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Title: Latino Student Success and Parent Involvement
Body: From: "Anselmo Villanueva"
New Video Fosters Latino Student Success and Parent Involvement
7 Secretos Escolares: Guia Familiar Para el Exito Escolar (7 Secrets of School Success: A Family Guide to School Success) is a new video designed to help get parents involved in their children's education and promote academic success for children seven years old and up.
Funded by a research and development grant from the National Institute of Child Health and Human Development, the evaluation component of the research found that students whose families participated in the program compared to control-group families reported spending more time studying, and their teachers reported that they completed more of their assigned homework.
7 Secretos Escolares, featuring Latino actors and an original Latin
soundtrack, is a lively and engaging program that appeals to parents and students alike.
For more information about the program go to
http://www.lookiris.com/secretos.html , call toll free 1-877-343-4747, or email nell@lookiris.com or blittman@lookiris.com.
Source: National Institute of Child Health and Human Development
Inputdate: 2003-10-03 09:44:00
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Title: Latino Student Success and Parent Involvement
Body: From: "Anselmo Villanueva"
Source: National Institute of Child Health and Human Development
Inputdate: 2003-10-03 09:44:00
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Title: NCELA Newsline - September 30, 2003
Body: From: "NCELA Newsline"
Read this online at:
http://www.ncela.gwu.edu/newsline
OELA NEWSLINE - September 30, 2003
Items in this issue:
I. No Child Left Behind Update
- Reminder: OELA Summit II
II. News in the Nation
- 2004 National Charter Schools Conference Conference Topic Survey
- Bilingual Education Lags for Vietnamese
- Connecting with Disconnected Parents
- Funding Opportunities from the U.S. Department of Education
- Kindergarten Plus Aids ESL Students
- Latino Parents Confront Barriers
- States Receive Reading Grant Funds
- The Power Hour Strengthens Test Scores
III. Research, Publications, and Resources
- 3rd Annual National Inclusive Schools Week to Focus on Families
- A Test of Three Language Hypotheses
- Crime Prevention Mentoring Kits: Spanish and English
- New Video Program Promotes Latino Parent Involvement
IV. Education Conferences
- 2004 Iowa Culture and Language Conference (ICLC)
- TexTESOL Region IV Conference 2003
V. Job Opportunities
- GA: Georgia Southern University
Source: NCELA
Inputdate: 2003-10-03 09:51:00
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Title: NCELA Newsline - September 30, 2003
Body: From: "NCELA Newsline"
Source: NCELA
Inputdate: 2003-10-03 09:51:00
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626
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Title: Assistant Professor, Elementary Education/Special Education
Body: From: Georgia Southern University, Department of Teaching and Learning Georgia Southern University, a member of the University System of Georgia, is the largest and most comprehensive center of higher education in the southern half of Georgia serving over 15,000 students. The University offers 130 degree programs at the baccalaureate, master's, and doctoral levels through seven colleges. Founded in 1906, Georgia Southern became a regional university in 1990. The 634-acre campus is located in Statesboro, a community of approximately 30,000 residents, 50 miles northwest of historic Savannah and 200 miles southeast of Atlanta. Screening of applications will begin November 3, 2003. All appointments are made pending Board of Regents approval. All positions are tenure-track and are available August 1, 2004. Competitive salary with excellent benefits. Positions may require off-campus, distance-learning, and/or on-line teaching. The names of applicants and nominees, vitae and other non-evaluative information may be open to public inspection under the Georgia Open Records Law. Individuals who need reasonable accommodations under the ADA in order to participate in the application process should contact the search chair. Requirements: 1. an earned doctorate in Elementary Education, Special Education, Curriculum and Instruction, or closely related field; 2. three years teaching experience in grades K-5; 3. and academic preparation in both special education and elementary education. Preferred Qualifications: 1. supervision of field-based experiences; 2. working with a diverse student body; 3. and use of technology in instruction. Duties 1. teaching undergraduate and graduate level courses on campus or off campus; 2. academic advisement of graduate students; 3. scholarly productivity, 4. supervision of field-based experiences; 5. work in partnerships with local schools; 6. and involvement in professional organizations. Send (1) letter of application addressing the qualifications sited; (2) at least three names, addresses, and telephone numbers of current references; (3) a complete curriculum vitae; and (4) complete official transcripts. For more information or to apply for the position, contact: Dr. Susan Franks Search Chair, Department of Teaching and Learning Georgia Southern University P. O. Box 8134 Statesboro, GA 30460 Email: sfranks@gasou.edu http://www.GeorgiaSouthern.edu/ http://chronicle.com/jobs/profiles/911.htm
Source: Georgia Southern University, Statesboro, GA
Inputdate: 2003-10-03 09:56:00
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Title: Assistant Professor, Elementary Education/Special Education
Body: From: Georgia Southern University, Department of Teaching and Learning Georgia Southern University, a member of the University System of Georgia, is the largest and most comprehensive center of higher education in the southern half of Georgia serving over 15,000 students. The University offers 130 degree programs at the baccalaureate, master's, and doctoral levels through seven colleges. Founded in 1906, Georgia Southern became a regional university in 1990. The 634-acre campus is located in Statesboro, a community of approximately 30,000 residents, 50 miles northwest of historic Savannah and 200 miles southeast of Atlanta. Screening of applications will begin November 3, 2003. All appointments are made pending Board of Regents approval. All positions are tenure-track and are available August 1, 2004. Competitive salary with excellent benefits. Positions may require off-campus, distance-learning, and/or on-line teaching. The names of applicants and nominees, vitae and other non-evaluative information may be open to public inspection under the Georgia Open Records Law. Individuals who need reasonable accommodations under the ADA in order to participate in the application process should contact the search chair. Requirements: 1. an earned doctorate in Elementary Education, Special Education, Curriculum and Instruction, or closely related field; 2. three years teaching experience in grades K-5; 3. and academic preparation in both special education and elementary education. Preferred Qualifications: 1. supervision of field-based experiences; 2. working with a diverse student body; 3. and use of technology in instruction. Duties 1. teaching undergraduate and graduate level courses on campus or off campus; 2. academic advisement of graduate students; 3. scholarly productivity, 4. supervision of field-based experiences; 5. work in partnerships with local schools; 6. and involvement in professional organizations. Send (1) letter of application addressing the qualifications sited; (2) at least three names, addresses, and telephone numbers of current references; (3) a complete curriculum vitae; and (4) complete official transcripts. For more information or to apply for the position, contact: Dr. Susan Franks Search Chair, Department of Teaching and Learning Georgia Southern University P. O. Box 8134 Statesboro, GA 30460 Email: sfranks@gasou.edu http://www.GeorgiaSouthern.edu/ http://chronicle.com/jobs/profiles/911.htm
Source: Georgia Southern University, Statesboro, GA
Inputdate: 2003-10-03 09:56:00
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Title: TexTESOL Region IV Conference 2003
Body: From: NCELA TexTESOL Region IV Conference 2003 Pathway to Language Learning through the ARTS October 11, 2003 Houston, TX For more information, contact: Mary Brush 301 Wilcrest #3501 Houston, TX 77042 Tel: (713) 416-3360 Email: brushm@springbranchisd.com
Source: TexTESOL
Inputdate: 2003-10-03 09:59:00
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Title: TexTESOL Region IV Conference 2003
Body: From: NCELA TexTESOL Region IV Conference 2003 Pathway to Language Learning through the ARTS October 11, 2003 Houston, TX For more information, contact: Mary Brush 301 Wilcrest #3501 Houston, TX 77042 Tel: (713) 416-3360 Email: brushm@springbranchisd.com
Source: TexTESOL
Inputdate: 2003-10-03 09:59:00
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Title: 2004 Iowa Culture and Language Conference (ICLC)
Body: From: NCELA 2004 Iowa Culture and Language Conference (ICLC) February 18-19, 2004 Airport Holiday Inn Conference Center Des Moines, IA For more information, contact: Helene Grossman Conference Coordinator Heartland AEA 11 6500 Corporate Drive Johnston, Iowa 50131-1603 Tel: (515) 270-9030, ext. 4635 or (800) 255-0405, ext. 4635 Email: hgrossman@aeall.k12.ia.us http://www.state.ia.us/educate/ecese/is/ell/calendar.html
Source: Iowa Department of Education
Inputdate: 2003-10-03 10:04:00
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Title: 2004 Iowa Culture and Language Conference (ICLC)
Body: From: NCELA 2004 Iowa Culture and Language Conference (ICLC) February 18-19, 2004 Airport Holiday Inn Conference Center Des Moines, IA For more information, contact: Helene Grossman Conference Coordinator Heartland AEA 11 6500 Corporate Drive Johnston, Iowa 50131-1603 Tel: (515) 270-9030, ext. 4635 or (800) 255-0405, ext. 4635 Email: hgrossman@aeall.k12.ia.us http://www.state.ia.us/educate/ecese/is/ell/calendar.html
Source: Iowa Department of Education
Inputdate: 2003-10-03 10:04:00
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Title: 2004 Iowa Culture and Language Conference (ICLC)
Body: From: NCELA Proposals deadline: October 28, 2003 2004 Iowa Culture and Language Conference (ICLC) February 18-19, 2004 Airport Holiday Inn Conference Center Des Moines, IA For more information, contact: Helene Grossman Conference Coordinator Heartland AEA 11 6500 Corporate Drive Johnston, Iowa 50131-1603 Tel: (515) 270-9030, ext. 4635 or (800) 255-0405, ext. 4635 Email: hgrossman@aeall.k12.ia.us http://www.state.ia.us/educate/ecese/is/ell/calendar.html
Source: Iowa Department of Education
Inputdate: 2003-10-03 10:06:00
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Title: 2004 Iowa Culture and Language Conference (ICLC)
Body: From: NCELA Proposals deadline: October 28, 2003 2004 Iowa Culture and Language Conference (ICLC) February 18-19, 2004 Airport Holiday Inn Conference Center Des Moines, IA For more information, contact: Helene Grossman Conference Coordinator Heartland AEA 11 6500 Corporate Drive Johnston, Iowa 50131-1603 Tel: (515) 270-9030, ext. 4635 or (800) 255-0405, ext. 4635 Email: hgrossman@aeall.k12.ia.us http://www.state.ia.us/educate/ecese/is/ell/calendar.html
Source: Iowa Department of Education
Inputdate: 2003-10-03 10:06:00
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Title: A Test of Three Language Hypotheses
Body: From: Language Learning Three hypotheses related to second language acquisition were tested in a study of "Processing Difficulty in Comprehension and Production of Relative Clauses by Learners of English as a Second Language": * Kennan and Comrie's (1977) Noun Phrase Accessibility Hierarchy Hypothesis (NPAH) * Kuno's (1974) Perceptual Difficulty Hypothesis (PDH) * Hamilton's (1994) SO Hierarchy Hypothesis (SOHH) Each hypothesis predicts the relative difficulty of processing different relative clause sentences. To test each, researcher Shinichi Izumi used data from 61 adult English language learners who had participated in a larger study of the processing of relative clauses. Results showed full support for the PDH and mixed support for the NPAH and SOHH. This article appears in the June 2003 issue of "Language Learning," Volume 53 (2), 285-323. "Language Learning" is a publication of Blackwell Publishing. More information, including article abstracts, is available online at: http://www.blackwellpublishing.com/journal.asp?ref=0023-8333
Source: Language Learning
Inputdate: 2003-10-03 10:09:00
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Title: A Test of Three Language Hypotheses
Body: From: Language Learning Three hypotheses related to second language acquisition were tested in a study of "Processing Difficulty in Comprehension and Production of Relative Clauses by Learners of English as a Second Language": * Kennan and Comrie's (1977) Noun Phrase Accessibility Hierarchy Hypothesis (NPAH) * Kuno's (1974) Perceptual Difficulty Hypothesis (PDH) * Hamilton's (1994) SO Hierarchy Hypothesis (SOHH) Each hypothesis predicts the relative difficulty of processing different relative clause sentences. To test each, researcher Shinichi Izumi used data from 61 adult English language learners who had participated in a larger study of the processing of relative clauses. Results showed full support for the PDH and mixed support for the NPAH and SOHH. This article appears in the June 2003 issue of "Language Learning," Volume 53 (2), 285-323. "Language Learning" is a publication of Blackwell Publishing. More information, including article abstracts, is available online at: http://www.blackwellpublishing.com/journal.asp?ref=0023-8333
Source: Language Learning
Inputdate: 2003-10-03 10:09:00
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Title: 3rd Annual National Inclusive Schools Week
Body: From: NCELA 3rd Annual National Inclusive Schools Week to Focus on Families The 3rd Annual National Inclusive Schools Week will be celebrated December 1-5, 2003, in classrooms, schools, and communities throughout the country to highlight the nation's progress in providing a quality education to an increasingly diverse student population, particularly to those who have disabilities. During the last two years, National Inclusive Schools Week has involved tens of thousands of participants in more than 5,000 schools and school districts in nearly all 50 states. The Week is sponsored by the National Institute for Urban School Improvement, a project of the U. S. Department of Education's Office of Special Education Programs. National Inclusive Schools Week emphasizes the message "Inclusive Schools: Good for Kids, Families, and Communities." This year, the Week will focus on families, and the importance of developing inclusive schools where families are welcomed, respected, and engaged. To help schools and communities plan events and activities for the Week, the National Institute is offering an updated Celebration Kit containing publications that outline the benefits of inclusive schools, suggested readings for children and adults, celebration ideas and lesson plans, and materials to use in promoting the Week. The 2003 Kit also will include specific ideas for family celebrations, classroom and school celebration ideas that honor the diverse heritages and cultures of the nation's children, and suggestions for improving family-school linkages. The free kit will be available for downloading from the National Institute's Web site in early fall. A CD-ROM version is available for purchase. For more information, contact: Bonnie Johnson Barry Email: niusi@edc.org Or visit: http://www.inclusiveschools.org
Source: National Institute for Urban School Improvement,
Inputdate: 2003-10-03 10:23:00
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Title: 3rd Annual National Inclusive Schools Week
Body: From: NCELA 3rd Annual National Inclusive Schools Week to Focus on Families The 3rd Annual National Inclusive Schools Week will be celebrated December 1-5, 2003, in classrooms, schools, and communities throughout the country to highlight the nation's progress in providing a quality education to an increasingly diverse student population, particularly to those who have disabilities. During the last two years, National Inclusive Schools Week has involved tens of thousands of participants in more than 5,000 schools and school districts in nearly all 50 states. The Week is sponsored by the National Institute for Urban School Improvement, a project of the U. S. Department of Education's Office of Special Education Programs. National Inclusive Schools Week emphasizes the message "Inclusive Schools: Good for Kids, Families, and Communities." This year, the Week will focus on families, and the importance of developing inclusive schools where families are welcomed, respected, and engaged. To help schools and communities plan events and activities for the Week, the National Institute is offering an updated Celebration Kit containing publications that outline the benefits of inclusive schools, suggested readings for children and adults, celebration ideas and lesson plans, and materials to use in promoting the Week. The 2003 Kit also will include specific ideas for family celebrations, classroom and school celebration ideas that honor the diverse heritages and cultures of the nation's children, and suggestions for improving family-school linkages. The free kit will be available for downloading from the National Institute's Web site in early fall. A CD-ROM version is available for purchase. For more information, contact: Bonnie Johnson Barry Email: niusi@edc.org Or visit: http://www.inclusiveschools.org
Source: National Institute for Urban School Improvement,
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Title: The Power Hour Strengthens Test Scores
Body: From: NCELA Darell Edward Ehrlick reports in The Herald Journal on a reading program called 'The Power Hour', which stands for "power occurs when every resource has opportunity to unite reading." With the assistance of university education students, trained volunteers, ESL instructors, and reading specialists, every student reads for at least an hour a day, every day of the school year. Although not an easy sell to teachers at first because it is so time-consuming, according to Principal Sundee Ware the initiator of the program, the program's one-hour per day investment paid off in huge dividends (at Wilson Elementary, her former school), and test scores started eclipsing statewide averages. The way the program works is each student in the school is assigned to a group of three to five students according to ability level. Thus, those students excelling in vocabulary or reading work with others who excel; and struggling students work in smaller groups of students that focus on the area(s) they are struggling with. According to Ware, an important characteristic of this program is the ability to assess each child's progress and adapt to the results right away. To read the entire article, visit: http://hjnews.townnews.com/articles/2003/09/24/news/news02.txt
Source: The Herald Journal
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Title: The Power Hour Strengthens Test Scores
Body: From: NCELA Darell Edward Ehrlick reports in The Herald Journal on a reading program called 'The Power Hour', which stands for "power occurs when every resource has opportunity to unite reading." With the assistance of university education students, trained volunteers, ESL instructors, and reading specialists, every student reads for at least an hour a day, every day of the school year. Although not an easy sell to teachers at first because it is so time-consuming, according to Principal Sundee Ware the initiator of the program, the program's one-hour per day investment paid off in huge dividends (at Wilson Elementary, her former school), and test scores started eclipsing statewide averages. The way the program works is each student in the school is assigned to a group of three to five students according to ability level. Thus, those students excelling in vocabulary or reading work with others who excel; and struggling students work in smaller groups of students that focus on the area(s) they are struggling with. According to Ware, an important characteristic of this program is the ability to assess each child's progress and adapt to the results right away. To read the entire article, visit: http://hjnews.townnews.com/articles/2003/09/24/news/news02.txt
Source: The Herald Journal
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Title: States Receive Reading Grant Funds
Body: From: NCELA The U.S. Department of Education recently announced that two states and the Bureau of Indian Affairs (BIA) are receiving Reading First grants. These grants help schools and districts improve children's reading achievement through scientifically proven methods of instruction. Grant recipients are: * BIA, $9.4 million, $30.4 million over six years * Missouri, 29.2 million, $108 million over six years * Nebraska, $6.2 million, $23.8 million over six years For further information on the BIA, visit: http://www.ed.gov/news/pressreleases/2003/09/09242003.html For further information on Missouri, visit: http://www.ed.gov/news/pressreleases/2003/09/09252003.html For further information on Nebraska, visit: http://www.ed.gov/news/pressreleases/2003/09/09262003.html Or contact: Elaine Quesinberry Tel: (202) 401-1576
Source: US DOE
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Title: States Receive Reading Grant Funds
Body: From: NCELA The U.S. Department of Education recently announced that two states and the Bureau of Indian Affairs (BIA) are receiving Reading First grants. These grants help schools and districts improve children's reading achievement through scientifically proven methods of instruction. Grant recipients are: * BIA, $9.4 million, $30.4 million over six years * Missouri, 29.2 million, $108 million over six years * Nebraska, $6.2 million, $23.8 million over six years For further information on the BIA, visit: http://www.ed.gov/news/pressreleases/2003/09/09242003.html For further information on Missouri, visit: http://www.ed.gov/news/pressreleases/2003/09/09252003.html For further information on Nebraska, visit: http://www.ed.gov/news/pressreleases/2003/09/09262003.html Or contact: Elaine Quesinberry Tel: (202) 401-1576
Source: US DOE
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