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744
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Title: Interactive Website for Adult Education Practitioners
Body: From: National Institute For Literacy Interactive Website for Adult Education Practitioners Teachers: This site will help you make good decisions about how to teach adults with low literacy skills. http://www.nifl.gov/readingprofiles/
Source: NIFL
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Title: Interactive Website for Adult Education Practitioners
Body: From: National Institute For Literacy Interactive Website for Adult Education Practitioners Teachers: This site will help you make good decisions about how to teach adults with low literacy skills. http://www.nifl.gov/readingprofiles/
Source: NIFL
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745
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Title: World Education
Body: From: NCSALL World Education/NCSALL * Connecting Research and Practice Volume 6, Issue C * September 2003 * Curriculum Development http://ncsall.gse.harvard.edu/fob/2003/fob_6c.htm
Source: NCSALL
Inputdate: 2003-10-30 20:31:00
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Title: World Education
Body: From: NCSALL World Education/NCSALL * Connecting Research and Practice Volume 6, Issue C * September 2003 * Curriculum Development http://ncsall.gse.harvard.edu/fob/2003/fob_6c.htm
Source: NCSALL
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Title: Assessing English Language Learners
Body: From:NCELA Assessing English Language Learners Lorraine Valdez-Pierce's Assessing English Language Learners, published by the National Education Association (NEA), discusses the importance of educators, when testing English language learners, going beyond traditional practices because they only provide a limited amount of useful information. What are most effective, instead, the author says, are "embedded in instruction" and classroom-based assessment practices. This book is an installment of the NEA's Student Assessment Series and is meant to assist educators from preschool to graduate studies in improving their skills and knowledge in student achievement and assessment. Chapters include: English language learners, second language acquisition, standardized tests, performance-based assessments, scoring tools, and professional development. For more information, visit: http://home.nea.org/books/showitem.cfm?pubid=197
Source: Lorraine Valdez-Pierce
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Title: Assessing English Language Learners
Body: From:NCELA Assessing English Language Learners Lorraine Valdez-Pierce's Assessing English Language Learners, published by the National Education Association (NEA), discusses the importance of educators, when testing English language learners, going beyond traditional practices because they only provide a limited amount of useful information. What are most effective, instead, the author says, are "embedded in instruction" and classroom-based assessment practices. This book is an installment of the NEA's Student Assessment Series and is meant to assist educators from preschool to graduate studies in improving their skills and knowledge in student achievement and assessment. Chapters include: English language learners, second language acquisition, standardized tests, performance-based assessments, scoring tools, and professional development. For more information, visit: http://home.nea.org/books/showitem.cfm?pubid=197
Source: Lorraine Valdez-Pierce
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Title: Benefiting from Dual Language Programs
Body: From: NCELA Benefiting from Dual Language Programs Vol. 61 (2), pp. 61-64 Wayne P. Thomas and Virginia P. Collier's article "The Multiple Benefits of Dual Language" in the October 2003 issue of Educational Leadership discusses the different kinds of dual-language programs and why these programs, if designed correctly, hold advantages for both native English speakers and English learners over traditional transitional and English-immersion programs. After listing the characteristics of effective programs, Thomas and Collier give the reasons for the growing popularity of them now as opposed to the past. Dual-language programs, they state, offer some advantages over traditional programs, such as: 1. English learners are provided with a mainstream academic curriculum that results in "full English proficiency and curricular mastery." 2. Students receive inclusive, unifying and integrated educational experiences for students as opposed to the "divisive education characteristics of traditional" programs. 3. The resulting cultural exchange expands the cultural horizons of students. 4. Native English speakers perform better academically than mainstream students. In the conclusion, they offer recommendations for education leaders, some of which are: 1. Schools using a transitional bilingual program should upgrade to a one-way or two-way dual-language program. 2. No-Child-Left-Behind data collection should be supplemented with "well-designed longitudinal comparisons of how the same students fare over time." 3. Improve in-place programs by adding features from dual-language program guidelines. 4. Teachers should receive professional development and preparation focusing on the particulars of dual-language program implementation. By implementing a dual-language program or at least some features of one, the authors conclude that schools can expect great academic improvements in both their English learners and native English speakers. To download the article (for a small fee), visit: http://www.ascd.org/publications/ed_lead/200310/abstracts.html
Source: Wayne P. Thomas and Virginia P. Collier
Inputdate: 2003-10-30 21:41:00
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Title: Benefiting from Dual Language Programs
Body: From: NCELA Benefiting from Dual Language Programs Vol. 61 (2), pp. 61-64 Wayne P. Thomas and Virginia P. Collier's article "The Multiple Benefits of Dual Language" in the October 2003 issue of Educational Leadership discusses the different kinds of dual-language programs and why these programs, if designed correctly, hold advantages for both native English speakers and English learners over traditional transitional and English-immersion programs. After listing the characteristics of effective programs, Thomas and Collier give the reasons for the growing popularity of them now as opposed to the past. Dual-language programs, they state, offer some advantages over traditional programs, such as: 1. English learners are provided with a mainstream academic curriculum that results in "full English proficiency and curricular mastery." 2. Students receive inclusive, unifying and integrated educational experiences for students as opposed to the "divisive education characteristics of traditional" programs. 3. The resulting cultural exchange expands the cultural horizons of students. 4. Native English speakers perform better academically than mainstream students. In the conclusion, they offer recommendations for education leaders, some of which are: 1. Schools using a transitional bilingual program should upgrade to a one-way or two-way dual-language program. 2. No-Child-Left-Behind data collection should be supplemented with "well-designed longitudinal comparisons of how the same students fare over time." 3. Improve in-place programs by adding features from dual-language program guidelines. 4. Teachers should receive professional development and preparation focusing on the particulars of dual-language program implementation. By implementing a dual-language program or at least some features of one, the authors conclude that schools can expect great academic improvements in both their English learners and native English speakers. To download the article (for a small fee), visit: http://www.ascd.org/publications/ed_lead/200310/abstracts.html
Source: Wayne P. Thomas and Virginia P. Collier
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Title: When Should Bilingual Students Be in Special Education?
Body: Distinguishing English Language Learners from Special Education Students Vol. 61 (2), pp. 66-71 Janette K. Klingner and Alfredo J. Artiles state in their article "When Should Bilingual Students Be in Special Education?" in the October 2003 issue of Educational Leadership that most of the overrepresentation of culturally and linguistically diverse students in special education comes from the "judgmental" categories of special education, in other words, those categories diagnosed by school personnel: mental retardation, learning disabilities, and emotional disturbance. In the categories considered nonjudgmental, such as orthopedic, auditory, or visual impairment, African Americans and Hispanics are not overrepresented. Although data is usually not collected concerning the incidence of English learners in special education, according to the authors, recent evidence from California suggests that this population may be "heavily overrepresented." The authors then discuss a variety of factors happening in schools that can lead to this overrepresentation. One example they give is that researchers have found that only a minority of school psychologists, when conducting psychoeducational assessments of English learners, asked about the students' home language and/or "attempted to determine whether a learning problem occurred in both English and the students' home language." The authors recommend a three-pronged approach to solving this problem. First, school personnel should receive professional development that thoroughly explains the exclusionary clause in the IDEA legislation, the factors that establish whether a student has had an adequate opportunity to learn, "and how to implement prereferral strategies." Second, an English-language-acquisition professional should attend IEP meetings to assist in the decision-making process. Third, classroom context should be considered with classroom observations made by a neutral party and not the teacher. The authors assert that another problem facing culturally and linguistically diverse students is testing, explaining that it is "fraught with misunderstandings and flawed practices." Their solutions are: (1) cease using discrepancy formulas and IQ tests to evaluate eligibility for special education services and use a "response to intervention model" instead; and (2) schools should use alternatives assessments that are more culturally sensitive, such as portfolios. In the end, the authors state that the field still needs to find a reliable means of distinguishing between students with disabilities and English-language learners and develop an assessment of students' "true learning potential rather than knowledge acquired through previous home and school experiences." In addition, special education professionals need to cease viewing culturally and linguistically diverse students from a deficit perspective. To download the article (for a small fee), visit: http://www.ascd.org/publications/ed_lead/200310/abstracts.html
Source: Janette K. Klingner and Alfredo J. Artiles
Inputdate: 2003-10-30 21:44:00
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Title: When Should Bilingual Students Be in Special Education?
Body: Distinguishing English Language Learners from Special Education Students Vol. 61 (2), pp. 66-71 Janette K. Klingner and Alfredo J. Artiles state in their article "When Should Bilingual Students Be in Special Education?" in the October 2003 issue of Educational Leadership that most of the overrepresentation of culturally and linguistically diverse students in special education comes from the "judgmental" categories of special education, in other words, those categories diagnosed by school personnel: mental retardation, learning disabilities, and emotional disturbance. In the categories considered nonjudgmental, such as orthopedic, auditory, or visual impairment, African Americans and Hispanics are not overrepresented. Although data is usually not collected concerning the incidence of English learners in special education, according to the authors, recent evidence from California suggests that this population may be "heavily overrepresented." The authors then discuss a variety of factors happening in schools that can lead to this overrepresentation. One example they give is that researchers have found that only a minority of school psychologists, when conducting psychoeducational assessments of English learners, asked about the students' home language and/or "attempted to determine whether a learning problem occurred in both English and the students' home language." The authors recommend a three-pronged approach to solving this problem. First, school personnel should receive professional development that thoroughly explains the exclusionary clause in the IDEA legislation, the factors that establish whether a student has had an adequate opportunity to learn, "and how to implement prereferral strategies." Second, an English-language-acquisition professional should attend IEP meetings to assist in the decision-making process. Third, classroom context should be considered with classroom observations made by a neutral party and not the teacher. The authors assert that another problem facing culturally and linguistically diverse students is testing, explaining that it is "fraught with misunderstandings and flawed practices." Their solutions are: (1) cease using discrepancy formulas and IQ tests to evaluate eligibility for special education services and use a "response to intervention model" instead; and (2) schools should use alternatives assessments that are more culturally sensitive, such as portfolios. In the end, the authors state that the field still needs to find a reliable means of distinguishing between students with disabilities and English-language learners and develop an assessment of students' "true learning potential rather than knowledge acquired through previous home and school experiences." In addition, special education professionals need to cease viewing culturally and linguistically diverse students from a deficit perspective. To download the article (for a small fee), visit: http://www.ascd.org/publications/ed_lead/200310/abstracts.html
Source: Janette K. Klingner and Alfredo J. Artiles
Inputdate: 2003-10-30 21:44:00
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Title: ERIC/CRESS Digests for Special Populations of English Language Learners
Body: From: NCELA The ERIC Clearinghouse on Rural Education and Small Schools (ERIC/CRESS) has posted two new digests related to the academic achievement of specific populations of English language learners. * Improving Graduation Outcomes for Migrant Students (July 2003), by
Margaret A. Gibson, reports on a longitudinal study of 160
migrant students in one California high school. Gibson and her
co-researchers used a combination of qualitative and
quantitative methods to collect data on students' "academic
persistence and achievement" as they moved from ninth to
twelfth grade. The schools' Migrant Education Program was found
to be a major factor in students' success, creating:
+ Institutional and academic support
+ A sense of belonging and community
+ Supportive relationships
+ Linkages among home, school and community
Read "Improving Graduation Outcomes for Migrant Students" online
at http://www.ael.org/eric/digests/edorc03-2.pdf
Source: ERIC
Inputdate: 2003-10-30 21:50:00
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Title: ERIC/CRESS Digests for Special Populations of English Language Learners
Body: From: NCELA The ERIC Clearinghouse on Rural Education and Small Schools (ERIC/CRESS) has posted two new digests related to the academic achievement of specific populations of English language learners. * Improving Graduation Outcomes for Migrant Students
Source: ERIC
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Title: Shifting Attention from "Discipline Problems" to "Virtue Awareness" in American Indian and Alaska Native Education
Body: From: NCELA Shifting Attention from "Discipline Problems" to "Virtue Awareness" in American Indian and Alaska Native Education (October 2003),
by Four Arrows (D.T. Jacobs), presents the author's theoretical
perspective on effective education for American Indian and Alaska
Native (AI/AN) children and youth. Jacobs argues for the
development of AI/AN students' awareness of core virtues (e.g.,
courage, generosity, humility, honesty, fortitude and patience) by
"weaving virtue awareness continually into all aspects of teaching
and curriculum" (p.1). Such an approach, he suggests, is in
keeping with AI/AN culture.
Read "Shifting Attention" online at
http://www.ael.org/eric/digests/edorc03-6.pdf
Source: Four Arrows (D.T. Jacobs),
Inputdate: 2003-10-30 21:54:00
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Title: Shifting Attention from "Discipline Problems" to "Virtue Awareness" in American Indian and Alaska Native Education
Body: From: NCELA Shifting Attention from "Discipline Problems" to "Virtue Awareness" in American Indian and Alaska Native Education
Source: Four Arrows (D.T. Jacobs),
Inputdate: 2003-10-30 21:54:00
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751
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Title: New Web Page on Latino Achievement in America
Body: From: NCELA The Education Trust recently created a Web page entitled Latino Achievement in America. On this page can be found a PowerPoint presentation and two-page document in both Spanish and English on Latino Achievement in America. These documents identify ways the achievement gap can be closed in Latino communities by identifying high performing schools with large Latino populations, listing steps school districts and local schools must take to close the achievement gap and listing ways that NCLB can help Latino parents advocate for their children. In addition, a one-page document entitled How NCLB can Help Latino Parents and Advocates in both Spanish and English is also available on this page. To view the Web page, visit: http://www2.edtrust.org/edtrust/latino+achievement+in+america
Source: The Education Trust
Inputdate: 2003-10-30 21:58:00
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Title: New Web Page on Latino Achievement in America
Body: From: NCELA The Education Trust recently created a Web page entitled Latino Achievement in America. On this page can be found a PowerPoint presentation and two-page document in both Spanish and English on Latino Achievement in America. These documents identify ways the achievement gap can be closed in Latino communities by identifying high performing schools with large Latino populations, listing steps school districts and local schools must take to close the achievement gap and listing ways that NCLB can help Latino parents advocate for their children. In addition, a one-page document entitled How NCLB can Help Latino Parents and Advocates in both Spanish and English is also available on this page. To view the Web page, visit: http://www2.edtrust.org/edtrust/latino+achievement+in+america
Source: The Education Trust
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Title: Student support: NSEP National Flagship Language Initiative Fellowships
Body: From: "sm167"
National Security Eeucation Program (NSEP)
National Flagship Language Initiative (NFLI)
NSEP announces an important funding opportunity for students at the advanced level in:
Arabic
Chinese (Mandarin)
Korean
Russian
NSEP has established NFLI programs to provide intensive language study
opportunities for students already at the advanced level to achieve the superior level in these languages.
A limited number of NFLI fellowships are available through NSEP, administered through the Academy for Educational Development (AED).
Applicants must demonstrate proficiency at no less than the "2" level across all skills.
Applicants must be U.S. citizens.
Federal service requirement for all NSEP/NFLI award recipients.
Application deadline is JANUARY 30, 2004.
NFLI award recipients will receive full funding to attend one of the
following programs of study for up to two years (curriculum varies by
program).
ARABIC: Center for Advanced Study of Arabic (Cairo - overseas
study only)
CHINESE (MANDARIN): Brigham Young University
KOREAN: University of Hawai'i, Manoa and University of
California, Los Angeles (overseas program
administered by University of Hawai'i)
RUSSIAN: American Councils: ACTR-ACCELS (overseas study only)
For more information on NFLI fellowships and the application process, please contact the Academy for Educational Development at: FLAGSHIP@AED.ORG.
Source: NSEP and NFLI
Inputdate: 2003-10-30 22:09:00
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Title: Student support: NSEP National Flagship Language Initiative Fellowships
Body: From: "sm167"
Source: NSEP and NFLI
Inputdate: 2003-10-30 22:09:00
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Title: Conference session announcement: Hertiage plenary, ACTFL 2003
Body: From: "sm167"
Plenary session at 2003 ACTFL, Philadelphia
"Heritage Languages in America: Yesterday, Today & Tomorrow"
Friday November 21, 1:30-2:45 p.m., Convention Center 114
Presenters: Scott McGinnis, DLI-Washington
Laurie Olsen, California Tomorrow
Joy Kreeft Peyton, CAL
Shuhan Wang, Delaware Department of Education
Helene Zimmer-Loew, AATG
Through a combination of oral presentations and a brief film clip, the
panelists will describe the history and current realities of heritage
language education in the United States. They will also propose some ways in which individuals, education entities and other organizations can work together to improve the learning and teaching of heritage languages in the context of general and language education.
Source: ACTFL
Inputdate: 2003-10-30 22:11:00
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Expdate: 2003-11-21 00:00:00
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Title: Conference session announcement: Hertiage plenary, ACTFL 2003
Body: From: "sm167"
Source: ACTFL
Inputdate: 2003-10-30 22:11:00
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