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Contentid: 956
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Title: Faculty Opening: Department of Elementary and Early Childhood Education
Body: From: OELA Newsline Department of Elementary and Early Childhood Education Queens College, City University of New York Flushing, NY The Department of Elementary and Early Childhood Education at Queens College, City University of New York is looking for faculty in the area of Literacy/Second Language Learning. Located in the most culturally and linguistically diverse county in the country, the Queens College Department of Elementary and Early Childhood Education offers undergraduate and graduate programs that prepare teachers for working with children with varied strengths and needs. Opportunities for innovative teaching and research are available through the Department's collaboration with the Lincoln Center Institute and with a public elementary school housed on the College campus. As part of a significant initiative to rebuild its faculty and programs, the Department is pleased to announce the availability of tenure track teaching positions in the following areas. For more information about the programs and about the faculty, please visit the Queens College Web site at: http://qcpages.qc.edu/EECE/.
Source: Queens College, City University of New York
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Contentid: 957
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Title: Literacy/Second Language Learning Position
Body: From: OELA Newsline Anticipated opening for tenure-track Assistant Professor with expertise in literacy and second language learning, beginning January or September 2004, subject to financial availability. Teaching responsibilities include undergraduate/graduate courses in literacy and graduate courses in learning processes in second language learners. Requirements: A teacher-researcher with advanced degree preferred but ABD acceptable. Experience teaching at the early childhood and/or elementary school level desirable. Expertise in literacy development of second language learners and/or literacy assessment of second language learners desirable. Prior teaching undergraduate and/or graduate students and bilingual proficiency preferred. Salary: Rank and salary commensurate with qualifications and experience. Excellent benefits. Send letter of application, curriculum vitae, reprints, and three letters of reference to: Helen L. Johnson, Chair Department of Elementary and Early Childhood Education Queens College 65- 30 Kissena Boulevard Flushing, New York 11367
Source: Queens College
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Contentid: 958
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Title: Two Principal Vacancies (2004-2005 school year)
Body: From: OELA Newsline Two Principal Vacancies (2004-2005 school year) Canby School District Canby, Oregon Application deadlines: January 5, 2004. Qualifications: Background in ELL and bilingual (Spanish/English) skills strongly preferred. For complete information (brochures, job descriptions and applications), visit: http://www.canby.k12.or.us/story.php?cat=6&sid=23 To read about the Canby School District Web site, visit: http://www/.canby.k12.or.us Any questions should be directed to: Dr. Darcy Rourk Personnel Director Tel: (503) 266-7861 Email: rourkd@clackesd.k12.or.us
Source: Canby, OR
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Contentid: 959
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Title: American Council on the Teaching of Foreign Languages Annual Conference 2004
Body: From: ACTFL American Council on the Teaching of Foreign Languages Annual Conference November 18-21, 2004 Chicago, Ilinois The American Council on the Teaching of Foreign Languages is the only national organization dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction. ACTFL is an individual membership organization of more than 7,000 foreign language educators and administrators from elementary through graduate education, as well as government and industry. Contact Information: American Council on the Teaching of Foreign Languages 6 Executive Plaza Yonkers, New York 10701-6801 Tel 914-963-8830 Fax 914-963-1275 Contact Email: actflhq@aol.com http://www.actfl.org
Source: ACTFL
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Contentid: 960
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Title: WAIL Call for Papers
Body: From: "ernest brooks" CALL FOR PAPERS Workshop on American Indigenous Languages Santa Barbara, CA April 30 - May 2, 2004 The Linguistics department at the University of California, Santa Barbara announces its seventh annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical and descriptive linguistic studies of indigenous languages of the Americas. Anonymous abstracts are invited for talks on any topic in linguistics. Talks will be 20 minutes, followed by 10 minutes for discussion. Â Individuals may submit abstracts for one single and one co-authored paper. Â Abstracts should be 500 words or less and can be submitted by hard copy or email. For hard copy submissions, please send five copies of your abstract and a 3x5 card with the following information: (1) name; (2) affiliation; (3) mailing address; (4) phone number; (5) email address; (6) title of your paper. Send hard copy submissions to: Workshop on American Indigenous Languages Department of Linguistics University of California, Santa Barbara Santa Barbara, CA 93106 Email submissions are encouraged. Include the information from the 3x5 card (above) in the body of the email message with the abstract as an attachment. Please limit your abstracts to the following formats: Â PDF, RTF, or Microsoft Word document. Send email submissions to: wail@linguistics.ucsb.edu DEADLINE FOR RECEIPT OF ABSTRACTS: January 15, 2004 Notification of acceptance will be by email by February 15, 2004. For further information contact the conference coordinator at wail@linguistics.ucsb.edu or (805) 893-3776 or check out our website at http://orgs.sa.ucsb.edu/nailsg/
Source: UC Santa Barbara
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Contentid: 961
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Title: ACADEMIC SUPPORT COORDINATOR
Body: From: Oscar Sweeten-Lopez Student Retention Director Oregon Council for Hispanic Advancement 108 NW 9th Avenue, Suite 201 Portland, OR 97209 (503) 228-4131 o.sweeten-lopez@ocha-nw.org The Oregon Council for Hispanic Advancement (OCHA) is a private, non-profit organization in Portland, OR providing academic and career development services for Latinos throughout Oregon. We are seeking qualified candidates for: ACADEMIC SUPPORT COORDINATOR Proyecto Adelante Student Retention Program RESPONSIBILITIES: 1. Coordinate, support, and encourage students in extracurricular activities that reinforce core academic concepts and exposes students to career, cultural, and continuing educational opportunities. 2. Make home visits and provide case management services, as needed. 3. Coordinate activities to encourage strong parental involvement with the education of their children and make resources available to them and/or help them access resources. Position will be based at Floyd Light Middle School with potential travel to other schools in Multnomah County. REQUIRED QUALIFICATIONS: 1. Bicultural and Bilingual (Eng/Span) both oral and written. 2. Bachelor of Arts degree or equivalent experience in a related field. 3. Minimum two years experience working with Latino Youth. 4. Proven ability to work with minimum supervision and establish effective relationships with school and community partners. 5. Must possess valid Oregon driver's license and proof of insurance. SALARY: $28,000 to $30,000 plus benefits, determined by education and experience. APPLICATION DEADLINE: Immediate opening, open until filled. Email cover letter and resume to: o.sweeten-lopez@ocha-nw.org or Mail or Fax: Oregon Council for Hispanic Advancement ATT: Student Retention Director 108 NW 9th AVE., Suite 201 Portland, OR 97209 FAX 503. 228. 0710 http://www.ocha-nw.org
Source: Oregon Council for Hispanic Advancement
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Contentid: 962
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Title: GATES MILLENNIUM SCHOLARS (GMS) AWARD
Body: From: "Anselmo Villanueva" DEADLINE: JANUARY 16, 2004 Contact: Catherine Domaoan, Director of Outreach, 866-274-4677 x2 (toll-free) or email at Washington, DC - About one month remains until the deadline for the 2004 - 2005 Gates Millennium Scholars award. All completed Nomination Materials must be postmarked or submitted on-line no later than January 16, 2004. Students (Nominees), Nominators, and Recommenders are encouraged to apply online or download Nomination Materials on the GMS website. General information, detailed instructions, and current scholar profiles can also be found on the GMS website.Throughout the months of December and January, GMS volunteers from the Asian Pacific Islander American (APIA) communities will conduct information sessions and workshops. To find a site near you, please visit the Organization of Chinese Americans (OCA) website (), click "Partnerships" on the top, click "Gates Millennium Scholars" on the left-hand side, and then click "Information Sessions and Workshops." Nomination Materials and/or informational brochures may also be requested on the OCA website. Scroll down the main page and click "Request or order 2004-2005 GMS Nomination Materials or Informational Brochures." Gates Millennium Scholars (GMS), funded by a $1 billion grant from the Bill & Melinda Gates Foundation, was established in 1999 to provide outstanding Asian Pacific Islander Americans, African Americans, American Indians/Alaska Natives, and Hispanic Americans with an opportunity to complete an undergraduate college education in all discipline areas. Continuing GMS Scholars may request funding for graduate education in the following areas: mathematics, science, engineering, education or library science. The goal of GMS is to promote academic excellence and to provide an opportunity for thousands of outstanding students with significant financial need to reach their fullest potential. GMS selected 1,000 high-achieving students for the 2003-2004 academic year, bringing the total number of students awarded to more than 7,000 since the program's inception. The United Negro College Fund (UNCF) is the administrator of the GMS initiative. To reach, coordinate, and support Asian Pacific Islander Americans, UNCF has partnered with the Organization of Chinese Americans (OCA) to assist in implementing the initiative. UNCF has also partnered with the American Indian Graduate Center Scholars (AIGCS) and the Hispanic Scholarship Fund (HSF) to assist in serving American Indians/Alaska Natives and Hispanic Americans respectively. Eligibility Criteria In the 2004-2005 academic year, individuals are eligible to be considered for a Gates Millennium Scholar award if they: - are Asian Pacific Islander American, African American, Hispanic American or American Indian/Alaska Native; - are a citizen/legal permanent resident or national of the United States; - have a minimum GPA of 3.3 on a 4.00 scale (unweighted) at the time of nomination; - will be entering a U.S. accredited college or university as full-time, degree-seeking freshmen in the 2004-2005 academic year; - have demonstrated leadership abilities through participation in community service, extracurricular or other activities; and - meet the Federal Pell Grant eligibility criteria. (Eligibility for Federal Pell Grant can only be determined through the submission of a Free Application for Federal Student Aid [FAFSA] to the U.S. Department of Education.) http://www.gmsp.org Gates Millennium Scholars P.O. Box 10500 Fairfax, VA 22031-8044 Toll-Free Phone: 1-877-690-4677
Source: Bill & Melinda Gates Foundation
Inputdate: 2003-12-15 12:17:00
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Contentid: 963
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Title: Elementary Education: A Casebook for Critically Analyzing Issues of Diversity
Body: From: "Anselmo Villanueva" http://www.ablongman.com/catalog/academic/product/0,4096,0205366619,00.html Perspectives on Elementary Education: A Casebook for Critically Analyzing Issues of Diversity - Stacey Neuharth-Pritchett, University of Georgia - Beverly Payne, University of Georgia - Judith C. Reiff, University of Georgia ISBN: 0-205-36661-9 Publisher: Allyn and Bacon Copyright: 2004 Format: Paper; 224 pp Published: 10/09/2003 US: $32.00 Description This supplemental text provides a collection of three dozen real-world case studies in diversity that foster discussion-based, active learning pedagogy designed to guide students in problem analysis and problem solving. The cases explore a wide-range of diversity issues at the elementary (Pre-K-5) level, including culture, academic performance and expectations, safety and prosocial behaviors, social issues, special needs, and issues surrounding the family. The approach organizes discussion around defining problems, identifying alternatives, and proposing solutions to the issues presented in the case. The goal of the text is not to pose a single solution, but rather to learn how to analyze situations involving diverse individuals, evaluate a variety of solutions, and evaluate the consequences of those solutions.
Source: Stacey Neuharth-Pritchett, Beverly Payne, Judith C. Reiff,
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Contentid: 964
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Title: Issues in Latino Education: Race, School Culture, and the Politics of Academic Success
Body: From: "Anselmo Villanueva" http://www.ablongman.com/catalog/academic/product/0,4096,020535131X,00.html Issues in Latino Education: Race, School Culture, and the Politics of Academic Success -- Mariella Espinoza-Herold, University of Texas, El Paso ISBN: 0-205-35131-X Publisher: Allyn & Bacon Copyright: 2003 Format: Paper; 224 pp Published: 10/18/2002 US: $27.00 Description Issues in Latino Education is based on the realities of high school life from the perspectives of young Latinos. Educators and social researchers spend considerable time and effort studying issues in multicultural/bilingual education, but have few opportunities to experience the subjective realities of the students themselves. This text compares these realities to a variety of viewpoints offered by high school teachers on matters of community, learning, race, culture, and school politics. The text transports aspiring teachers and other college students interested in race relations, educational sociology and anthropology, and Latino/Chicano studies into the daily school life of Latino high school students, revealing their feelings and often startling insights into the processes of American schooling. An appreciation of these perspectives is important for 21st century teachers who will be challenged with changing institutional cultures of schools to meet the new realities of diversity. The text challenges assumptions while creating new understandings about diverse students and their worldview. Its comparisons concerning students and teachers readily provoke discussion about the nature of multiculturalism. The text reveals shortcomings in the American educational system but suggests paths and paradigms for effective change. While this text will be primarily useful to instructors in education, it can also be used in a variety of disciplines. Sections of the text that highlight transcribed student interviews make it particularly useful as a reference for research and writing about multicultural education.
Source: Mariella Espinoza-Herold
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Contentid: 965
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Title: Teaching Hispanic Children
Body: From: "Anselmo Villanueva" http://www.ablongman.com/catalog/academic/product/0,4096,0205325300,00.html Teaching Hispanic Children - Toni Griego Jones, University of Arizona - Mary Lou Fuller, University of North Dakota (Emeritus) ISBN: 0-205-32530-0 Publisher: Allyn and Bacon Copyright: 2003 Format: Paper; 160 pp Published: 09/26/2002 US: $33.40 Description This text presents information about the role of national origins and cultural backgrounds in teaching and learning and discusses why it is important for teachers to know about culture in general, and about Hispanic cultural groups in particular. The history and background chapters on culture are intended to provide knowledge and a deeper understanding of the lives of Hispanic children in the United States and to help teachers and prospective teachers expand their professional perspectives. In writing the chapters on classroom practice and how to work with family and parents, the authors have tried to directly address points identified in educational literature as effective practices for Hispanic children. There is a need for educators to understand their own thinking about Hispanic populations-to reflect on their knowledge, attitudes, and beliefs about populations that have long been part of the American landscape, but are now becoming a more visible part of it. The theme of reflection is carried out throughout each chapter with questions that will guide the reader to reflect on the content of the chapter and on the implications for themselves as professional educators.
Source: Toni Griego Jones, Mary Lou Fuller
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