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Title: Part-time Spanish Preschool Teachers Needed
Body: The Lincoln Park Co-Op Preschool, located in West Seattle, is seeking a part-time teacher to introduce Spanish to 3, 4 and 5 year olds through song, games, movement, stories and additional activities. (7 hours per week, $15 per hour, September 2003-May 2004) Deadline to apply is June 4. For application or more information, contact Monica Lundberg at (206)937-2686 or monica_usa22@yahoo.com
Source: The Lincoln Park Co-Op Preschool, Seattle WA
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Title: Part-time Spanish Preschool Teachers Needed
Body: The Lincoln Park Co-Op Preschool, located in West Seattle, is seeking a part-time teacher to introduce Spanish to 3, 4 and 5 year olds through song, games, movement, stories and additional activities. (7 hours per week, $15 per hour, September 2003-May 2004) Deadline to apply is June 4. For application or more information, contact Monica Lundberg at (206)937-2686 or monica_usa22@yahoo.com
Source: The Lincoln Park Co-Op Preschool, Seattle WA
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198
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Title: Lost school days hard to accept
Body: May 24, 2003 Lost school days hard to accept By Sam Dillon The New York Times HILLSBORO - This affluent Portland suburb shut down its schools for the summer three weeks early on Friday, becoming the first of 90 Oregon school districts to close ahead of schedule this year due to lack of funds. The early closing here left parents scrambling for emergency child care, some teachers seeking temporary jobs and at least a few students believing they were shortchanged. ``I feel kind of cheated,'' said Chris Pitts, a graduating senior who took his last English final, bought a yearbook and bade farewell to teachers at Glencoe High School here on Friday. ``I'm not going to be as prepared for college as I should be.'' Across the nation, schools have been struggling with budget cuts forced by the loss of tax revenues because of a sluggish economy, and thousands of districts have laid off janitors, canceled school plays or shut down libraries. But only in Oregon, where there is no sales tax to compensate for declining state income tax revenues, has the economic situation caused such havoc that 90 of the state's 198 districts have cut days from the school year. Joseph Rodriguez, the Hillsboro superintendent, said that each school day in this district costs $400,000, about 87 percent of which goes to pay salaries. After the Legislature cut 10 percent of state school aid, Hillsboro's financial shortfall forced him to recommend that the local school board cut 17 days from the calendar, about 15 of which were instructional days. ``We made the best decisions we could, given very poor resources,'' he said. ``The people of Hillsboro have every right to be upset. I certainly am.'' Teachers have been forced to make compromises. For example, John Gibbs, a high school science teacher, said that the shortened schedule allowed him to discuss the solar system in his astronomy course, but neither the stars nor the evolution of the universe. But only a few students seemed upset by the premature onset of summer. ``Yaaaaaay!'' shouted Justin Flock, a 7-year-old at North Plains Elementary School. ``Sometimes the math they do in school is kind of hard, and now I won't have to get up early in the morning.'' Justin's mother, Jamie Flock, the manager of a flower nursery who volunteers at her son's school each Wednesday by grading spelling tests, rushed to qualify his views. ``He's a typical little boy with better things to do than go to school,'' Flock said. ``But the rest of us think this is really a shame because the students needed the time in class.'' Nowhere but in Oregon has the school calendar been so disrupted, but a majority of the nation's 15,000 public school districts are facing financial difficulties of varying severity, said Dan Fuller, a lobbyist in Washington for the National School Boards Association. He estimated the 50 states' combined budget deficits at $52 billion to $82 billion. ``Those deficits are putting enormous pressure on school boards,'' he said, adding that many local board members have been calling the association's office in Alexandria, Va., about federal help. ``They're asking, `How can I talk to my congressman so they'll understand our problem?' '' But some national experts said unions and other special interest groups were exaggerating the financial crisis of the nation's schools, as well as the consequences of shutting some schools early. ``The sky is not falling,'' said James Guthrie, a professor of public policy at Vanderbilt University. ``As a nation we've lengthened the school year, and nobody can see that achievement has gone up. Twenty years ago the school year was, on average, 170 days long and now it has risen to 180 days. But I haven't seen any startling increases in student achievement in that period.'' Oregon law permits local districts to apply for waivers from minimum classroom instruction requirements, which are measured in hours and vary by grade level but are roughly equivalent to 175 days. In most states, laws require a minimum of 180 instru
Source: Sam Dillon, The New York Times
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Title: Lost school days hard to accept
Body: May 24, 2003 Lost school days hard to accept By Sam Dillon The New York Times HILLSBORO - This affluent Portland suburb shut down its schools for the summer three weeks early on Friday, becoming the first of 90 Oregon school districts to close ahead of schedule this year due to lack of funds. The early closing here left parents scrambling for emergency child care, some teachers seeking temporary jobs and at least a few students believing they were shortchanged. ``I feel kind of cheated,'' said Chris Pitts, a graduating senior who took his last English final, bought a yearbook and bade farewell to teachers at Glencoe High School here on Friday. ``I'm not going to be as prepared for college as I should be.'' Across the nation, schools have been struggling with budget cuts forced by the loss of tax revenues because of a sluggish economy, and thousands of districts have laid off janitors, canceled school plays or shut down libraries. But only in Oregon, where there is no sales tax to compensate for declining state income tax revenues, has the economic situation caused such havoc that 90 of the state's 198 districts have cut days from the school year. Joseph Rodriguez, the Hillsboro superintendent, said that each school day in this district costs $400,000, about 87 percent of which goes to pay salaries. After the Legislature cut 10 percent of state school aid, Hillsboro's financial shortfall forced him to recommend that the local school board cut 17 days from the calendar, about 15 of which were instructional days. ``We made the best decisions we could, given very poor resources,'' he said. ``The people of Hillsboro have every right to be upset. I certainly am.'' Teachers have been forced to make compromises. For example, John Gibbs, a high school science teacher, said that the shortened schedule allowed him to discuss the solar system in his astronomy course, but neither the stars nor the evolution of the universe. But only a few students seemed upset by the premature onset of summer. ``Yaaaaaay!'' shouted Justin Flock, a 7-year-old at North Plains Elementary School. ``Sometimes the math they do in school is kind of hard, and now I won't have to get up early in the morning.'' Justin's mother, Jamie Flock, the manager of a flower nursery who volunteers at her son's school each Wednesday by grading spelling tests, rushed to qualify his views. ``He's a typical little boy with better things to do than go to school,'' Flock said. ``But the rest of us think this is really a shame because the students needed the time in class.'' Nowhere but in Oregon has the school calendar been so disrupted, but a majority of the nation's 15,000 public school districts are facing financial difficulties of varying severity, said Dan Fuller, a lobbyist in Washington for the National School Boards Association. He estimated the 50 states' combined budget deficits at $52 billion to $82 billion. ``Those deficits are putting enormous pressure on school boards,'' he said, adding that many local board members have been calling the association's office in Alexandria, Va., about federal help. ``They're asking, `How can I talk to my congressman so they'll understand our problem?' '' But some national experts said unions and other special interest groups were exaggerating the financial crisis of the nation's schools, as well as the consequences of shutting some schools early. ``The sky is not falling,'' said James Guthrie, a professor of public policy at Vanderbilt University. ``As a nation we've lengthened the school year, and nobody can see that achievement has gone up. Twenty years ago the school year was, on average, 170 days long and now it has risen to 180 days. But I haven't seen any startling increases in student achievement in that period.'' Oregon law permits local districts to apply for waivers from minimum classroom instruction requirements, which are measured in hours and vary by grade level but are roughly equivalent to 175 days. In most states, laws require a minimum of 180 instru
Source: Sam Dillon, The New York Times
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Title: Bilingual Education Resources On the Internet
Body: Bilingual Education Resources On the Internet FROM: Anselmo Villanueva A web site from the University of Texas that features digital links to world wide web pages sites related to bilingual education. http://www.edb.utexas.edu/coe/depts/ci/bilingue/resources.html BUENO Center for Multicultural Education Website of the BUENO Center at the School of Education of the University of Colorado at Boulder. Contains the National Directory of Teacher Preparation (Preservice and Inservice) Programs for Teachers of Linguistically and Culturally Diverse Students, links to other sites, presentations by Leonard Baca, and list of Center publications. http://www.Colorado.edu/education/BUENO Center for Applied Linguistics The Center for Applied Linguistics aims to promote and improve the teaching and learning of languages. The website contains information on a wide range of topic areas in language education and other areas of interest for teachers of language minority students, a calendar of events, links to other sites, and more. http://www.cal.org Center for Bilingual Education Research (CBER) Based at the University of Southern California, the center offers information on research collaboration, dissemination, and professional development activities for faculty and college students interested in multilingual, ESL, and foreign language education. The site include links to other language education Web sites. http://www-bcf.usc.edu/~cmmr/ Center for Research on Education, Diversity & Excellence CREDE Based in the University of California, Santa Cruz, the mission of CREDE is to develop research and discuss critical issues in the education of linguistically and cultural minorities students. The web site provides resources for teacher education, online documents, publications and links to other web sites related to language minority education. http://www.crede.ucsc.edu/home.html Consejeria de Educacion y Ciencia Education and Science Council of the Embassy of Spain in USA. The mission of the Council is to develop the educational policy of the embassy of Spain in USA and Canada. The whole site is in Spanish language. Las secciones de él son: quienes somos y que hacemos, servicios y programas, enlaces (links)de interes, y una extensa lista de publicaciones en espanol disponibles en los EEUU. http://www.spainembedu.org Dave's ESL Cafe Web site for students and teachers of English as a second language and English as a foreign language. Features bookstore, forums and chat, and links to other sites in the field. Include also sections on idioms, phrasal verbs, quizzes, slang, ESL teachers' and students' message exchange and other resources for English language teaching and learning. http://www.eslcafe.com ERIC Clearinghouse in Languages and Linguistics ERIC/CLL CLL is an ERIC Clearinghouse specialized in language education and linguistics. Includes free services such as a digest, short bibliographies, a semianual newsletter (Language Link Online Newsletter), and a question-answer channel. http://www.cal.org/ericcll ESL Magazine Online Web site of ESL Magazine, with news, stories, articles, jobs opportunities,and advertisements in the field of ESL. Includes many useful links to other sites, including online dictionaries in several languages, ESL teachers' home pages, E-mail programs, lesson plans, and fun sites for ESL students. http://www.eslmag.com James Crawford's Language Policy Web Site and Emporium Web site devoted to the discussion of English Only, language rights, California's Proposition 227, and other language policy issues in the United States. Has a good page of links to recent research in bilingual eucation. http://ourworld.compuserve.com/homepages/jwcrawford/ Los Andes Textbook distributor specializing in Spanish language instructional materials. The digital catalog features resources for teaching Mathematics, Science, and Social Studies in Spanish. Includes software, dictionaries, encyclopedias, and best sellers (novels) in Spanish. Also includes Spanish a
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Title: Bilingual Education Resources On the Internet
Body: Bilingual Education Resources On the Internet FROM: Anselmo Villanueva A web site from the University of Texas that features digital links to world wide web pages sites related to bilingual education. http://www.edb.utexas.edu/coe/depts/ci/bilingue/resources.html BUENO Center for Multicultural Education Website of the BUENO Center at the School of Education of the University of Colorado at Boulder. Contains the National Directory of Teacher Preparation (Preservice and Inservice) Programs for Teachers of Linguistically and Culturally Diverse Students, links to other sites, presentations by Leonard Baca, and list of Center publications. http://www.Colorado.edu/education/BUENO Center for Applied Linguistics The Center for Applied Linguistics aims to promote and improve the teaching and learning of languages. The website contains information on a wide range of topic areas in language education and other areas of interest for teachers of language minority students, a calendar of events, links to other sites, and more. http://www.cal.org Center for Bilingual Education Research (CBER) Based at the University of Southern California, the center offers information on research collaboration, dissemination, and professional development activities for faculty and college students interested in multilingual, ESL, and foreign language education. The site include links to other language education Web sites. http://www-bcf.usc.edu/~cmmr/ Center for Research on Education, Diversity & Excellence CREDE Based in the University of California, Santa Cruz, the mission of CREDE is to develop research and discuss critical issues in the education of linguistically and cultural minorities students. The web site provides resources for teacher education, online documents, publications and links to other web sites related to language minority education. http://www.crede.ucsc.edu/home.html Consejeria de Educacion y Ciencia Education and Science Council of the Embassy of Spain in USA. The mission of the Council is to develop the educational policy of the embassy of Spain in USA and Canada. The whole site is in Spanish language. Las secciones de él son: quienes somos y que hacemos, servicios y programas, enlaces (links)de interes, y una extensa lista de publicaciones en espanol disponibles en los EEUU. http://www.spainembedu.org Dave's ESL Cafe Web site for students and teachers of English as a second language and English as a foreign language. Features bookstore, forums and chat, and links to other sites in the field. Include also sections on idioms, phrasal verbs, quizzes, slang, ESL teachers' and students' message exchange and other resources for English language teaching and learning. http://www.eslcafe.com ERIC Clearinghouse in Languages and Linguistics ERIC/CLL CLL is an ERIC Clearinghouse specialized in language education and linguistics. Includes free services such as a digest, short bibliographies, a semianual newsletter (Language Link Online Newsletter), and a question-answer channel. http://www.cal.org/ericcll ESL Magazine Online Web site of ESL Magazine, with news, stories, articles, jobs opportunities,and advertisements in the field of ESL. Includes many useful links to other sites, including online dictionaries in several languages, ESL teachers' home pages, E-mail programs, lesson plans, and fun sites for ESL students. http://www.eslmag.com James Crawford's Language Policy Web Site and Emporium Web site devoted to the discussion of English Only, language rights, California's Proposition 227, and other language policy issues in the United States. Has a good page of links to recent research in bilingual eucation. http://ourworld.compuserve.com/homepages/jwcrawford/ Los Andes Textbook distributor specializing in Spanish language instructional materials. The digital catalog features resources for teaching Mathematics, Science, and Social Studies in Spanish. Includes software, dictionaries, encyclopedias, and best sellers (novels) in Spanish. Also includes Spanish a
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Title: Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education
Body: http://www.cal.org/ericcll/faqs/rgos/special.html The above website is worth a visit. Lots of resources, articles, and other links related to English Language Learners with Special Needs. Below is one of the articles from the website. FROM: Anselmo Villanueva ============================================ ============================================ http://ericec.org/digests/e596.html Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education ------------------------------------------------------------------------ The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Road Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org ------------------------------------------------------------------------ ERIC/OSEP Digest #E596 Authors: Cynthia Warger and Jane Burnette August 2000 ------------------------------------------------------------------------ Children from culturally and linguistically diverse backgrounds comprise a large percentage of public school students. Diversity is increasing, and one of the most troublesome issues associated with its growth is the overrepresentation of minority children in special education-that is, more minority children are served in special education than we would expect based on their percentage in the general school population. In the 1960s, at the height of the Civil Rights movement, the issue of disproportionality of minority students in special education first received national attention. Since that time, researchers and practitioners have studied the issue in an effort to understand and explain how the processes used to identify, assess, and place students in special education programs may contribute to the overrepresentation of minority students. In addition, they are identifying processes that successfully prevent inappropriate placement and ensure that the opportunities for educational achievement offered to minority students equal those offered to the majority group. To this end, researchers Beth Harry and Janette Klingner, with support from the U.S. Office of Special Education Programs (OSEP), are investigating exemplary special education referral and decision making processes for culturally and linguistically diverse students. Although Harry and Klingner are in the early stages of their work, they are finding that professionals generally attribute overrepresentation to one of the following sources: family and community issues, external pressures in schools (e.g., mandated curriculum, high stakes assessments), classroom instruction and management, and teacher perceptions and attitudes. There is widespread recognition that supports provided to teachers and other professionals by the school district are essential to building the capacity of district personnel to work with students of different cultures and languages. This digest provides examples of strategies created by researchers and practitioners to address some of these issues. Promote Family Involvement and Respect Diverse Backgrounds Researchers continue to point to family involvement in the school and its operation as a major factor in improving student achievement. However, researchers also show that for successful collaborations to occur, school personnel must respect the cultural background of the family. Several years ago, the Highland Park School District in Michigan received support from OSEP to develop a demonstration model to prevent emotional disturbance and treat children with emotional disturbance in a culturally competent manner. Family involvement is a key component of the Highland Park approach. Throughout all aspects of the program, families are essential team members. They are key in identifying supports and designing implementation plans for the services they and their children receive. The success of the approach is based on an underlying belief that families are not the source of their
Source: ERIC: http://ericec.org/digests/e596.html
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Title: Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education
Body: http://www.cal.org/ericcll/faqs/rgos/special.html The above website is worth a visit. Lots of resources, articles, and other links related to English Language Learners with Special Needs. Below is one of the articles from the website. FROM: Anselmo Villanueva ============================================ ============================================ http://ericec.org/digests/e596.html Five Strategies to Reduce Overrepresentation of Culturally and Linguistically Diverse Students in Special Education ------------------------------------------------------------------------ The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Road Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org ------------------------------------------------------------------------ ERIC/OSEP Digest #E596 Authors: Cynthia Warger and Jane Burnette August 2000 ------------------------------------------------------------------------ Children from culturally and linguistically diverse backgrounds comprise a large percentage of public school students. Diversity is increasing, and one of the most troublesome issues associated with its growth is the overrepresentation of minority children in special education-that is, more minority children are served in special education than we would expect based on their percentage in the general school population. In the 1960s, at the height of the Civil Rights movement, the issue of disproportionality of minority students in special education first received national attention. Since that time, researchers and practitioners have studied the issue in an effort to understand and explain how the processes used to identify, assess, and place students in special education programs may contribute to the overrepresentation of minority students. In addition, they are identifying processes that successfully prevent inappropriate placement and ensure that the opportunities for educational achievement offered to minority students equal those offered to the majority group. To this end, researchers Beth Harry and Janette Klingner, with support from the U.S. Office of Special Education Programs (OSEP), are investigating exemplary special education referral and decision making processes for culturally and linguistically diverse students. Although Harry and Klingner are in the early stages of their work, they are finding that professionals generally attribute overrepresentation to one of the following sources: family and community issues, external pressures in schools (e.g., mandated curriculum, high stakes assessments), classroom instruction and management, and teacher perceptions and attitudes. There is widespread recognition that supports provided to teachers and other professionals by the school district are essential to building the capacity of district personnel to work with students of different cultures and languages. This digest provides examples of strategies created by researchers and practitioners to address some of these issues. Promote Family Involvement and Respect Diverse Backgrounds Researchers continue to point to family involvement in the school and its operation as a major factor in improving student achievement. However, researchers also show that for successful collaborations to occur, school personnel must respect the cultural background of the family. Several years ago, the Highland Park School District in Michigan received support from OSEP to develop a demonstration model to prevent emotional disturbance and treat children with emotional disturbance in a culturally competent manner. Family involvement is a key component of the Highland Park approach. Throughout all aspects of the program, families are essential team members. They are key in identifying supports and designing implementation plans for the services they and their children receive. The success of the approach is based on an underlying belief that families are not the source of their
Source: ERIC: http://ericec.org/digests/e596.html
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201
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Title: 2003 Multicultural Mosaic Conference
Body: Greetings from Australia! Thursday 13th Friday 14th November 2003 Crowne Plaza Newcastle Cnr Merewether Street & Wharf Road, Newcastle NSW 2300 The inaugural 2003 Multicultural Mosaic Conference will provide an invaluable forum for all who are interested in the value of multicultural texts, particularly in educational settings. The theme of the conference, "Don't Judge a Book by its Colour" acknowledges the perceived impediments for the inclusion of multicultural texts in learning environments. Multicultural Mosaic aims to alleviate such paralysis by breaching the discourse between researchers, teachers and authors in an effort to promote texts as effective tools for enhancing awareness of multicultural perspectives and combating prejudice in all its forms. Please visit the conference website for more information and "call for submissions." http://www.newcastle.edu.au/multiculturalmosaic2003 Conference Strands Multicultural Mosaic will feature a comprehensive collection of papers and workshops, selected to develop delegates' awareness of the existence, use and value of multicultural texts. Papers and workshops may relate to the following conference strands: - Multicultural Education - Learning through Literature - It takes all text types - Indigenous literature - K2U - Multicultural Perspectives from Kindergarten to University - Prejudice reduction - Visibility in the Curriculum - Writing for multicultural readers - Overcoming the obstacles - Teaching trends - Authenticity Hope to see some of you in Newcastle, Australia. Warm regards, Wendy Amosa School of Education The University of Newcastle University Drive CALLAGHAN NSW 2308 Australia Ph: +61 2 4921 7941 Fax: +61 2 4921 6895 wendy.amosa@newcastle.edu.au
Source: The University of Newcastle, Australia
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Title: 2003 Multicultural Mosaic Conference
Body: Greetings from Australia! Thursday 13th Friday 14th November 2003 Crowne Plaza Newcastle Cnr Merewether Street & Wharf Road, Newcastle NSW 2300 The inaugural 2003 Multicultural Mosaic Conference will provide an invaluable forum for all who are interested in the value of multicultural texts, particularly in educational settings. The theme of the conference, "Don't Judge a Book by its Colour" acknowledges the perceived impediments for the inclusion of multicultural texts in learning environments. Multicultural Mosaic aims to alleviate such paralysis by breaching the discourse between researchers, teachers and authors in an effort to promote texts as effective tools for enhancing awareness of multicultural perspectives and combating prejudice in all its forms. Please visit the conference website for more information and "call for submissions." http://www.newcastle.edu.au/multiculturalmosaic2003 Conference Strands Multicultural Mosaic will feature a comprehensive collection of papers and workshops, selected to develop delegates' awareness of the existence, use and value of multicultural texts. Papers and workshops may relate to the following conference strands: - Multicultural Education - Learning through Literature - It takes all text types - Indigenous literature - K2U - Multicultural Perspectives from Kindergarten to University - Prejudice reduction - Visibility in the Curriculum - Writing for multicultural readers - Overcoming the obstacles - Teaching trends - Authenticity Hope to see some of you in Newcastle, Australia. Warm regards, Wendy Amosa School of Education The University of Newcastle University Drive CALLAGHAN NSW 2308 Australia Ph: +61 2 4921 7941 Fax: +61 2 4921 6895 wendy.amosa@newcastle.edu.au
Source: The University of Newcastle, Australia
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Title: Multicultural Mosaic -INVITATION TO SUBMIT ABSTRACTS FOR PAPERS AND WORKSHOPS
Body: INVITATION TO SUBMIT ABSTRACTS FOR PAPERS AND WORKSHOPS An invitation is extended for papers, posters and workshops that relate to the Multicultural Mosaic theme and conference strands. Practicing teachers who are able to share experiences or ideas of how to encourage valuable teaching and learning experiences through the use of multicultural texts are particularly encouraged to present. Selected papers from the conference will be invited to publish their papers in a special issue of the peer reviewed journal, Intercultural Studies. Abstract Submission Guidelines are provided on this page. Abstracts should be submitted by 30th June 2003 and e-mailed to: Wendy Amosa Wendy.Amosa@newcastle.edu.au Ph: (02) 4921 7941 Abstract Submission Guidelines * Abstracts should be submitted by 30th June 2003. * Abstracts should be sent as an e-mail attachment in Microsoft Word format to Wendy.Amosa@newcastle.edu.au. * Please indicate in your e-mail whether your abstract is for a paper presentation or workshop, the time required for your presentation, including question time, (30 or 60 minutes), and whether any technical support is required for your presentation. * Abstracts should be no longer than 300 words. * The title of the abstract should be centred in UPPER case and in bold. * The author(s) name and affiliation should be centred underneath the title in Upper and Lower case. * Abstracts should be typed in 12 point Arial font with justified paragraphs. * Author(s) should include a resume of 100 words that briefly describes your work and professional background. This will be used by the host of the session when introducing the presentation. * Acceptance of abstracts for paper presentations and workshop facilitators will be notified during July 2003.
Source: Wendy.Amosa@newcastle.edu.au
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Title: Multicultural Mosaic -INVITATION TO SUBMIT ABSTRACTS FOR PAPERS AND WORKSHOPS
Body: INVITATION TO SUBMIT ABSTRACTS FOR PAPERS AND WORKSHOPS An invitation is extended for papers, posters and workshops that relate to the Multicultural Mosaic theme and conference strands. Practicing teachers who are able to share experiences or ideas of how to encourage valuable teaching and learning experiences through the use of multicultural texts are particularly encouraged to present. Selected papers from the conference will be invited to publish their papers in a special issue of the peer reviewed journal, Intercultural Studies. Abstract Submission Guidelines are provided on this page. Abstracts should be submitted by 30th June 2003 and e-mailed to: Wendy Amosa Wendy.Amosa@newcastle.edu.au Ph: (02) 4921 7941 Abstract Submission Guidelines * Abstracts should be submitted by 30th June 2003. * Abstracts should be sent as an e-mail attachment in Microsoft Word format to Wendy.Amosa@newcastle.edu.au. * Please indicate in your e-mail whether your abstract is for a paper presentation or workshop, the time required for your presentation, including question time, (30 or 60 minutes), and whether any technical support is required for your presentation. * Abstracts should be no longer than 300 words. * The title of the abstract should be centred in UPPER case and in bold. * The author(s) name and affiliation should be centred underneath the title in Upper and Lower case. * Abstracts should be typed in 12 point Arial font with justified paragraphs. * Author(s) should include a resume of 100 words that briefly describes your work and professional background. This will be used by the host of the session when introducing the presentation. * Acceptance of abstracts for paper presentations and workshop facilitators will be notified during July 2003.
Source: Wendy.Amosa@newcastle.edu.au
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Title: Superintendent's Advisory Team on Underrepresented & Minority Student Achievement
Body: FROM: Anselmo Villanueva Below are some discussion topics for the committee that was recently appointed by Superintendent Castillo. As I understand it, the committee will be looking at several issues, including the education of students of color and the achievement gap. Superintendent's Advisory Team on Underrepresented & Minority Student Achievement Discussion Topics A gap in student achievement has persisted despite a variety of efforts to address it. Even though consistent growth in achievement has occurred for all students in Oregon, state student achievement results indicate that significant differences appear when looked at by race/ethnicity, income, disability and English proficiency. The new No Child Left Behind Act requires that this gap be closed by the 2013-14 school year. Doing so will require that student achievement for students below standard will have to accelerate at significantly higher rates than the present. What actions by the Oregon Department of Education will be necessary to make this happen? 1. At ODE, what are the current barriers to ensuring student achievement? Are there obstacles in either policy or operations that interfere with a district or local school in its efforts to improve student achievement? 2. At ODE, what are the current strategies, tools, or systems that assist a school or district in its efforts to improve student achievement? What are the current activities ODE is doing that should be continued or expanded? 3. What are the strengths and weaknesses of the Oregon Department of Education in addressing underrepresented and minority student achievement? 4. What are the critical barriers to accelerating equitable student access to achievement at the district and school level? 5. Are there existing efforts at the school or district level (in Oregon and/or other states) that seem to be making a significant difference and should be made available to others as model programs and strategies? How should model programs and strategies be provided to schools and school districts? 6. How should the state monitor and report to communities on the progress that schools and districts make in closing the achievement gap? Do we have current reporting processes that are clear and understandable? What changes could be made to improve understanding and communication? 7. What is ODE's enforcement authority regarding schools and school districts who fail to close the achievement gap? Should there be consequences for a school or district that is not closing the achievement gap? Should a corrective Action Plan be required? What is a reasonable amount of time in which districts/schools must show improvement? 8. What kinds of technical assistance (e.g. links to research, on-site assistance, ODE clearinghouse) should be granted to schools and districts th are not making progress in closing the achievement gap? What is the appropriate balance between technical support for continuous improvement and intervention when conditions are not improving? 9. Should there be a process for public recognition when schools and districts make significant progress toward closing the achievement gap? If so, what criteria would be used and who would evaluate the criteria?
Source: Oregon State
Inputdate: 2003-05-30 16:03:00
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Title: Superintendent's Advisory Team on Underrepresented & Minority Student Achievement
Body: FROM: Anselmo Villanueva Below are some discussion topics for the committee that was recently appointed by Superintendent Castillo. As I understand it, the committee will be looking at several issues, including the education of students of color and the achievement gap. Superintendent's Advisory Team on Underrepresented & Minority Student Achievement Discussion Topics A gap in student achievement has persisted despite a variety of efforts to address it. Even though consistent growth in achievement has occurred for all students in Oregon, state student achievement results indicate that significant differences appear when looked at by race/ethnicity, income, disability and English proficiency. The new No Child Left Behind Act requires that this gap be closed by the 2013-14 school year. Doing so will require that student achievement for students below standard will have to accelerate at significantly higher rates than the present. What actions by the Oregon Department of Education will be necessary to make this happen? 1. At ODE, what are the current barriers to ensuring student achievement? Are there obstacles in either policy or operations that interfere with a district or local school in its efforts to improve student achievement? 2. At ODE, what are the current strategies, tools, or systems that assist a school or district in its efforts to improve student achievement? What are the current activities ODE is doing that should be continued or expanded? 3. What are the strengths and weaknesses of the Oregon Department of Education in addressing underrepresented and minority student achievement? 4. What are the critical barriers to accelerating equitable student access to achievement at the district and school level? 5. Are there existing efforts at the school or district level (in Oregon and/or other states) that seem to be making a significant difference and should be made available to others as model programs and strategies? How should model programs and strategies be provided to schools and school districts? 6. How should the state monitor and report to communities on the progress that schools and districts make in closing the achievement gap? Do we have current reporting processes that are clear and understandable? What changes could be made to improve understanding and communication? 7. What is ODE's enforcement authority regarding schools and school districts who fail to close the achievement gap? Should there be consequences for a school or district that is not closing the achievement gap? Should a corrective Action Plan be required? What is a reasonable amount of time in which districts/schools must show improvement? 8. What kinds of technical assistance (e.g. links to research, on-site assistance, ODE clearinghouse) should be granted to schools and districts th are not making progress in closing the achievement gap? What is the appropriate balance between technical support for continuous improvement and intervention when conditions are not improving? 9. Should there be a process for public recognition when schools and districts make significant progress toward closing the achievement gap? If so, what criteria would be used and who would evaluate the criteria?
Source: Oregon State
Inputdate: 2003-05-30 16:03:00
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204
Content Type: 1
Title: REACH INSTITUTE for K-12 EDUCATORS
Body: REACH INSTITUTE for K-12 EDUCATORS JUNE 19-20, 2003 Hampton Inn and Suites, Seattle Center, 700 5th Avenue North, Seattle Explore the basic principles and concepts of multicultural awareness through a combination of hands-on activities and lectures. $300. Information: (360)403-9631 or (800)205-4932 or reach@nwlink.com www.reachctr.org
Source: REACH INSTITUTE
Inputdate: 2003-05-30 16:14:00
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Title: REACH INSTITUTE for K-12 EDUCATORS
Body: REACH INSTITUTE for K-12 EDUCATORS JUNE 19-20, 2003 Hampton Inn and Suites, Seattle Center, 700 5th Avenue North, Seattle Explore the basic principles and concepts of multicultural awareness through a combination of hands-on activities and lectures. $300. Information: (360)403-9631 or (800)205-4932 or reach@nwlink.com www.reachctr.org
Source: REACH INSTITUTE
Inputdate: 2003-05-30 16:14:00
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205
Content Type: 1
Title: TESOL : July 11- 13, 2003 Denver, CO - University of Colorado at Denver
Body: July 11- 13, 2003 Denver, CO - University of Colorado at Denver Teachers of English to Speakers of Other Languages, Inc. (TESOL) Event Description: TESOL academies are practical workshops for today's and tomorrow's TESOL professional. They are designed by TESOL professionals, for TESOL professionals. In 12 hours of intensive, focused training on a topic of your choice, you can experience the latest techniques and practices in teaching ESOL. Contact Information: Teachers of English to Speakers of Other Languages (TESOL) 700 South Washington Street, Suite 200 Alexandria, Virginia 22314 USA Tel. 703-836-0774, Fax 703-836-7864 Contact Email: info@tesol.org Event URL: http://www.tesol.org/edprg/2003/index.html
Source: TESOL
Inputdate: 2003-05-31 16:17:00
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Expdate: 2003-07-12 00:00:00
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Title: TESOL : July 11- 13, 2003 Denver, CO - University of Colorado at Denver
Body: July 11- 13, 2003 Denver, CO - University of Colorado at Denver Teachers of English to Speakers of Other Languages, Inc. (TESOL) Event Description: TESOL academies are practical workshops for today's and tomorrow's TESOL professional. They are designed by TESOL professionals, for TESOL professionals. In 12 hours of intensive, focused training on a topic of your choice, you can experience the latest techniques and practices in teaching ESOL. Contact Information: Teachers of English to Speakers of Other Languages (TESOL) 700 South Washington Street, Suite 200 Alexandria, Virginia 22314 USA Tel. 703-836-0774, Fax 703-836-7864 Contact Email: info@tesol.org Event URL: http://www.tesol.org/edprg/2003/index.html
Source: TESOL
Inputdate: 2003-05-31 16:17:00
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206
Content Type: 1
Title: SLRF 2003 -- Second Language Acquisition and Teaching
Body: October 16-19, 2003 Tucson, AZ The Second Language Research Forum (SLRF) is a conference which brings together researchers in second language acquisition (SLA) from all over the world. It provides a venue for established scholars and graduate students to present work on a wide variety of theoretical and empirical issues in SLA including cognitive, linguistic and sociolinguistic SLA research conducted in both laboratory and classroom settings. Contact Information: SLRF 2003 -- Second Language Acquisition and Teaching Transitional Office Building -- Room 208 1731 East 2nd Street P.O. Box 210014 The University of Arizona Tucson, AZ 85721-0014 Contact Email: slrf2003@u.arizona.edu Event URL: http://www.coh.arizona.edu/slrf2003/
Source: SLRF
Inputdate: 2003-05-31 16:19:00
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Title: SLRF 2003 -- Second Language Acquisition and Teaching
Body: October 16-19, 2003 Tucson, AZ The Second Language Research Forum (SLRF) is a conference which brings together researchers in second language acquisition (SLA) from all over the world. It provides a venue for established scholars and graduate students to present work on a wide variety of theoretical and empirical issues in SLA including cognitive, linguistic and sociolinguistic SLA research conducted in both laboratory and classroom settings. Contact Information: SLRF 2003 -- Second Language Acquisition and Teaching Transitional Office Building -- Room 208 1731 East 2nd Street P.O. Box 210014 The University of Arizona Tucson, AZ 85721-0014 Contact Email: slrf2003@u.arizona.edu Event URL: http://www.coh.arizona.edu/slrf2003/
Source: SLRF
Inputdate: 2003-05-31 16:19:00
Lastmodifieddate: 2003-05-31 16:19:00
Expdate: 2003-10-17 00:00:00
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