Home » Contents

Contents

Displaying 271-280 of 28843 results.
Contentid: 299
Content Type: 1
Title: Class Size Limits: Information from Canada
Body: From: "Karen Christiansen" Class Size...Does it Count? You may want to look at the web site of the British Columbia Teachers' Federation, regarding changes made to provincial legislation about 18 months ago. We previously HAD negotiated limits on class size and other points, but the BC government changed all the agreements and removed many of these negotiated points, including class size limits. Well, without climbing right onto the soap box to continue to rant ... I'll just refer you to the web site: http://www.bctf.bc.ca/action/cuts/ Karen Christiansen
Source: Karen Christiansen
Inputdate: 2003-06-23 10:35:00
Lastmodifieddate: 2003-06-23 10:35:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 300
Content Type: 1
Title: French/Spanish Probationary Position for 03-04 school year
Body: From: "M Tomlinson" French / Spanish position Mount Sinai, Long Island, New York The Mount Sinai School District is looking for a qualified French/Spanish teacher. NYS Certification is required. Email resumes to: Marie Tomlinson, Foreign Language Facilitator Mount Sinai High School North Country Road Mount Sinai, NY 11766 phone (631) 473-1991 Ext.175 mtomlinson@mtsinai.k12.ny.us
Source: Mount Sinai High School, NY
Inputdate: 2003-06-23 10:39:00
Lastmodifieddate: 2003-06-23 10:39:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 301
Content Type: 1
Title: Teaching Foreign Languages to LD and Other Special Ed Students
Body: From: "Kathleen Heitzler" In Illinois, because the State Board of Ed. added a requirement that every teacher has to accumulate 17-24 CPDU's (professional development units) dealing with your field of teaching and special education, the state affiliate of ACTFL, ICTFL, is offering workshops on teaching Foreign Languages to LD and other Special Ed students. There is one this summer in June, and I went to one in Feb. So I suggest that you find out if your state affiliate offers workshops in this area, or will offer them at the next state conference. Also check with the state affiliate of AAT (French, German, Spanish-Portuguese, etc.). The national conference of the AATSP is in Chicago the end of July and there are numerous workshops and seminars offered, and I think a few deal with teaching Sp. Ed. students. Also, ask your version of the state's regional/county offices of Ed. to see if they offer workshops, and ask professors/mentors/any & all teachers near you if they know of workshops/seminars/books.
Source: FL Teach
Inputdate: 2003-06-23 10:49:00
Lastmodifieddate: 2003-06-23 10:49:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 302
Content Type: 1
Title: FL Teacher Openings in California
Body: From: "Lewis Johnson" 11 NEW job openings in California. I¹ve just added 11 new job openings to the California Language Teachers Association¹s Jobs Bulletin Board. These openings include Spanish, French, and Japanese. If you¹d like to browse these new openings and openings already listed, go to http://www.teachforlang.net/ The Jobs Bulletin Board is a free service sponsored by the California Language Teachers Association. At this site you can list openings from your school/district. If you¹re looking for a job, you can list your name as a candidate. Lewie Johnson lewis_johnson@eee.org
Source: Lewie Johnson
Inputdate: 2003-06-23 10:52:00
Lastmodifieddate: 2003-06-23 10:52:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 303
Content Type: 1
Title: Professor of Applied Linguistics
Body: From: "Christopher J. Hall" UNIVERSIDAD DE LAS AMERICAS, PUEBLA School of Arts and Humanities Department of Languages PROFESSOR OF APPLIED LINGUISTICS The University of the Americas, Puebla, Mexico, invites applications for the position of full-time professor of Applied Linguistics in the Department of Languages. The successful candidate will have a completed Doctoral degree in Applied Linguistics, with a specialisation in psycholinguistics, second language acquisition or teaching, or a related area. She or he will have experience teaching applied linguistics and a second language (English, Spanish, French, or German) at the university level. The position involves two areas of responsibility: (a) teaching applied linguistics in the B.A. in Language and Applied Linguistics and the M.A. in Applied Linguistics programs; and (b) teaching second language courses for undergraduates studying other majors. The distribution of courses assigned from the two areas will vary semesterly according to the needs of the Department. The successful candidate will have published in international forums in their area of specialisation, and will be expected to direct research projects, including student theses. If s/he is not already a member of the Sistema Nacional de Investigadores (Mexican National System of Researchers, SNI), s/he will be expected to apply for membership in the first competition announced after his/her appointment. In the language teaching area, s/he will have experience in curriculum design, testing, and teacher training, and will be committed to the consolidation of the relevant language program at the national and international levels. The position requires near-native proficiency in English and, for non-fluent speakers of Spanish, a commitment to achieve professional competence in the language. All official business in the department is conducted in Spanish. The appointment (initially for one year, but renewable) will start in August, 2003, for the Fall semester. Applications will be accepted until June 23, or until the position is filled. Benefits include company car, the possibility of subsidised on-campus housing, and private life and health insurance, as well as those benefits prescribed by law (social security, retirement plan, savings plan, and annual bonus). Rank and salary will be commensurate with experience and qualifications. The Department of Languages offers an M.A. degree in Applied Linguistics, a B.A. degree in Language and Applied Linguistics (opening in August 2004) as well as English, French, Spanish, Latin, German, Japanese, and Italian as part of the Language Requirement for all UDLA undergraduate students. The Department’s Language Learning Centre supports these activities. The department’s research staff are all SNI members, teach on average between 7.5 and 10 hours per week, and articipate in all departmental and institutional activities, with working hours from 08:00 to 17:00, Monday to Friday. Interested candidates should send the following documents (preferably by e-mail) to the Search Committee Chair, at the address indicated. (a) Letter of application (b) Current curriculum vitae (c) Names of three academic referees (with e-mail addresses) Dr. Christopher J. Hall Universidad de las Américas, Puebla Sta. Catarina Mártir 72820 Puebla, México Tel.: +52 (222) 229 3105 Fax: +52 (222) 229 3062 e-mail: chris@mail.udlap.mx Univeristy website: http://info.udlap.mx The UDLA is a private university of 8000 students, with B.A., M.A., and Ph.D. programs, and is accredited in the U.S.A. by the Southern Association of Colleges and Schools. It is situated in the historic city of Cholula, 10 minutes from the state capital, Puebla, and 2 hours from Mexico City.
Source: UNIVERSIDAD DE LAS AMERICAS, PUEBLA, Mexico
Inputdate: 2003-06-23 10:56:00
Lastmodifieddate: 2003-06-23 10:56:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 304
Content Type: 1
Title: Long Term FLES Spanish Substitute Needed
Body: From: "Kristen Miles" Hello. Allendale Public Schools is a small school district in West Michigan. We are seeking a long-term substitute for our First- through Fifth-Grade Spanish FLES program. This position would begin in January 2004 and extend through the end of the school year with a possibility for continuing the next school year. Please respond off-list if interested to: Kristen Miles World Langauges Department Allendale Public Schools MilesKriDK@aol.com telephone 616-365-1817
Source: Allendale Public Schools, MI
Inputdate: 2003-06-23 11:00:00
Lastmodifieddate: 2003-06-23 11:00:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 306
Content Type: 1
Title: Status and Trends in the Education of Hispanics
Body: From: "Anselmo Villanueva" The Hispanic population in the United States is growing rapidly and will soon become the largest minority group, surpassing the Black population by 2005. Hispanics have made gains in several key education areas in the past 20 years, but despite these gains, gaps in academic performance between Hispanic and non-Hispanic White students remain. Status and Trends in the Education of Hispanics examines the current condition and recent trends in the educational status of Hispanics in the United States. Selected sections are presented in this web edition of this report. Read this online at: http://nces.ed.gov/pubs2003/hispanics/
Source: National Center for Education Statistics, 2003
Inputdate: 2003-06-26 10:04:00
Lastmodifieddate: 2003-06-26 10:04:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 307
Content Type: 1
Title: Leading for Diversity:How School Leaders Achieve Racial and Ethnic Harmony
Body: From: "Anselmo Villanueva" http://www.cal.org/crede/pubs/ResBrief6.htm "People would like to see our race problem disappear. And the way they think it's going to disappear is by not talking about it. But the real way you make it disappear is by talking about it, learning about it, and understanding it, and then you'll see a change, not just by ignoring it." - a 12th grade student The Leading for Diversity research project emerged from a Principals' Forum developed by ARC Associates in 1995. Participating principals expressed a need for successful strategies to implement in their schools: strategies to dispel racial tensions, class conflict, and violence (particularly violence related to race or ethnicity); to create a vision that includes students of diverse backgrounds; and to increase staff members' understanding of cultural differences. These principals were among a growing number of educators aware of a lack of attention to diversity issues in the preparation of school leaders. Administrative preparation programs have traditionally emphasized management skills (Fullan 1999) and have not given adequate attention to the need to mediate the new diversity that characterizes many urban and suburban schools (Contreras, 1992). The Leading for Diversity work builds on Allport's theory of equal status contact (1954), Maslow's hierarchy of needs (1968), theories of racial identity development (Tatum, 1997), and multicultural inclusion theory (Banks, 1993) in an effort to integrate diversity issues in the theory and practice of leadership. To inform the future preparation of school leaders, CREDE researchers at ARC designed a 3-year study to document the approaches of school leaders who are proactive in addressing racial/ethnic tensions in schools and in encouraging positive interethnic relations. Although the study focused on race/ethnic relations, we assume there is an underlying commonality among all forms of intolerance and oppression, whether people are the subject of harassment because of race/ethnicity, gender, sexual orientation, physical disabilities, or any other kind of "difference." This research brief presents six of the key findings from the study. The researchers used a nomination process to select 21 schools representing different levels (e.g., elementary, high) and geographic regions of the U.S. To be considered for the study, schools had to have (1) at least three ethnic groups; (2) a tangible history of interethnic conflict, either in the school or community; and (3) leadership that was implementing innovative approaches to prevent racial/ethnic conflict and improve interethnic relations. The researchers conducted qualitative case studies of these schools to describe approaches used by school leaders in different contexts, collecting data that included interviews with 1009 individuals, observations of 441 classes and other school and community events, and relevant school documents and records.
Source: Rosemary C. Henze, ARC Associates (June 2000)
Inputdate: 2003-06-26 10:08:00
Lastmodifieddate: 2003-06-26 10:08:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 308
Content Type: 1
Title: HS Spanish position
Body: From: "Dr. Lori Langer de Ramirez" Dear colleagues, We are looking for a High School Spanish teacher for September, 2003. Herricks High School is part of a small public school district on Long Island (only a short drive from New York City). Our students are high-powered and motivated and we offer very competitive salaries. If you are interested (and hold a NYS Spanish 7-12 teaching license), please send a resume an letter of interest to me at the following email address: lramirez@herricks.org Thanks! Dr. Lori Langer de Ramirez Chair, ESL and World Languages Herricks Public Schools 100 Shelter Rock Road New Hyde Park, NY 10040
Source: Long Island, NY
Inputdate: 2003-06-26 10:16:00
Lastmodifieddate: 2003-06-26 10:16:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Contentid: 309
Content Type: 1
Title: 3 teaching positions available - teachers needed
Body: From: "HEDY MINERBO" Manhasset, an excellent district on Long Island (New York) will have three openings for next year. If you would be interested in one of the following positions, please send resumes to me at hminerbo@manhasset.k12.ny.us or 200 Memorial Place, Manhasset, NY 11030 ASAP NYS certification is required for all positions: 1 position - FLES (Spanish) 1 position - Secondary - French/Spanish dual certified 1 position - Secondary - Spanish Thank you, Hedy Minerbo
Source: Manhasset, Long Island
Inputdate: 2003-06-26 10:21:00
Lastmodifieddate: 2003-06-26 10:21:00
Expdate:
Publishdate:
Displaydate:
Active: 1
Emailed: 1
Isarchived: 1
Go to page: