This turn of events stems from a much broader plan to settle a nearly four-decades-old desegregation lawsuit against Tucson Unified that must still be approved by the federal judge overseeing the case. The lawsuit involves both plaintiffs who are Latino and African American. The new plan—intended to bring "unitary status" to Tucson Unified—involves numerous, highly prescribed components related to student assignment, transportation, enhancing the racial and ethnic diversity of its workforce, access to rigorous curriculum and programs, family and community engagement, dropout prevention, and discipline practices. In a call with reporters on Monday, lawyer Nancy Ramirez particularly highlighted the plan's restoration of the popular, yet politically charged Mexican-American studies program. In the draft settlement, the district would not only bring the program back to its high schools, but it would have to expand the course offerings to middle schools by 2014 and propose plans to bring "culturally relevant curricula" to students in the earlier grades. Read the full article at http://blogs.edweek.org/edweek/learning-the-language/2012/11/ethnic_studies_could_return_to.html Read a related article about the desegregation case at http://azstarnet.com/news/local/education/precollegiate/latinos-support-latest-plan-for-tusd-balance/article_264d4245-73bd-5625-8c5f-d3bb1dd3cb78.html
Source: Education Week
Inputdate: 2012-11-17 02:40:57
Lastmodifieddate: 2012-11-17 02:40:57
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Publishdate: 2012-11-19 00:00:00
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Contentid:
15248
Content Type: 1
Title: Growth in Study Abroad Approaches Standstill
Body: From http://chronicle.com/article/Growth-in-Study-Abroad/135716 Growth in Study Abroad Approaches Standstill By Beth McMurtrie November 12, 2012 The number of Americans who study abroad grew an anemic 1.3 percent in 2010-11, according to the latest "Open Doors" report by the Institute of International Education. While the numbers, which are on a two-year lag, were no doubt influenced by the country's economic woes, the poor showing highlights the challenges colleges face in making study abroad an integral part of the college experience. Short trips are increasingly popular among students. About 38 percent studied abroad during the summer, and 13 percent studied abroad for eight weeks or less during the academic year. Fewer than 4 percent of students spent the entire academic year abroad. One exception to this trend is the number of American students pursuing their entire degrees abroad. According to the Institute of International Education's Project Atlas, which collects data on global student mobility, about 46,000 Americans took this path in 2011, up 4 percent from a year earlier. The top destinations are Britain and Canada. Allan E. Goodman, the institute's president, says colleges would be mistaken to blame study abroad's sluggish growth entirely on economic conditions. Rather, institutions need to make the option more accessible to more types of students, like science majors and athletes, and offer it earlier than in the junior year. "We have the wrong paradigm," he says. Read the full article at http://chronicle.com/article/Growth-in-Study-Abroad/135716
Source: Chronicle of Higher Education
Inputdate: 2012-11-17 02:41:52
Lastmodifieddate: 2012-11-17 02:41:52
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Content Type: 1
Title: Growth in Study Abroad Approaches Standstill
Body: From http://chronicle.com/article/Growth-in-Study-Abroad/135716 Growth in Study Abroad Approaches Standstill By Beth McMurtrie November 12, 2012 The number of Americans who study abroad grew an anemic 1.3 percent in 2010-11, according to the latest "Open Doors" report by the Institute of International Education. While the numbers, which are on a two-year lag, were no doubt influenced by the country's economic woes, the poor showing highlights the challenges colleges face in making study abroad an integral part of the college experience. Short trips are increasingly popular among students. About 38 percent studied abroad during the summer, and 13 percent studied abroad for eight weeks or less during the academic year. Fewer than 4 percent of students spent the entire academic year abroad. One exception to this trend is the number of American students pursuing their entire degrees abroad. According to the Institute of International Education's Project Atlas, which collects data on global student mobility, about 46,000 Americans took this path in 2011, up 4 percent from a year earlier. The top destinations are Britain and Canada. Allan E. Goodman, the institute's president, says colleges would be mistaken to blame study abroad's sluggish growth entirely on economic conditions. Rather, institutions need to make the option more accessible to more types of students, like science majors and athletes, and offer it earlier than in the junior year. "We have the wrong paradigm," he says. Read the full article at http://chronicle.com/article/Growth-in-Study-Abroad/135716
Source: Chronicle of Higher Education
Inputdate: 2012-11-17 02:41:52
Lastmodifieddate: 2012-11-17 02:41:52
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Publishdate: 2012-11-19 00:00:00
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