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Contentid: 996
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Title: Cultural Diversity and Language Education" Conference
Body: From: "Anselmo Villanueva" "Cultural Diversity and Language Education" Conference Imin International Conference Center University of Hawaii at Manoa, Honolulu, HI Proposal deadline: March 31, 2004 September 24-26, 2004 The National Foreign Language Resource Center (NFLRC) and the Center for Second Language Research (CSLR) are pleased to announce the Call for Proposals for their upcoming conference. The conference will focus on theories, policies, and practices associated with cultural and language diversity in educational contexts and will provide a forum for examining a broad range of issues concerned with the potential and challenges of education that builds on diversity. The primary strands for exploring diversity in language education at the conference are: * Foreign/Heritage Language Education * Bilingual/Immersion Education * English Language Education * Language Education Planning and Policy * Literacy Education Presentation Categories: * Individual papers: 20 minutes for presentation and 10 minutes for discussion * Colloquia: 3 1/2 hours * First three colloquia papers (20 minutes for presentation and 10 minutes for discussion each); 30-minute break; final three colloquia papers (20 minutes for presentation and 10 minutes for discussion each) * Workshops: 3 1/2 hours Abstracts for all proposals are submitted for blind peer review. For more information or to submit a proposal online, visit: http://nflrc.hawaii.edu/prodev/CDALE/
Source: University of Hawaii at Manoa
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Contentid: 997
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Title: Chicano School Failure and Success: Past, Present, and Future
Body: From: "Anselmo Villanueva" Chicano School Failure and Success: Past, Present, and Future by Richard R. Valencia, Editor Paperback: 416 pages Publisher: Routledge Falmer; 2nd edition (October 2002) ISBN: 0415257743 Book Description This new edition of the best-selling Chicano School Failure and Success, has been updated to provide state-of-the-art coverage of the Chicano school experience. The contributors include experts in the fields of anthropology, psychology, educational history and policy, special education, and child and family studies, reflecting the wide and complex range of issues affecting Chicano school students. Together, the contributors provide a comprehensive and in-depth look at such diverse topics as the effectiveness of bilingual education, the impact of testing on Chicano students and the relationship between Chicano families and schools. This timely new edition brings the debate forward to address all the latest issues in Chicano education and will be a valued resource for teachers, policy makers and community activists alike. About the Author Richard R. Valencia is Professor of Educational Psychology at the University of Texas at Austin. He has published extensively and is the recipient of the 2001 Distinguished Career Contribution Award from the American Educational Research Association, Committee for Scholar of Color in Education. http://www.amazon.com/exec/obidos/tg/detail/-/0415257743/qid=1072328125/sr=1-4/r ef=sr_1_4/103-3165971-2704644?v=glance&s=books
Source: Richard R. Valencia, Editor
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Contentid: 998
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Title: Assistant Professor of Bilingual/ESOL Education
Body: From: "Anselmo Villanueva" http://www.wou.edu/admin/hr/faculty/f0413_bilingual_esol_education.htm Recruitment Number: F0413 (Please include on all correspondence and application materials) The Division seeks qualified applicants for an Assistant with experience in bilingual/ESOL education. This is a nine-month position with summer session employment probable, should it be desired. Qualifications: Earned Doctorate in Education or related field with primary emphasis in Bilingual /ESOL education and three or more years in K-12 teaching. Preference will be given to individuals with experience in college/university teaching and supervision of student teachers. The Division seeks candidates with expertise in two or more of the following areas: First & Second Language Acquisition; sociology of minorities; strategies and methods of teaching 1st /2nd language reading and language arts; cultural & community needs of culturally diverse populations; and knowledge of current trends in BE/ESOL and Multicultural Education. Candidates must comply with provisions of the Immigration Reform and Control Act. Responsibilities: The individual hired for this position will teach both undergraduate and graduate classes and supervise practicum students and student teachers. Other responsibilities include student advising, alternative calendar/off campus teaching and committee work as required by the union contract. Summer employment will be encouraged. TENURE TRACK POSITION Salary commensurate with education and professional experience Excellent benefits package Anticipated date for beginning work is March 29, 2004 or September 15, 2004. (Earlier employment may be available.) Application Deadline: Review of Completed Applications will begin December 01, 2003 and continue until the position is filled For more information about this position, please contact Dovie Trevino, 503-838-8834, trevind@wou.edu For more information about the College of Education, go to http://www.wou.edu/education/teachedindex.html
Source: Western Oregon University
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Contentid: 999
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Title: OELA Newsline - December 23, 2003
Body: From: "OELA Newsline" Important Notice: With the holidays upon us, OELA’s Newsline will be taking a two-week break before returning to publication on Tuesday, January 13, 2004. Also, beginning in our next issue, the email version of Newsline will only feature the issue’s table of contents so as to take up less mailbox space. Therefore, to view articles, readers will be guided to visit the NCELA Web site. Read this online at: http://www.ncela.gwu.edu/newsline OELA NEWSLINE - December 23, 2003 Items in this issue: I. No Child Left Behind Update - Johns Hopkins Study of Bilingual Education Invites Schools to Participate - OELA 2003 Summit Presentation Materials on NCELA Web Site - The Achiever - December 15, 2003 Issue - Recent U.S. Department of Education Announcements II. News in the Nation - DC Public Schools Finalize Plan to Provide Services to English Language Learners - Hispanic Teacher of the Year <#HispanicTeacher> - Hispanic University Graduates Bilingual Students - Monthly Program Promotes College Education for Hispanics - Solving the Minority Math Problem - U.N. Launches CD-ROM for Fun, Education III. Research, Publications, and Resources - Infusing Curriculum with Multicultural Education - NCES Releases Results of TUDA - New NCSET Brief Focuses on "Teaching for Understanding" - New Report from ETS Parses the Achievement Gap - North Carolina's New Standards for ELLs - The Southeast Asian Studies Summer Institute (SEASSI) and Financial Assistance - Well-Stocked Libraries Contribute to Student Achievement IV. Education Conferences and Institutes - "Accelerating Content Learning in Today's Multiculturally Diverse Classroom" Workshop - "Cultural Diversity and Language Education" Conference - Asian Pacific Americans in Higher Education (APAHE) Conference 2004 V. Education Opportunities - APA/IES Postdoctoral Education Research Training Fellowships - NEA Fine Arts Grant Program VI. Job Opportunities - FL: Florida International University
Source: OELA
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Contentid: 1000
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Title: Study of Bilingual Education
Body: From: OELA Newsline Johns Hopkins Study of Bilingual Education Invites Schools to Participate Johns Hopkins University researchers Robert Slavin and Margarita Calderón are carrying out an Institute of Education Sciences (IES)-funded study of bilingual education, and they are inviting schools to participate. Elementary schools with transitional bilingual or two-way bilingual programs are eligible. Participating schools will be asked to provide both bilingual and English-only programs starting with kindergarten in fall, 2004. Parents of Spanish-dominant kindergartners will be asked to volunteer, and their children will be assigned at random to bilingual or English-only versions of the "Success for All" reading program. Participating classes in study schools will receive all materials and training for "Success for All" for grades K-1, expanding into grades 2-3 in later years. Participating parents and teachers will also receive incentives. For more information about the study, contact: Daniel Durán Tel: (915) 595-5971 Email: daduran1@whc.net For more information about "Success for All," visit: http://www.successforall.net
Source: Johns Hopkins
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Contentid: 1001
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Title: North Carolina's New Standards for ELLs
Body: From: OELA Newsline North Carolina's New Standards for ELLs The North Carolina Department of Public Instruction has just released their "English Language Development Standard Course of Study." Its development was facilitated by a committee of 30 members over the course of six months. The curriculum is the first standard course of study for English as a Second Language in North Carolina's history. To view the curriculum, visit: http://www.learnnc.org/dpi/instserv.nsf/category4 (Click on the fifth arrow down, then click on "The ELD SCS - new standards for LEP students," and then click on the pdf file at the bottom of the next page.)
Source: OELA Newsline
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Contentid: 1002
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Title: "Accelerating Content Learning in Today's Multiculturally Diverse Classroom" Workshop
Body: From: OELA Newsline "Accelerating Content Learning in Today's Multiculturally Diverse Classroom" Workshop Registration Deadline: January 23, 2004 Holiday Inn Express Saco, Maine January 30, 2004 This workshop focuses on comprehensible delivery of instruction for mainstream grades 4-12 learners. Recognizing diversity as a normal part of today's classroom environment, the workshop will examine entry points into content lessons; features of English language and literacy crucial for building comprehension; scaffolding strategies for enhancing comprehension; a four -part format for differentiating content delivery; a learning strategy model; critical thinking through question posing; and assessment activities. A resource packet will be provided to all participants. Don Bouchard will present. He is an experienced workshop presenter on comprehensible classroom teaching practices with over 35 years experience in teaching, curriculum, and teacher education. To register (there is a $10.00 fee) or for more information, contact: Margot Downs 53 Tenney St. Yarmouth, ME 04096 Email: downsm@portlandschools.org
Source: OELA Newsline
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Contentid: 1003
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Title: Asian Pacific Americans in Higher Education (APAHE) Conference 2004
Body: From: OELA Newsline "Exploring Intersections: Race, Culture and Leadership" Call For Papers/Workshops Proposal Deadline: February 9, 2004 Radisson Miyako Hotel San Francisco, CA April 7-9, 2004 APAHE invites proposals for papers and presentations that will engage conference attendees in discussions about a variety of topics including the changing cultural landscape, pan-Asian identity, professional development, new research in Asian American studies, mental health concerns, cross ethnic collaborations, and leadership. Efforts will be made to include diverse viewpoints within the Asian American community, taking into account ethnicity, national origin, class, gender, religion, and sexual orientation. Additional conference information and registration materials will be available in January at www.stanford.edu/group/a3c/apahe.htm . Please direct questions to stadaki@stanford.edu . For more information, visit: http://www.stanford.edu/group/a3c/apahe.htm For more information or to submit a proposal visit: http://www.stanford.edu/group/a3c/APAHE_2004_Call_for_Proposals.pdf
Source: APAHE
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Contentid: 1004
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Title: APA/IES Postdoctoral Education Research Training Fellowships
Body: From: OELA Newsline Awards to match postdoctoral fellows with established mentors to pursue research training related to teaching and learning in pre-K - 12 settings. Two year fellow stipend: $55,000 per year. Initial deadline for fellows and mentors to qualify is January 1, 2004. The American Psychological Association (APA) has been awarded $2,070,573 by the Institute of Education Sciences (IES) to launch the APA/IES Postdoctoral Education Research Training Program. The overall objective of this fellowship program is to increase the application of cutting edge psychological science to research in education in order to address our nation's needs for high quality research on teaching, learning and achievement of K-12 students. The purpose of the proposed program is to establish a fellowship program that matches promising psychologists with established mentors for intensive research training in order to: build capacity by attracting psychological scientists to conduct research at the interface of psychology and education; develop education and training models to advance school-based scientific research; and increase the visibility of education research within the discipline of psychology. Fellowships will be awarded to individuals who are interested in pursuing research training in school-based research related to teaching and learning, and who have been awarded a doctoral degree in psychology by the time of appointment. In addition, all fellows will participate in a series of joint activities that will be focused on translating research into practice, promoting professional socialization, building a community of APA/IES scholars, and developing interest in education sciences throughout the graduate education pipeline in psychology. For more information, please visit: http://www.apa.org/ed
Source: The American Psychological Association
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Contentid: 1005
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Title: Assistant Professor of TESOL
Body: From: OELA Newsline Florida International University (FIU)-Miami's public research university-offers more than 180 baccalaureate, masters and doctoral degrees in 16 colleges and schools. FIU emphasizes research as a major component of its mission and has achieved the rank of Carnegie Doctoral/Research University-Extensive. The College of Education of FIU invites applications for a tenure-track Assistant Professor position for the 2004-2005 academic year. The college seeks candidates interested in working to meet the needs of an increasingly diverse, multicultural, technology-driven society. All teaching programs in the college are fully accredited by the National Council for Accreditation of Teacher Education (NCATE). The college has four academic departments comprising some 60 programs at the undergraduate, masters, specialist, and doctoral levels. Responsibilities: Teach graduate and undergraduate courses in TESOL and engage in sustained scholarly productivity. A balanced program of teaching, research and service will be expected, as well as student advisement and participation in program accreditation/evaluation. Qualifications: an earned doctorate in TESOL, Applied Linguistics or related field; university teaching experience desired; evidence of scholarly productivity; experience in a diverse, multicultural environment; and professional memberships and affiliations in TESOL required. Desirable: research experience and/or interest in bilingualism, educational technology, dialects (Creole or Patois), and proficiency in a second language. Deadline: Position will remain open until filled; initial review will begin on February 12, 2004. Submit a letter of application that establishes position qualifications, a vitae, examples of scholarly writing, copy of graduate transcripts, and at least three references with phone numbers/email addresses. For more information, contact: Professor Luis Martinez-Perez Email: martinel@fiu.edu
Source: Florida International University, Miami, FL
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