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Contentid: 866
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Title: National Migrant Education Conference
Body: From: "Anselmo Villanueva" The 2004 National Migrant Education Conference will be held at the Marriott Rivercenter Hotel near the River Walk in downtown San Antonio, Texas, May 2-5, 2004 (with pre-conferences on Saturday, May 1, 2004). Kenneth W. Ison, President National Association of State Directors of Migrant Education Migrant Education Program Kentucky Department of Education 500 Mero Street Capital Plaza Tower, Room 832 Frankfort, KY 40601 (502) 564-3791 kison@kde.state.ky.us http://www.nasdme.org/
Source: National Association of State Directors of Migrant Education
Inputdate: 2003-11-24 11:48:00
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Title: Eugene school chief opposes law rollback
Body: From: "Anselmo Villanueva" Eugene School Superintendent George Russell this week added his signature to an open letter to Congress from more than 100 other African American and Latino superintendents opposing rollbacks to the controversial accountability provisions of President Bush's No Child Left Behind Act. The letter, composed and sent to minority education leaders by the Washington, D.C.-based Education Trust, concedes that the law "isn't perfect," and encourages Congress and the White House to provide more money to help schools achieve its goals. But the letter calls an effort by some critics to thwart the law "a thinly veiled attempt to turn back the clock to a time when schools - particularly in suburban communities - could coast comfortably on the performance of a handful of high-performing students and hide serious problems behind misleading averages." Russell, who is the state's only African-American school superintendent, said signing on was an easy decision, despite the fact that he believes some elements of the law need change. "I support the principles underlying the No Child Left Behind Act," he said, noting that closing the academic achievement gap is a top priority for both him and the school board. "There really aren't any excuses for not making sure every kid is successful." The sweeping 2-year-old law seeks to boost achievement among all students. It imposed new requirements on schools to track and report progress on state tests among various sub-groups, including disabled and low-income students as well as those in various minority groups. Schools receiving federal Title I funds - earmarked for schools with high numbers of disadvantaged students - face escalating consequences if any one of those groups continues to fail to show "adequate yearly progress" on test scores and participation rates. Those schools may be required to pay for extra tutoring or transportation to a different school if a parent so chooses, for example. Oregon School Superintendent Susan Castillo, the state's first Latina elected official, has also voiced unequivocal support for the goals of the law, but she opted against signing on to the letter when it came across her desk earlier this week, said Gene Evans, spokesman for the Oregon Department of Education. While funding for the law falls short, there's more wrong with it than that, he said. "We looked at that and said, 'Nope. we're not going to sign that,'" he said. "We don't think fixing the law is turning back the clock." Started in 1990, The Education Trust is a nonprofit organization that is dedicated to closing the achievement gap that separates low-income and minority students from other youth. The group has been outspoken in its support for No Child Left Behind. Castillo will visit Washington, D.C., next month to lobby congressional leaders and education groups for changes to the law. After talking with hundreds of educators around the state, she's convinced several provisions need change as soon as possible, Evans said. Those include the "labeling" of schools as needing improvement, even if they measure up in all but one of dozens of categories used to assess "adequate yearly progress," or AYP. She also takes issue with some of the law's requirements for and definitions of "highly qualified" teachers and instructional aides, as well as the inclusion of test scores and participation by students with severe disabilities in the AYP criteria. Russell said he agrees with every one of Castillo's points. "I clearly don't like labeling schools as `failing,' " he said, noting that the law the law calls it "needing improvement." "It seems more of a punitive approach is being taken by the administration as opposed to a helpful approach that says how can we come in and help you, what kind of resources can we bring to bear." Russell said he doesn't view his signing the letter as a blanket endorsement of the No Child Left Behind Act.
Source: By Anne Williams, The Register Guard
Inputdate: 2003-11-24 11:54:00
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Title: Bridging Cultures in Our Schools: New Approaches That Work
Body: From: "Anselmo Villanueva" More information can be obtained by visiting this site: http://www.wested.org/online_pubs/bridging/welcome.shtml Bridging Cultures in Our Schools: New Approaches That Work As a female European American teacher reports to an immigrant Latino father that his daughter is doing well in class - speaking out, expressing herself, taking an active role - he looks down at his lap and does not respond. Thinking that perhaps he has not understood, the teacher again praises his daughter's ability to speak out in class and explains that it is very important for children to participate orally. Looking even more uncomfortable, the father changes the subject. The teacher gets the impression that this parent is not interested in his daughter's school success, and she feels frustrated and a bit resentful. Toward the end of the conference, the father asks, with evident concern, "How is she doing? She talking too much?" The teacher is confused. This parent does care whether his daughter is doing well, but why doesn't he understand what she has been telling him? What's blocking communication here are differences in culture - tacit yet deep-seated beliefs about what matters in life and how people should behave. The teacher is reporting behavior she assumes any parent would be glad to hear about. But it may be behavior the father doesn't condone: he's taught his daughter not to "show off" or stand out from the group. Exchanges like this, not just between adults but also between teachers and students, occur in classrooms every day, as teachers face greater cultural diversity than at any time since the turn of the century. In the past two decades, U.S. schools have absorbed waves of students from Vietnam, Laos, Cambodia, and the Philippines. A continuous stream of families from Mexico, Central America, and the Caribbean, along with immigrants from China and Korea, have come to the United States, all seeking better education and economic opportunities, more politically stable lives. Southern California, for example, where children in the huge Los Angeles Unified School District speak some 80 different languages, has been called the most diverse place on the planet. Teachers who serve each day as cultural mediators know the challenge goes beyond language. Even as they try to help immigrant students navigate a new system of education, their own teaching methods and most routine classroom expectations can come into perplexing conflict with children's cultural ways of knowing and behaving. For example, a student may resist offering the right answer after another student has answered incorrectly, in order not to embarrass that person in front of the group. A student raised to value consensus may find decisions made by majority rule inconsiderate or even unfair, instead of simply democratic. It's not only immigrant students whose cultural values may differ from those underlying most classroom practice. U.S.-born students from a variety of backgrounds - American Indian, African American students, Latino students whose families have lived here for generations - may also feel alienated by common classroom practices. For more information go to the website at: http://www.wested.org/online_pubs/bridging/welcome.shtml
Source: Wested
Inputdate: 2003-11-24 12:01:00
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Title: 2004 NAREN National Conference
Body: From: "Anselmo Villanueva" 2004 NAREN National Conference February 4-7, 2004 Edgewater Beach Resort, Panama City, Florida What is NAREN? The National At-Risk Education Network (NAREN) is a private, non-sectarian, non-profit educational agency dedicated to both promoting the success of at-risk youth in our schools, and supporting the educators who work on their behalf. Because of its unwieldy body and disproportionately small wing size, scientists studying aerodynamics once stated that, technically, the bumblebee should be incapable of flying. And yet fly it does. Many people -- including far too many educators, counselors and social workers -- believe that trying to educate and train at-risk kids is a waste of time because they will never amount to much anyway. Many of these kids do still learn to fly despite the great weights they often carry inside them. Fly, many most certainly can and do; and fly, they all most certainly could, with better informed and more supportive educational stakeholders. Our goal is to guide more at-risk kids into manifesting the abilities we know they possess and, for those that need help, teach them to fly solo, inspiring them to soar toward their highest dreams. For more information: http://www.AtRiskEducation.Net/ National At-Risk Education Network (NAREN) PO Box 463 Fond du Lac, WI 54936-0463 Tel: (920) 907-8337 Fax: (920) 907-8337 Email: info@naren.info
Source: NAREN
Inputdate: 2003-11-24 12:09:00
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Title: Professor of ESOL/Bilingual Education
Body: From: Sarah Shin The University of Maryland Baltimore County (UMBC) Department of Education Lecturer/Clinical Assistant Professor of ESOL/Bilingual Education The Department of Education at the University of Maryland, Baltimore County (UMBC) invites applications for a Lecturer or Clinical Assistant Professor of ESOL/Bilingual Education to begin Fall 2004. The Position: The position involves co-directing an established MA Program in ESOL/Bilingual Education; teaching courses in areas such as ESL/EFL methodology, testing, cross-cultural communication, language structure, and/or second language literacy; working in professional development schools; and helping to infuse ESOL content and strategies in other teacher education programs. The successful candidate also has the opportunity to be involved in the interdisciplinary Ph.D. program in Language, Literacy, and Culture. Qualifications: The successful candidate will have 1) a Master’s or Doctorate in applied linguistics, TESOL, or related area; 2) teaching experience in K-12, adult, and/or university ESL/EFL in the U.S. or other countries; and 3) a promising research agenda. The Application Process: Applicants should submit a letter addressing teaching, administrative and research experience; a curriculum vita; and evidence of successful teaching experience; and also have three letters of reference sent by mail to: Dr. JoAnn (Jodi) Crandall, Chair Search Committee Education Department UMBC 1000 Hilltop Circle Baltimore, MD 21250 Candidates may also submit the cover letter and curriculum vita electronically to: Pat Gist gist@umbc.edu ph: 410-455-2465 fax: 410-455-1880 Review of applications will begin January 15, 2004 and continue until the position is filled. The University: UMBC is a public Carnegie-Doctoral Research Extensive University located between Baltimore and Washington, DC. The university community reflects the wealth of diversity in the region. The Education Department is multi-disciplinary, offering undergraduate and graduate programs leading to credentials in Early Childhood Education, Elementary Education, a number of areas in Secondary Education, and ESOL/Bilingual Education. More information can be found on our website: www.umbc.edu/education UMBC is an Equal Opportunity Employer and encourages applications from minorities, women, and individuals with disabilities.
Source: University of Maryland
Inputdate: 2003-11-28 10:54:00
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Expdate: 2004-01-16 00:00:00
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Contentid: 871
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Title: Assistant/Associate Professor of Language and Literacy Education
Body: From: Sarah Shin The University of Maryland Baltimore County (UMBC) Department of Education Assistant/Associate Professor of Language and Literacy Education The Department of Education at the University of Maryland Baltimore County (UMBC) invites applications for a tenure-track position of Assistant/Associate Professor of Language and Literacy Education to begin Fall 2004. The Position: The position involves teaching undergraduate and graduate courses in language and literacy of elementary school children, within a Professional Development School-based teacher preparation program, as well as opportunities to mentor Doctoral students in the Language, Literacy, and Culture Ph.D. Program. Qualifications: The successful candidate will have: 1) a doctorate in literacy, reading, sociolinguistics, or a related area; 2) a minimum of 3 years of successful teaching experience in elementary schools; and 3) a strong research agenda with a focus on school-based, teacher, or action research. An interest in multiculturalism and multilingualism is also desirable. The Application Process: Applicants should submit a letter addressing research and teaching interests and qualifications for the position, a curriculum vita, and a sample of scholarly work, and also have three letters of reference sent by mail to: Dr. JoAnn (Jodi) Crandall, Chair Search Committee Education Department UMBC 1000 Hilltop Circle Baltimore, MD 21250 Candidates may also submit the cover letter, curriculum vita, and sample of scholarly work electronically to: Pat Gist gist@umbc.edu ph: 410-455-2465 fax: 410-455-1880 Review of applications will begin December 15, 2004 and continue until the position is filled. The University: UMBC is a public Carnegie-Doctoral Research Extensive University located between Baltimore and Washington, DC. The university community reflects the wealth of diversity in the region. The Education Department is multi-disciplinary, offering undergraduate and graduate programs leading to credentials in Early Childhood Education, Elementary Education, a number of areas in Secondary Education, and ESOL/Bilingual Education. More information can be found on our website: www.umbc.edu/education UMBC is an Equal Opportunity Employer and encourages applications from minorities, women, and individuals with disabilities.
Source: University of Maryland Baltimore County
Inputdate: 2003-11-28 10:57:00
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Expdate: 2003-12-15 00:00:00
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Title: Hispanic/Latino Parent Involvement in K-12 Education
Body: From: "Anselmo Villanueva" April 3, 2002 Barri Tinkler University of Denver http:// www.buildassets.org/products/latinoparentreport/latinoparentrept.htm A Review of Literature on Hispanic/Latino Parent Involvement in K-12 Education Over the next decade there will be considerable changes in the demographics of the population in the United States. In the last thirty years, "the total number of foreign born residents has tripled" (Gibson, 2002, p. 241). In the state of Colorado, the immigrant growth rate in the last ten years has been 190% (Gibson, 2002). Included in this immigrant population, Latinos are the fastest growing group, comprising 47% of the population (Camarota, 2001). Latinos are recruited by U.S. industries seeking low-skilled, low-wage labor (Gibson, 2002). Latinos come seeking a better life, and though they may be able to earn more money in the U.S. than they can at home, almost two-thirds live in poverty (Gibson, 2002) and 33% have no health insurance (Camarota, 2001). These changing demographics will be of great importance for educators. Within the next twenty years, it is predicted that "the number of Latino children ages 5 to 13 will double, and by 2030 Latino students will comprise one-fourth of the total K-12 school population" (Gibson, 2002, p. 243). Of primary concern are disparities in academic achievement. Hispanic youth in general are the "most under-educated major segment of the U.S. population" (Inger, 1992, p. 1), and are "more than twice as likely to be undereducated than all groups combined" (Chavkin, 1993, p. 1). Latino students in particular, have the highest dropout rate in the United States (Carger, 1997; Gibson, 2002; McKissack, 1999; Scribner, 1999). Though there are many causes for low academic achievement and high dropout rates among Hispanic students, such as language barriers, low expectations of teachers, poverty, racism, and isolation (Gibson, 2002; Scribner, 1999), the lack of cooperation between school, parents, and community has also played a role (Scribner, 1999). Moles 1993) has stated that over the last two decades white parents have shown increasing parental participation, while minorities have decreased the contact they have with their children's schools. Please go to the website for the remainder of the article. http:// www.buildassets.org/products/latinoparentreport/latinoparentrept.htm
Source: From Assets for Colorado Youth
Inputdate: 2003-11-28 11:06:00
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Contentid: 873
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Title: Relevance of Assessment and Culture in Evaluation 2004
Body: From: "Anselmo Villanueva" Relevance of Assessment and Culture in Evaluation 2004 (RACE 2004) February 12-14, 2004 (Pre-Conference Workshops February 12, 2004) Arizona State University, Memorial Union, Tempe, Arizona Relevance of Assessment and Culture in Evaluation presented by the Division of Psychology in Education College of Education Arizona State University College of Education Division of Psychology in Education PO Box 870611 Tempe AZ 85287-0611 480.727.6591 E-Mail: race@asu.edu Web Site: http://coe.asu.edu/race RACE 2004 is the fifth national conference devoted to the relevance of culture in education and mental health. Conference programs and presentations will focus on issues surrounding culturally appropriate assessment in educational and mental health settings, as well as culturally responsive strategies in program evaluation, particularly as they pertain to culturally and linguistically diverse populations. The conference should be of interest to educators, practitioners, and students in the fields of: counseling and counseling psychology; school psychology; K-12 and higher education; educational measurement; program evaluation; educational policy; social work; institutional research; and human resources. The conference programs will reflect three themes: 1. Culture in Educational and Psychological Assessment, Program Evaluation, and Policy-Making - Culturally sensitive assessment approaches in education and mental health - Culturally informed approaches in program evaluation, design, implementation, and reporting - Cultural issues in educational and psychological measurement - Culture and educational policy - Culture and mental health policy - Culturally informed interventions for the workplace and educational institutions 2. Culture and Language Differences in Educational and Psychological Research - Culturally informed educational and psychological research - Relevance of research to policy and interventions - Culture and research ethics - Research to inform social change 3. Multicultural Competence in Education and Mental Health - Multicultural competencies in education and mental health - Culturally sensitive processes and outcomes Learning Objectives: To increase knowledge and skills specific to cultural factors (e.g., ethnicity, language, race, socio-economics, etc.) in educational mental health and organizational assessments, and through evaluation methodology, to examine educational and mental health programs in order to make these programs more responsive to a culturally diverse clientele.
Source: Arizona State University,
Inputdate: 2003-11-28 11:09:00
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Title: National Center for Interpretation to Develop New Degree Programs for
Body: From: "Anselmo Villanueva" http://www.newswise.com/articles/view/501417/ Released: Wed 15-Oct-2003, 12:30 ET National Center for Interpretation to Develop New Degree Programs for Bilingual Students Description: The University of Arizona National Center for Interpretation has received a $471,241 grant awarded by the United States Department of Education through its Fund for the Improvement of Postsecondary Education (FIPSE). Related Links: http://nci.arizona.edu UA National Center for Interpretation Newswise - The University of Arizona National Center for Interpretation has received a grant awarded by the United States Department of Education through its Fund for the Improvement of Postsecondary Education (FIPSE). The three-year, $471,241 grant will support a new program, "The Arizona Initiative to Improve Latino Access and Academic Success." It marks the beginning of a collaborative effort to develop Arizona's first undergraduate degree in translation and interpretation for Spanish-English, and only the second nationwide.
Source: University of Arizona National Center for Interpretation
Inputdate: 2003-11-28 11:13:00
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Title: AASA 136th Annual Conference and Exposition
Body: From: "Anselmo Villanueva" February 19-22, 2004 Mascone Convention Center, San Francisco, California American Association of School Administrators AASA 136th Annual Conference and Exposition American Association of School Administrators 801 North Quincy Street, Suite 700 Arlington, VA 22203-1730 Tel: (703) 528-0700 Fax: (703) 841-1543 Email: info@aasa.org http://www.aasa.org Planning ahead: February 17-20, 2005 - San Antonio, Texas February 23-26, 2006 - San Diego, California
Source: California American Association of School Administrators
Inputdate: 2003-11-28 11:19:00
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