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Paraprofessionals are used in a variety of ways in schools, but in many cases their contribution is limited to resource management or helping a struggling student "finish something off" in a small group or individual session. This paper will report on a project in which a university mentor worked with four paraprofessionals to support small groups of junior primary students who were struggling with basic literacy acquisition. They were taught to use "scripts" to move through carefully sequenced lessons, and to monitor student progress on a daily basis. The students made significant progress throughout the year, but the personal and professional stories of the paraprofessionals surprised all involved. This paper will focus on their stories as they grew in both skills and confidence. There was also wide recognition of their important contribution to the school by the staff and principal. Recommendations to maximise the input of these important members of the school community conclude the paper. [ABSTRACT FROM AUTHOR]

This paper addresses foundational issues of purpose and paradigm in aboriginal education in a way that deals overtly with self-government issues, including claims and counterclaims regarding them that are largely neglected in the aboriginal-education literature. In this paper, the authors have constructed a conceptual "place to stand" for their analysis from several contributions to educationalpolicy theory generally, and from current discourse and debate on First-Nations identity and selfgovernment, particularly in an educational context. The authors argue that only such paradigmatic grounding can provide a conceptual "place to stand" for useful and coherent critical analysis of past and current policy directions on First-Nations education in Canada and thus provide a space for a dialogue between aboriginal and non-aboriginal groups about future educational policy directions for aboriginal people. [ABSTRACT FROM AUTHOR]

All students attending a Romanian University can become teachers by following the courses offered by a Teacher Training Department. The initial training for a teaching profession requires students to take courses in Psychology, Pedagogy, Didactics and Teaching Practice within their academic speciality. Third year education students practice teaching in secondary schools in one of the disciplines related to their academic specialty. Thus, students in Law, those in International Relations and European Studies, those in Political Sciences or in Journalism can teach Civic Culture in compulsory education, secondary level, which is an interdisciplinary approach. The first sequence of this paper is concerned with the Curriculum for the Teaching Practice and the competencies which have to be developed by the student teachers during their teaching practice. The second part of the paper characterises the teaching activities required from the student teachers who are teaching Civic Culture. By teaching such an interdisciplinary approach, they have to focus on specific concepts from Psychology, Sociology, History, Law, Public Administration and Media. They also have to develop some democratic values and attitudes in their pupils, especially on liberty, equality, human rights, tolerance or multiculturalism and the adequate citizen duties. Student teachers have to assist their mentors, which are the regular teachers for the application classes and have to sustain teaching activities assisted by their mentors and colleagues. Each teaching activity sustained by a student teacher is analysed and assessed by his mentor. The analysis is also extended on the teaching design documents, meaning the lesson plans and the learning unit projects. The last sequence of this paper presents the teaching practice portfolio, which has to be completed by each of the student teachers during the teaching practice period. [ABSTRACT FROM AUTHOR]

This practice-based paper examines shared teaching and learning to widen perspectives and improve teaching and learning. It is based on real work in real classrooms with teachers and students. This collaborative shared teaching and learning enabled staff and students alike to expand their understandings and skills. The "village" applied to classroom settings creates a sense of connectedness that enhances teaching and learning for both teachers and students since their contributions are valued and utilised. [ABSTRACT FROM AUTHOR]

In this paper I discuss the pedagogical power of incorporating "activity" in both the instructional methods and learning assessment strategies within the context of Child and Youth Care (CYC) education. Just as we understand that what is taught is not the same as what is learned, I make the case for linking the pedagogical practices of activity-based methods of instruction and learning assessment strategies. Some of the central tenets of activity-based education are examined with a view to understanding how activity-based education pedagogy has evolved over the years and how it is practiced within CYC education. The paper then focuses on the issue of assessment and the showcasing of activity-based education pedagogy in the student learning assessment process. [ABSTRACT FROM AUTHOR]

There are many cases of environmental injustice taking place in Appalachian Coal Country against the people of Appalachia by the coal industry. This paper looks in depth at one instance of possible environmental injustice; the case of Marsh Fork Elementary School located at the heart of Appalachian Coal Country, West Virginia. At this school students attend class in a building located next to a coal processing plant and coal sludge dam and reservoir. Using the principles explained in Brown v Board of Education, this paper analyzes whether or not the school has met their obligations to the children who attend the school. Focusing on, whether or not having a coal processing plant and coal sludge dam and reservoir next to the school was a violation of the children's rights set forth in that decision, and was the school district obligated by these principles to give the students a new school, not located next to the coal processing plant and coal sludge dam and reservoir. [ABSTRACT FROM AUTHOR]

Howard Gardner's multiple intelligences theory (MI) offers a remedy of wholeness for the traditionally narrow view of general intelligence. Existential intelligence, Gardner's proposed 9th intelligence, potentially adds another critical vantage point of wholeness to the MI canon. Yet Gardner's own narrow definition of existential intelligence has restricted its development for more than a decade. This paper attempts to broaden the definition of existential intelligence by presenting its unique problem solving ability as an invaluable orientation for educators. Specifically, existential intelligence is presented as a vehicle to shore up pedagogy in educational environments that overly fixate on performance- based outcomes or those that ignore the role of educator's calling and purpose. Existential intelligence allows teachers to function within a sphere of questions, creativity, imagination, and journeying. It allows for possibilities instead of prescriptions, informing an education of "essence" and "being" instead of merely "doing" (Greene, 1967, 1995). This paper outlines, through a series of vignettes, the potential gains of encountering existential intelligence in pedagogy and urges further discovery and dialogue regarding this elusive intelligence. Unlike the conscious subscription to existentialist philosophy, the author submits a standing knowledge of existential intelligence is helpful, but is not necessary in order for teachers to function under its offerings. [ABSTRACT FROM AUTHOR]

This paper reports a unique approach and set of experiences in the development and implementation of a multidimensional model for understanding, practicing, and evaluating interprofessional practice and education. The aim is to examine problems precipitating the need for interprofessional education; methodology of an education model alternative; underlying assumptions, implications, limitations, and strengths of the proposed model. Contents, references, and other educational resources and techniques are also examined and presented. Underlying values about the significance of a humanin- the-environment ecological approach serves as foundation for the need for the model presented. [ABSTRACT FROM AUTHOR]

Mathematics education is undergoing an era of reform, shifting from behaviourist to constructivist approaches to teaching and learning. Debates within the philosophy of mathematics consider the absolutist versus humanist status of mathematical claims. Given that school math is almost uniformly experienced by teachers and learners as absolute, the content of debates within the philosophy of mathematics could contribute to the reform of mathematics education. This paper considers whether stories from the history of mathematics with philosophical import can generate learning contexts that occasion a greater appreciation of mathematics by school aged children. Zeno's paradox is one such mathematical/philosophical context, which is used, with some data from children, to explore the above question. By starting with the premise that all school aged children can engage with and generate philosophical ideas, I conclude that the success of this agenda depends on at least two pedagogical considerations: (1) teachers noticing the philosophical thinking of children, which depends on a teachers knowledge of philosophy; and (2) occasioning opportunities for children to engage with philosophy, which is a rejection of the idea that teachers should structure when philosophical thinking will occur. [ABSTRACT FROM AUTHOR]

Social capital is argued to grow out of social relations and to provide resources to actors engaged in purposive action. One environment where the resources generated have been shown to contribute to positive outcomes is education. Previous research has found social capital in the family and the community to be associated with higher student test scores. Since students, teachers and principals interact at school over the course of a year or longer it is reasonable to assume that social capital may also emerge within individual schools. Any resource produced as a result of these interactions may also be valuable to producing positive outcomes. Drawing on data from Chicago Public Schools in the United States, this paper examines principal and teacher perceptions of social relations within the school that are consistent with social capital theory. Statistical tests are run to see whether social capital within a school is associated with student test scores. [ABSTRACT FROM AUTHOR]

The present paper is based on a field study, on the role of Community Participation in School Education, conducted in the two villages of Haryana State, India. The study shows that interaction between Village Education Committee, community and certain social economic condition has led to major improvement in educational performance in one village. Special focus is on the relevance of community participation and cooperative action at the ground root level. But in second village, the social conditions, local politics and lack of mobilisation etc. are different factors which have made the concept of community participation a failure. Social exclusion in form of gender discrimination and caste hierarchy remain the common hindrances in both villages in community participation. [ABSTRACT FROM AUTHOR]

With a volatile economy and perceived indeterminate futures, Japanese companies are being forced by circumstances to change the way they recruit university graduates. One particular recruitment strategy currently being promoted at companies is to ask applicants to present a future strategy for the company. Unfortunately, Japanese universities are not preparing students to carefully analyse and strategise perceptions of the future leaving students poorly equipped to conceptualise alternative future possibilities and dangers. Given this background, one Multimedia Communication course at a technology university in Japan adopted a Futures Studies & Thinking approach. The aim was to provide Complex Systems students (n=79) with a theory driven Futures Toolbox to design and present digitally enabled futures images (DEFI) of their university. The 15-week, 45-hour core course was split into explicitly teaching a Futures Studies Toolbox which included the Futures Triangle Analysis (FTA), scenario building, SWOT analysis, backcasting and Lasswells' Communication Formula, in conjunction with practical multimedia skills such as movie editing and enhanced Podcast development. The context of all activities was Futures University 2020. Futures-oriented sub themes were structured around a STEEPV model: Societal contribution; Technology use; Environment; Educational philosophy; Politics and people; Values that underlie the university. The challenge was how to communicate new ideas, derived from strategically applying the Futures Toolbox, in a creative, innovative way. Student teams were provided with an iPod Touch. Two iPod Touch applications in particular were used to develop the presentations: Strip Designer and StoryKit. These linked to students' previously created photos and Podcasts synchronized on each iPod Touch. The students added text and recorded voiceovers to support their futures images. The originality of this paper resides firstly in the synergies produced by combining Futures Studies as praxis with the creation of digitally enabled futures images (DEFI), and secondly in the critical and self-reflexive nature of the unit of analysis: the Future University itself, whose very name, and cultural contexts, have not been critically examined before by its students. [ABSTRACT FROM AUTHOR]

This paper describes current sexual life of HIV infected male and female individuals in Bangladesh. In order to strengthening HIV prevention in Bangladesh it is important to explore sexual life of HIV positive people, as sexual contact is one of the core routes of HIV transmission. A mixed method design has been followed involving people who are HIV positive male and female (age 19-69 years) and member of 'Ashar Alo Society', a largest HIV self-help Group in Bangladesh. Fifteen participants were selected purposively for in-depth interview considering their socio-demographic status, gender and duration of HIV diagnosis. For quantitative survey 114 respondents were selected based on their availability during the data collection period. The main findings of this study indicate that irrespective of age, gender, socio-economic status, education, occupation and marital status, most of the HIV positive people are still sexually active and continuing their sexual life by maintaining marital, pre-marital and extra-marital sexual relationship. There are mixed opinions regarding change in desire of sex. Some respondents described that the desire of sex is as same as before. However, a number of man and women reported that being HIV patient they could not enjoy sex much as they were used to before. Whenever they engage themselves in sexual activities 'thinking about the HIV and its implications' obstruct them to enjoy sex and break off their ability to get extreme pleasure. After being infected by HIV the types of sexual acts of few people have been changed. As part of safer sex they are involved in non-penetrative sex, but most of the HIV positive people are not practicing safer sex. Therefore, understanding the issues that influence their sexual life could inform national and international care and support programs to revise and redesign their interventions in Bangladesh and country like Bangladesh. [ABSTRACT FROM AUTHOR]

This paper reports findings of a qualitative study on how a university in Kenya has developed a curriculum for preparing teacher trainees to teach about HIV/AIDS. The aim of the study was to understand the process of developing a standalone HIV/AIDS curriculum, the preparedness of both lecturers and trainee teachers to teach about the pandemic to young people who are seen as on HIV high-risk group. The study was conducted by carrying out individual interviews with lecturers, a group interview with trainees, document review and observation. Data gathered were analysed inductively and then literature was used to summarise the findings. The study established that there was awareness among the trainee teachers, dedication and enthusiasm among the lecturers. A number of the trainees who had taken an extra course as peer educators were confident about their preparedness to teach about the pandemic. The other trainees, who had only studied the HIV/AIDS curriculum, felt that they needed more hands-on activities to provide them with greater experiential knowledge about HIV/AIDS. The university's approach is an example that needs to be emulated by other teacher preparation institutions. However, further research is needed to establish how graduates are teaching about HIV/AIDS to the target group of adolescents in their schools. [ABSTRACT FROM AUTHOR]

In all environmental of every historical period the teaching of specific cultural values through education has promoted many personal, psychological and social qualities that we now call gender stereotypes. In a sense, the fact that of being man and woman, depending on the social function is identified with the progress of every period. Nowadays, there are still existing discrimination cases for women to access specific high positions of prestige and power at society. These facts can be seen at studies developed by education institutions. It is an authentic aim to avoid these types of discrimination of gender, not only, using short measures as a positive action, but also, maybe the most effective answer will be using long measures in a preventive way (changing ideas, perceptions, etc.) from a co educative style based on equality relations. Thus, in this paper we summarize the most important gender-related changes in our society and especially the ways and solutions developed, in the case of Spain, to improve the gender's relations. On the other hand, how it is possible to restructure new roles with respect to gender through an educational models in our country based on establishing ideas, thoughts and feelings promoting equal opportunities in relation to difference and a positive attitude toward collaboration in housework (combining family and work life). [ABSTRACT FROM AUTHOR]

In the United States, widespread affirmative action programs in employment, education, and public contracting exist that use race, ethnicity or gender classifications to create more equal outcomes or reward political constituencies. Courts have ruled that such programs employing preferences in contracting must be limited to situations that remedy identified previous discrimination. Consequently, since 1989 about 250 disparity studies examining discrimination in contracting have been commissioned by governments costing over $140 million. These studies usually employ the talents of economists, sociologists, political scientists, lawyers, historians and, even, anthropologists. When litigation occurs, courts have often responded critically to the data, methodologies, and conclusions of these studies and have set new rules for them, but the judicial process is not well suited to direct social science research. This paper will examine the continual dialogue between courts and social scientists struggling over the complex questions of identifying contemporary contracting discrimination. [ABSTRACT FROM AUTHOR]

As Kenya continues to improve its post-independence educational system, ensuring novice teachers' professional capacity for teaching at secondary school level has become a priority. However, teacher preparation programmes are facing challenges in implementing the policy changes that have been introduced. This paper reports on an exploratory case study of a university programme which attempted to understand how the curriculum policy framing the teaching of History at secondary school level in Kenya is interpreted and integrated into its teaching processes. The purpose was to determine how the policy informed curriculum practices in terms of its perceived intention by exploring the degree of curriculum coherence between the History Methods and school History programmes. Firstly, it gives a brief account of the context within which the new curriculum policy for teaching History and Government was formulated. Secondly, it provides a conceptual analysis of curriculum coherence by drawing on, amongst others, Bailin's (1998) notion of normative critical thinking and Dunn and Pendlebury's (2003) views of the importance of practical reasoning in teaching. Thirdly, the research design used in the study is described. The analysis of data provides insights into how curriculum policy is supported in practice in terms of its intentions. Finally, by reflecting on the lecture-room practices and teacher educators' and students' views about such practices, conceptual underpinnings that would have enabled effective policy interpretation and integration into processes of teacher-preparation are highlighted. What would count as relevant history knowledge and teaching practices in teaching the policy on History and Government is underscored. [ABSTRACT FROM AUTHOR]

This action research study attempts to discover the strengths and weaknesses of the content delivery methods of the New Tech project-based learning environment especially concerning the needs of the English Language Learner. Questions that were answered by this study include: How does the project-based learning environment affect the ESL student? What are the benefits and disadvantages for English Language Learners in a project-based learning environment? And how can the learning environment be manipulated to provide the student with the means to be the most successful? The content of the class, Integrated World Studies, was an interdisciplinary combination of English and World History. The students completed projects, which introduced them to the content knowledge required for the classes and presented several advantages and disadvantages for those students who were also attempting to learn English as a Second Language. For those ELL students, the projectbased learning environment gave ample opportunities for genuine talk-time with native English speakers, but also limited the amount of time dedicated to direct instruction of the content and language objectives. This research was completed in a New Tech high school in Austin, TX. All New Tech schools provide students with a laptop for home and school use. These schools also often combine two subject areas, in this case English and World History, while presenting all content knowledge with a studentcentered project approach. [ABSTRACT FROM AUTHOR]

This study examined the effect of enhanced instruction on social entrepreneurship and sustainable development content among social work graduate students (n=21) compared to students who received standard instruction for the same course (n=27). Pre- and post-test surveys were administered at the beginning and toward the end of the fall 2010 semester. Results indicated that while there is no statistically significant difference between groups at pre-test, the enhanced instruction group showed greater knowledge on social entrepreneurship and sustainable development on post-test than the comparison group. The enhanced instruction group also showed a statistically significant difference on their perceived importance of gaining understanding and knowledge of business skills in social work education than did the comparison group. The enhanced instruction group reported a combination of learning methods effective in understanding social entrepreneurship and sustainable development. The findings have important implications for social work education and practice. The non-random sampling method limits generalization of the findings. [ABSTRACT FROM AUTHOR]

This essay elaborates on the necessary relationship between social discourse and social policy. By analyzing the 1973 Supreme Court decision in San Antonio Independent School District v. Rodriguez, I seek to complicate the assumptions that sometimes guide post-civil rights narratives about equality in education. Legal precedent and public policy often reflect "official" frameworks for defining equal rights that are substantially different from public and social discourse. And because the public discourse on American education is important historically to the civil rights movement and continues to be foundational to present-day debates on race, class and equality, Rodriguez serves as an important case study for examining both contemporary American sociopolitical norms as well as efforts toward social change. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify and examine the changing roles of Nigerian women concerning the family, educational attainment and society, as experienced and expressed by a sample of young 21-35 year old. Nine Nigerian women resident in Egypt were interviewed in depth using the 'topical life history' phenomenological method to reveal their attitudes and perceptions concerning the woman's role in the family. Five of the participants were children caught in the Biafran war and their education was interrupted during the conflict. All struggled to gain education as girls and women growing up in families with sometimes limited resources. This study is based on the assumption that changes are taking place at all levels of Nigerian society. And that these changes are reflected in the way Nigerian women think and express views about themselves and their extended families. In lengthy, free form, nondirective interviews, the participants recounted their life histories from small children to the present day, and in this process commented and revealed their feelings about personal, family and social issues. [ABSTRACT FROM AUTHOR]

Personal features of the people, who have decided to leave the country of residence for the sake of earnings, normally differ from those who prefer to work in their homeland. But how will labour migrants themselves change during that time? Our study is concentrated on dynamics of social attitudes of labour migrants in comparison to those people who, being placed in similar conditions, have preferred not to leave the country of residence. The data of our research provides the grounds to assume that the basic attitudes subject to influence of experience of labour migration are such entities as family values, political views, attitudes toward education and people of different nationalities. For example, respondents who have spent more than half a year in labour migration, notice that they have become more tolerant, but, simultaneously, less focused on marriage and birth of children. This research rises the issue of ecological component of the attitude meaning the migrant's potential to materialize his changed attitude towards issues so important for the country and society. The results (N=225) reflect how labour migration influences the backbone of intellectual, social and economic development of a society. [ABSTRACT FROM AUTHOR]

This presentation describes findings of an exploratory study conducted with a sample of refugee students now living in the Atlanta area of the United States. The purpose of the study was to gain an understanding of the school experience of young refugees in the United States and how they perceive their educators' knowledge, attitude, and efforts in addressing their culturally diverse needs. Results of the study indicate that the American education system still needs to equip prospective teachers to understand how to address the needs of all children in our increasingly pluralistic schools. Data collected was in narrative form and based on the personal experience of a small, self-selected sample of immigrant students, therefore, results may not be generalized. Nevertheless, findings can be used as a baseline for future, more rigorous study with refugee adolescent populations. Due to the exploratory nature and small sample, the limitations of this study are outlined. Suggestions for reform of traditional instruction are offered. [ABSTRACT FROM AUTHOR]