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2. Facilitating Conversations on Difficult Topics in the Classroom: Teachers' Stories of Opening Spaces Using Children's Literature. Occasional Paper Series 44
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Bank Street College of Education, Boldt, Gail, Boldt, Gail, and Bank Street College of Education
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For this edition of the "Bank Street Occasional Paper Series," educators were invited to share stories from their practice: times when they utilized children's literature and conversations to address real life; the difficult topics that children experience through the mirror of their own experiences or the windows of their peers, communities, or world. These stories are the stories of educators who have tried, and sometimes stumbled, and are showing their vulnerabilities. In each story, there is profound learning from the conversations that emerge from books. In the range of stories offered in this issue, there is one commonality: teachers are responding to the challenges that students of all ages face in their lives. These include concerns about gender and sexuality, racism, death and grief, climate change, police brutality, class issues, trauma, family insecurity, and mental health challenges. The essays are arranged in pairs by age/grade levels from preschool, to early elementary, middle elementary, late elementary, middle school, high school, and college, however, every one of these authors offers thoughtful guidance to educators (and non-educators), no matter the level with which they most identify.
- Published
- 2020
3. Education as Design for Learning: A Model for Integrating Education Inquiry across Research Traditions. WCER Working Paper No. 2019-4
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Halverson, Rich, and Halverson, Erica Rosenfeld
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How can we see education research as a coherent body of inquiry? The naturally occurring diversity of epistemologies and methods give education research the appearance of discord. In this paper, we propose that all of these various methods, questions, and interpretive frameworks of education research share a common commitment to the idea that "education is design for learning." We begin with a discussion of how recent efforts at the global and national policy levels have sought to position scientific inquiry as the premiere version of education research based on the model of social sciences. We then discuss the role of practical inquiry as a necessary complement to both receive and generate positivist knowledge. The iteration between scientific and practical inquiry describes a path for how scientific and practical work can be naturally linked in an iterative inquiry for improving education processes and outcomes. However, without a critical perspective, this iterative process can become detached from valued social concerns and become an exercise in optimization, rather than improvement. We propose that critical inquiry should be systemically integrated into the design process for researchers and educators to reflect on both the intentions and consequences of the scientific-practical cycle. We then describe how integrating these approaches can show the way toward to a coherent model of education research.
- Published
- 2019
4. Do Teachers See Global School Partnerships as a Tool to Deliver Anti-Racist and Inclusive Approaches? Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 3
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC) and Roots, Anne
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The aim of this study was to research whether teachers see global school partnerships as an effective tool to support anti-racist and inclusive approaches and deliver practice that reflects, is representative of, and engages all pupils. Over the last year, events have led to increasing debates around Black Lives Matter, the urgent need to de-colonise and re-design the curriculum and develop teaching and learning practice that responds to our diverse school communities and contexts. Although there are many schools involved in the Connecting Classrooms Through Global Learning programme it is unclear how many are actively using this work to address and respond to this need. This study aims to assess whether links can be made between the two agendas so that teachers can understand, embed within the rationale for and use their global learning work and global school partnerships as a vehicle to develop and evidence anti-racist approaches. Research data was gathered from both teachers and senior leaders via a simple online questionnaire for schools involved in Connecting Classrooms Through Global Learning school partnerships and used to gauge whether they are addressing the agenda and to what degree they can see these links as a tool to enable and evidence impact. This was followed by more qualitative data collected via virtual interviews with three teachers identified from their responses to the initial questionnaire. What is clear from the findings is that teachers acknowledge that a global learning approach and global school partnerships specifically have real relevance when developing anti-racist practice.
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- 2022
5. Beyond Disciplinary Engagement: Researching the Ecologies of Interdisciplinary Learning
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Lina Markauskaite, Baruch Schwarz, Crina Damsa, and Hanni Muukkonen
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The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However, interdisciplinary learning is one of the most complex domains of contemporary educational practice, and, despite its significance, remains significantly undertheorized and under-researched. This Special Issue highlights empirical research efforts toward understanding interdisciplinary learning in its complexity. It simultaneously aims to (1) advance ecological perspectives that encompass concepts and methodologies for studying complex heterogeneous learning practices and (2) apply these perspectives to the research of interdisciplinary learning - of how people learn across and beyond disciplines. This introduction provides a historical context for interdisciplinary learning, introduces an ecological stance toward researching learning across and beyond disciplines, and reviews critical theoretical and methodological challenges within interdisciplinary learning, arguing that the field of the learning sciences is well-positioned to address these challenges. It discusses how the contributions presented in this special issue shed light on theoretical, methodological, empirical, and design aspects of interdisciplinary learning and offer a basis for further design work and research.
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- 2024
- Full Text
- View/download PDF
6. Enhancing Lives via Interdisciplinary Translational Science (EnLITS): A Circumplex Model for the Social-Behavioral-Educational Fields. CYFS Working Paper 2016-1
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University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS), Sheridan, Susan M., DiLillo, David, Hansen, David J., DeKraai, Mark, Koenig-Kellas, Jody, Swearer, Susan M., and Lorey A. Wheeler
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According to the National Institutes of Health, "Translational research includes …the process of applying discoveries generated during research in the laboratory, and in preclinical studies, to the development of trials and studies in humans… [and] research aimed at enhancing the adoption of best practices in the community. Following this tradition, this paper defines translational research in the Social-Behavioral-Educational (SBE) sciences as the recursive, bidirectional process of integrating scientific knowledge and research-based discoveries into community and societal practices and policies. Because there is a woeful lack of understanding about the science of translation, or how this very difficult work happens. Little is actually known about the strategies, structures, and processes of translational research that influence the capability and probability of diverse researchers from distinct disciplines collaborating effectively to solve significant social, behavioral, educational, and mental health problems. Barriers such as discipline-centric terminologies, traditional methodological approaches, time constraints, and narrowly conceived and executed dissemination strategies are significant. To accelerate the transmission of knowledge across the spectrum of theory, experimentation, implementation and diffusion, an augmented translational research approach specific to the SBE sciences is needed. The specific aims of this initiative are two-fold. First, the initiative will uncover various aspects (phases and processes) of translation that are most effective in addressing a range of significant social, behavioral, educational and mental health challenges plaguing society. Second, the knowledge gained about the science of translation will be applied to ameliorate specific social, behavioral, educational, and mental health problems by targeting specific substantive issues in these areas that impede individual, familial, social, and societal health. Through advanced understanding of the mechanisms by which meaningful integration of researchers from multiple disciplines and across the basic, applied, community and policy spectrum occurs, translational researchers will provide critical core support to augment the efficient translation around targeted SBE research. Relatedly, structures developed as a product of this initiative will serve as a hub to inform significant training, practice and policy advances among researchers in the SBE sciences. [Development of this white paper was completed with partial support from the University of Nebraska-Lincoln Office of Research and Economic Development (ORED).]
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- 2016
7. Student Exposure to Social Issues and Correlations with Voting: Gauging the Impact on Economically Disadvantaged Students at Major Public American Universities. SERU Consortium Research Paper. Research & Occasional Paper Series: CSHE.5.17
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University of California, Berkeley. Center for Studies in Higher Education and Porterfield, Victoria
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Higher levels of civic and community engagement in higher education are positively associated with students' academic performance and they also build upon citizenship skills such as informed voting. Yet, while these are worthy and important outcomes of higher education, students from disadvantaged backgrounds can have more difficulty navigating civic engagement. Focusing on students at thirteen major public universities in the United States, and utilizing survey data generated by the Student Experience in the Research University (SERU) Consortium, this study suggest social perspective-taking has a significant positive effect on all students' probability of voting and participating in community service. Students who were asked to identify challenge/solutions to social problems and reflect/act on community issues in the classroom were also more likely to participate in community service. Additionally, Hispanic students and students from lower-income households are significantly less likely to vote and perform community service--findings corroborated by previous research. Females are more likely to vote and participate in community service--findings also corroborated by prior research. Hispanic students and students from low-income backgrounds were more likely to participate in voting and community service if they had increased rates of social perspective-taking. These results suggest that increased opportunities to connect with classmates in the classroom and develop perspective-taking skills (e.g. appreciating the world from someone else's perspective, acknowledging personal differences, interacting with someone with views that are different from your own, and discussing and navigating controversial issues) are potentially quite powerful ways to foster civic engagement among students who traditionally have the lowest civic engagement rates compared to their peers.
- Published
- 2017
8. A (Critical) Case for Evidence-Based Interventions in the Context of Social and Emotional Learning: Commentary on Professor Raven's Paper for Open Dialogue
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Wigelsworth, Michael
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In John Raven's "Diving in Where Angels Fear to Tread: Pre-Requisites to Evidence-Based Interventions," he outlines several critical failings in which social scientists bear a responsibility for potentially a great deal of damage toward children, society, and notably, the planet itself. The nature of the damage appears to be one of stagnation, ('a self-perpetuating system which… negates efforts to introduce change') by virtue of suppression and discrediting of talent and innovation, and as a consequence, the promotion of a 'fascist ideology' in education (ibid). The causes behind such destruction appear to be largely attributed to: (1) an 'uncritical acceptance of reductionist science'; and (2) a preference towards 'an authoritarian, single factor remediation of social problems'. In this response to Raven's paper, Michael Wigelsworth considers the nature of these charges from his own perspective, focusing on the context of implementation of strength-based approaches in schools designed to promote social and emotional learning (SEL) (rather than focusing on statutory academic elements of learning). [For "Diving in Where Angels Fear to Tread: Pre-Requisites to Evidence-Based Interventions," see EJ1248321.]
- Published
- 2020
9. Transformational Learning: Using Equality and Diversity Marketing Client Briefs to Foster Awareness, Application and Action
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Everett, Sally, Gunduc, Melisa, Junjunia, Maimoona, Kroener, Laura, Maise, Jakob, Scott-Hyde, Katrina, Salem, Lara, and Simsek, Asli
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This paper reports a study coauthored with second-year undergraduate students that examines student experiences of undertaking real-life, client-set marketing assessments with an equality and inclusion remit. Students were set a marketing assessment with an explicit social justice focus, thereby prompting them to reflect on their own backgrounds and unconscious biases whilst addressing issues of societal injustice. This study explores the impact on students of closely engaging with this material and how the assessment, which involved them interviewing experts and developing actionable recommendations, altered their views and career plans. Data were generated via focus groups with students who undertook the assessment, supplemented by some alumni and client interviews. The findings are presented as a "3A" framework of Awareness, Application, and Action: first, the assessment raised "Awareness" of broader societal issues and fostered transformation in terms of personal views; second, students developed core skills and networks they could "Apply" in their future careers; and third, "Action" describes the way students felt empowered to make a positive difference to their client and wider society. The 3A model provides simple design principles that educators could implement if they want to introduce transformational experiences based on social justice issues into the marketing curriculum.
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- 2023
- Full Text
- View/download PDF
10. Definitions and Design Options: Workforce Initiatives Discussion Paper #1
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Academy for Educational Development
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Workforce initiatives are about giving people the skills to do their jobs well, about strengthening the institutional infrastructure that provides job services, about positioning labor markets to lead growth and increased investment, and about creating sustainable employment and improved working conditions. Workforce initiatives aim to fill a specific gap in a supply, service, or value chain. They can be as broad as resources allow and address multiple issues. In the end, workforce initiatives contribute to resolving crucial economic and social problems that are caused not only by skills deficits, but also by structural deficiencies. This discussion paper summarizes the information in the AED publication, "International Workforce Initiatives: Definitions, Design Options, and Project Profiles."
- Published
- 2011
11. Best Practices in Civic Education: Changes in Students' Civic Outcomes. CIRCLE Working Paper 57
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Syvertsen, Amy K., Flanagan, Constance A., and Stout, Michael D.
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The power of civic education to elicit positive student outcomes has been empirically documented. However, the field is only now beginning to understand the causal processes that bring about these positive changes in young people. "The Civic Mission of Schools" report commissioned by the Carnegie Corporation of New York and CIRCLE (2003) lays out six "promising approaches" to civic education. These practices emphasize the need for instruction that is relevant to young people (i.e., links young people's interests to political contexts), provides opportunities for practice, and that moves beyond rote learning praxis. A growing body of evidence suggests that these approaches to civic education yield positive, lasting outcomes in young people. For example, research has found that deliberative classroom discussions are positively associated with interest in politics, political knowledge, and feelings of political efficacy. The goal of this project is to examine the association between activities regularly used in civic education courses (e.g., staging a mock election) and their impact on key student outcomes. By linking classroom praxis to outcomes, the authors intend to provide evidence supporting best practices in civic education. (Contains 5 figures and 7 tables.) [This working paper was produced by the Center for Information & Research on Civic Learning & Engagement.]
- Published
- 2007
12. Building Citizenship: Governance and Service Provision in Canada. CPRN Discussion Paper.
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Canadian Policy Research Networks Inc., Ottawa (Ontario)., Jenson, Jane, Harvey, Jean, Kymlicka, Will, Maioni, Antonia, Shragge, Eric, Graefe, Peter, Fontan, Jean-Marc, Jenson, Jane, Harvey, Jean, Kymlicka, Will, Maioni, Antonia, Shragge, Eric, Graefe, Peter, Fontan, Jean-Marc, and Canadian Policy Research Networks Inc., Ottawa (Ontario).
- Abstract
Citizenship is about more than the passport an individual holds; it goes far beyond nationality. The terms of citizenship determine in part who has access to goods, services, and resources and how they are distributed within a community. Rules of citizenship determine who can participate, who can decide about matters of diversity, distribution, inclusion, and exclusion. While citizenship is a useful concept, sometimes it is also a confusing one. The paper provides a brief overview of the concept of governance. It turns to a consideration of the appropriateness of this social initiative by the International Development and Research Centre (IDRC). It examines some of the reasons why Canada's historic and current experience of citizenship might advance IDRC's thinking about a citizenship entry point for its research agenda, and its attempt to answer the key question: "To what extent does the Canadian experience past and present have anything to say about options for Africans?" It provides a brief overview of the four commissioned papers and what they have revealed the links among citizenship, governance, and service delivery in Canada. The paper concludes with an overview of lessons drawn from the Canadian experience. (BT)
- Published
- 2001
13. Global Interdependence and the Need for Social Stewardship. Paper No. 1.
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Rockefeller Bros. Fund, New York, NY., Mazur, Laurie Ann, and Sechler, Susan E.
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On October 7-8, 1996, the Rockefeller Brothers Fund joined with the World Bank to host a gathering of foundation executives, leaders of major humanitarian and environmental nongovernmental organizations, and officers of large multilateral institutions. The meeting was entitled "Building a Constituency for Global Interdependence," and its agenda reflected a sense of shared concern about the apparent waning of public and political support for the policies, programs, and agencies of cooperative international engagement. This paper draws from ideas voiced at that meeting to describe one possible and persuasive new framework for cooperative engagement. It begins by explaining the need for cooperation if interdependent nations are to advance their common interests in three areas: (1) economic growth; (2) military security; and (3) "social stewardship," which involves the promotion of health, social stability, and human potential. The second section of the paper traces the history of political and public support for social stewardship and discusses its current falling-off. In so doing, the paper provides new information on U.S. attitudes toward cooperative engagement generally and social stewardship in particular, suggesting that constituency-building is complex, involving not so much a lack of awareness about global issues but rather the low priority assigned to those issues and the absence of a compelling policy context in which to address them. The paper notes that constituency-building should include women, people of faith, youth, educators, businesspeople, and labor union leaders. The third section lays out messages and methods that might help generate a renewed commitment to social stewardship among policymakers and opinion leaders, key constituencies, and the general public. Finally, the paper argues for a model of cooperative engagement in which social stewardship, economic growth, and military security are seen as mutually reinforcing expressions of U.S. interests and values. (BT)
- Published
- 1997
14. Private Encroachment through Crisis-Making: The Privatization of Education for Refugees
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Le, Hang M.
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How has education for refugees been shaped by broader dynamics of educational privatization? This paper argues that the invoking of the 'refugee crisis' narrative has been a crucial force in facilitating the privatization of this sector. The urgency of crisis helps to naturalize private actors' participation in refugees' education as equal partners to host governments, multilateral agencies, and civil society. Consistent with Stephen Ball's (2012) distinction between privatization in and of education, the privatization of refugee education also advances through two dimensions: the creation of a new space -- a new 'market' -- for private actors, and the infusion of market and business principles such as 'innovation' into all aspects of education. The crisis narrative has created a new 'horizon of taken-for-granted' (Hall, 1993), where it is simply natural that private actors must participate in the assumption of the traditional responsibilities of the state in providing education for refugees.
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- 2019
15. Habermas' Societal Critique and the Concept of Forgiveness: An Exploratory Paper.
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Belles, Donald A.
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Jurgen Habermas' concepts of the Theory of Human Interests, although a descriptive interpretation of history, fails to offer hope of freedom for the human race. This occurs because the components' technical interest, practical interest, and emancipatory interest are inherently conflictual. Habermas' use of Communicative Action Theory to harmonize the components also fails because of its heavy reliance upon rational thought and the requirement for yielding of personal gain in the name of humanity. The missing element in both theories appears as the ability, more than the desirability, of individuals, families, clans, and nations to experience and offer forgiveness. Forgiveness as an elemental form of human discourse represents the best of the species in terms of self-renewal and as such becomes the enabler of release from the baser components of human interaction. Insights gathered from the study of religion, sociology, and psychotherapy all form intricate and necessary understandings in creating a model for developing people who can forgive. Inclusion of forgiveness within the educational curriculum should be a part of the underlying structure of any activities related to character or values development. (Contains 22 references.) (Author/BT)
- Published
- 1999
16. Beyond the Academy: A Scholar's Obligations. ACLS Occasional Paper, No. 31.
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American Council of Learned Societies, New York, NY. and Garrison, George R.
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Four papers address how individual scholars may see their obligations to the wider public. In the first paper, "The Social Responsibility of the Academy and Its Academicians," George R. Garrison considers the role, purpose, and mission of Liberal Arts Institutions of Higher Education and examines the civic and social responsibilities of researchers and teachers in the Academy. The second paper, "Reflections on the History Wars," by Arnita A. Jones, first identifies four developments creating a favorable climate for public presentation of history including the increasing numbers of historians in public history jobs, a growing public appetite for history, the modern history education reform movement, and recent historical scholarship. She then considers implications of the rejection of the recently formulated National Standards in History. The third paper, "The Dangers of Willful Ignorance," by Robert Pollack examines the two-edged role of science and urges the teaching of science as an integrated part of the culture and a commitment by higher education to study the political implications of science, and greater involvement in and debate about the major ideas of science. The final paper, "On Defiance and Taking Positions" by Edward W. Said stresses that, although the first commitment of scholars must be to their field and students, as intellectuals in the wider society they should oppose consensus and othrodoxy, remind the wider society of context and larger processes, maintain their independence of thought, and involve themselves with an ongoing process or issue. (DB)
- Published
- 1995
17. Fraught with Wonderful Possibilities: Father Jimmy Tompkins and the Struggle for a Catholic Progressivism, 1902-1922. NALL Working Paper.
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Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. and Welton, Michael
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This document examines the role of Father Jimmy Tompkins in the struggle for a Catholic Progressivism in the Diocese of Antigonish in Nova Scotia, Canada, from 1902 through 1922. The discussion begins with a brief overview of the diocese and the editorial policy and content of the diocesan newspaper, "The Casket," which had maintained a tradition of aggressively condemning far-off events and offering shallow commentary on local events. After presenting a few key details on Father Tompkins' early life and education, the discussion turned to Tompkin's years as vice president and Prefect of Studies at St. Francis Xavier University from 1906 through 1922, during which time he focused primarily on staffing the university with better-prepared professors and encouraging several professors to pursue scientific studies and return to St. Francis to help transform it into a "university of the people" embodying the tenets of progressivism. Presented next were key points from the progressivist writings of several of the professors whom Tompkins had nurtured. The remainder of the discussion focuses on the activities of Father Tompkins and a reform cadre of priests between 1918 and 1928, at which time they devoted their energy to resolving the problems "engendered" by industrialization. The discussion culminated in an examination of the struggle between the Integrists and the Progressives. There are 123 endnotes. (MN)
- Published
- 2002
18. Learning for the Future: Adult Learning and the Environment. A NIACE Policy Discussion Paper.
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National Inst. of Adult Continuing Education, Leicester (England).
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This policy discussion paper is intended to stimulate debate about how to develop more and better opportunities for formal and nonformal environmental education for British adults. A summary found at the beginning of the paper lists its implications for the government, all providers of adult education, all providers of work-related training, businesses, the voluntary sector, and the National Institute of Adult Continuing Education. The paper considers the case for environmental adult education, reports on the level and kinds of activity that currently exist, and identifies a series of developments that are desirable and necessary steps in the transition to a more sustainable society, using government legislation and responsible individual, workplace, and community action as appropriate. In the belief that practices of educational organizations should act as examples, the paper also considers the process of institutional change. Contains 14 references. (YLB)
- Published
- 1993
19. Women, Citizenship and Canadian Child Care Policy in the 1990s. Occasional Paper No. 13.
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Toronto Univ. (Ontario). Centre for Urban and Community Studies. and Tyyska, Vappu
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This report analyzes developments in Canadian child care policy in the 1990s at the federal, provincial (Ontario), and municipal (Toronto and Peel) levels, highlighting problems that are associated with a male model of citizenship. The report discusses the child care policy process as one in which state bodies are challenged by the diverse and largely women-driven child care advocacy movement. First, the report outlines some of the major developments of the 1990s that have created increasing hardship for women; foremost among these is the diminished accessibility to child care due to stagnation of or cutbacks in the funding of child care services. Connected to this is the ongoing concern among advocates for not-for-profit child care about a shift of services to the private and unregulated sector, arguably lowering quality. Also at issue are the poor and deteriorating working conditions of mostly female child care providers. These considerations are intended to highlight the importance of linking social class and gender inequality in an analysis of social policy. Second, the report discusses the effectiveness of different strategies of child care advocacy, raising some of the most persistent questions among feminists concerning political citizenship (i.e., whether it is possible to obtain social rights for women through the state, and if so, what the conditions are which make it possible). The report concludes by asserting that most women's and advocacy organizations are dismissed by governments as "special interest groups"; based on their outsider status in official politics, and lacking stable alliances, these organizations are drawn toward political solutions that may prove palatable to governments in the short run but may undermine general claims for child care as a universal rather than a targeted service. (Contains a 114 references.) (EV)
- Published
- 2001
20. IFLA General Conference, 1992. Division of Education and Research: Editors of Library Journals (RT); Section on Research in Reading; Section on Women's Interest in Librarianship; Section on Education and Training; Continuing Professional Education (RT); Section on Library Theory and Research. Papers.
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International Federation of Library Associations and Institutions, London (England).
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The following 19 papers were delivered at the 1992 annual meeting of the International Federation of Library Associations and Institutions for the Division of Education and Research: (1) "Across the Frontiers: Impact of Foreign Journals in Library Science in India: A Citation Analysis" (M. A. Gopinath); (2) "Children and Reading in Israel" (I. Sever); (3) "Investigations into Reader Interest and Reading in Lithuania, 1918-1990" (V. Rimsa); (4) "Ethnic and Social Problems of Reading in Kazakhstan" (R. Berdigalieva); (5) "The USA Experience: Views and Opinions of an Asian American Librarian" (S. H. Nicolescu); (6) "The Implications for Libraries of Research on the Reading of Children" (M. L. Miller); (7) "Women's Status in Librarianship, the UK Experience" (S. Parker); (8) "Women's Interests in Librarianship, Resources on Women: Their Organization and Use" (H. Parekh); (9) "Information for Research on Women and Development" (A. Vyas); (10) "The Contribution of S. R. Ranganathan's Scientific School to the Informatization of Education for Library Science in the World" (J. N. Stolyarov and E. A. Nabatnikova); (11) "Library and Information Science Education Policy in India" (N. L. Rao and C. R. Karisiddappa); (12) "The Market in the Gap: Continuing Professional Education in the South Pacific" (J. Evans); (13) "Continuing Education Programmes for Teachers in Library and Information Science and Academic Library Professionals in South India" (A. A. N. Raju); (14) "Continuing Professional Education in China: A Decade Retrospective" (D. Xiaoying); (15) "Grounded Theory and Qualitative Methodology" (D. E. Weingand); (16) "Research in the Outskirts of Science: The Case of Mexico" (J. Lau); (17) "Society's Library: Leading to the Realization of the Five Laws--In Memory of Dr. S. R. Ranganathan" (L. Minghua); (18) "The Role of Library and Information Science Reviews in the Development of the Profession and Services" (M. Poulain); and (19) "Journal Publications in Africa: The Trouble with Authors and Readers" (L. O. Aina). Several papers are followed by references. (SLD)
- Published
- 1992
21. Literacy in Contemporary English Society. Occasional Paper, 21.
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Southampton Univ. (England). Centre for Language Education. and Talbot, Jane
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For thousands of years the craft of reading and writing was the closely guarded monopoly of small elites. Only relatively recently has literacy become available to most people in developed nations. Historical surveys of literacy have used a wide range of definitions of the skills involved, one of the more important of which views reading as a system of decoding written symbols into spoken language. As for the levels of literacy, the media makes new claims all too frequently suggesting that reading and writing abilities are dropping. Consider, however, society's increasing demands on the reading ability of its public. Further, the accelerating advance of technology that has occurred in the latter part of the 20th century can be seen to be partly the result of advanced levels of education and literacy. The organization of society can thus be seen as completely literacy-dependent, and it is up to the schools to "bestow" literacy upon the populace. Unfortunately, for many the process of being educated is not a happy one, and many children do emerge at 16 inadequately literate, and ill-prepared for life. There are some children who arrive at school with more factors that will facilitate the relatively easy transition to literacy than others. There are no doubt some failings in the system. One such failing is that the educational system of England makes little allowance for the varied pace of development of children. (Contains 17 references.) (TB)
- Published
- 1994
22. The Foundations of Special Education. Selected Papers and Speeches of Samuel A. Kirk.
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Council for Exceptional Children, Reston, VA., Harris, Gail A., Kirk, Winifred D., Harris, Gail A., Kirk, Winifred D., and Council for Exceptional Children, Reston, VA.
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This collection chronicles the development of the field of special education through the writings of Samuel A. Kirk and comments by contributing scholars in the introductions to each section. The selections of Kirk's work evidence his contributions to the many domains of special education. The testimony and comments by contributing scholars place Dr. Kirk's work in its historical context. The volume begins with a preface by James J. Gallagher, an introduction by William C. Healey, and autobiographical remarks by Samuel A. Kirk. Part II, "Early Childhood Special Education," includes an introduction by Merle B. Karnes followed by "Preschool and Early Education Programs for Handicapped Children" and "The Effects of Early Intervention." Part III, "Mental Retardation," offers an introduction by Herbert Goldstein and two papers: "Research in Education: Mental Retardation" and "Special Education in the 1970s." A section on learning disabilities is introduced by James C. Chalfant and then provides four papers: "From Labels to Action,""Learning Disabilities,""Our Current Headaches in Learning Disabilities," and "Issues in Learning Disabilities.""Remedial Reading" begins with an introduction by Janet W. Lerner followed by "The Organization of Remedial Reading in the Schools,""Characteristics of Slow Learners and Needed Adjustments in Reading," and "How Johnny Learns To Read" (co-authored by Winifred D. Kirk). A section on hearing impairments is introduced by Donald F. Moores followed by four papers: "Behavior Problem Tendencies in Deaf and Hard-of-Hearing Children,""A Comparative Study of the Ontario and Nebraska Tests for the Deaf" (co-authored by June Perry), "Special Education and Rehabilitation," and "The Federal Program for Training Teachers of the Deaf." Part VII deals with the Illinois Test of Psycholinguistic Abilities and is introduced by Jeanne McRae McCarthy, followed by "Illinois Test of Psycholinguistic Abilities: Its Origin and Implications,""Uses and Abuses of the ITPA" (co-authored by Winifred D. Kirk), and "Profiles of Children with Severe Oral Language Disorders" (with Anthony H. Luick as the first author, and others). Edwin W. Martin then introduces a section on Congressional and governmental affairs, including the following papers: "Administration of Education Programs for Handicapped Children,""Education and Training of the Handicapped," and "Elementary and Secondary Education Act of 1966." The final section on social issues includes an introduction by James J. Gallagher and "Education as National Defense,""Education and the National Welfare,""Youth Challenges Gerontocracy," and "The Federal Role in Special Education: Historical Perspectives." A bibliography lists books, journal articles, conference papers, and book chapters by Kirk, in chronological order from 1932 to 1993. (JDD)
- Published
- 1993
23. Navigating Controversial Topics in Required Diversity Courses
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Ryan A. Miller, Laura Struve, Morgan Murray, and Alex Tompkins
- Abstract
Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
- Published
- 2024
24. Conflict and Convergence: Race, Public Opinion and Political Behavior in Massachusetts. The University of Massachusetts McCormack Institute Poll. An Occasional Paper.
- Author
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Massachusetts Univ., Boston. Inst. for Asian American Studies., Watanabe, Paul, and Hardy-Fanta, Carol
- Abstract
The University of Massachusetts McCormack Institute Poll of attitudes and opinions related to the political, economic, and social life of Massachusetts was expanded in 1998 to include a larger sample of minority respondents than in previous years. In 1998, the sample included 127 African Americans, 114 Asian Americans, 107 Latinos, and 381 Whites. The rapidly changing racial and ethnic diversity of Massachusetts was regarded as a "good thing" by a large proportion of all groups. Minority group members were less likely than Whites to think that things were getting better for minorities, and they were more likely to agree that there was a long way to go before minorities (specifically African Americans) have the same chance in life White people have. Thirty-three percent of African Americans, thirty-one percent of Latinos, and twenty-five percent of Asian Americans reported that they had a personal experience with discrimination during the last 3 months. African Americans and Latinos considered crime the most important issue, with schools/education the second most important social issue. Asian Americans thought schools were the most important issue, as did Whites. A majority of all groups indicated support for affirmative action. Respondents differed dramatically when asked whether schools should teach only in English or in some cases in a language other than English. Sixty-one percent of Whites supported English only, but eighty-one percent of Latinos favored instruction in other languages as well. Among Asian Americans, responses were split fairly evenly. There was general agreement among all groups that standardized tests for high school graduates are desirable. Almost half of all Whites expressed a great deal of confidence in the public schools, but responses of other groups were less favorable. Other questions involved the role of government, confidence in institutions, political participation and citizenship, and partisan identification and ideology. An appendix contains the poll questionnaire. (Contains 17 graphs.) (SLD)
- Published
- 1998
25. Toward a 'Steady State' Theory of Social Movements. Debut Paper.
- Author
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Scott, David K.
- Abstract
In this paper, the Nation of Islam, an Afro-American group headed by Louis Farrakhan, is analysed in terms of the characteristics that constitute a social movement and discussed in terms of social theories that have been developed to explain the functions and effects of rhetoric in social movements. Leland Griffin, who put forth the "life-cycle" theory, has been acknowledged as the founder of social movement study. However, his theory does not adequately explain movements that do not evolve over time. The Nation of Islam movement, in the context of a "steady state" theory, defies Griffin's model in that it does not evolve at all. Generally, social movements seek to change social, political, religious, or economic norms and values. The Nation of Islam does not represent a part of the established order, but maintains a philosophy of remaining separate from the establishment. The group's leader is analyzed in relation to other black leaders, the history of the movement is discussed, and the beliefs of those who join it are reviewed. (NL)
- Published
- 1990
26. Shooting Gallery Notes. Working Paper #22. Preliminary.
- Author
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Russell Sage Foundation, New York, NY. and Bourgois, Philippe
- Abstract
This paper contains ethnographic participant-observation field notes taken on a one-night visit to a "shooting gallery" in East Harlem (New York City) along with background information and commentary. East Harlem, also referred to as "El Barrio" or Spanish Harlem, is a 200-square block neighborhood on the upper East Side of Manhattan in New York City where the population is 40 to 45 percent African American, and the rest Puerto Rican. A traditional New York "shooting gallery" is a place that tends to be frequented by elderly, broken-down heroin "junkies"; these places are distinct from the "crack houses", which cater to a younger clientele who do not identify themselves primarily as addicts despite daily consumption of drugs. The bulk of the paper consists of a narrative of the conversations, actions, and relationships encountered that night. A short conclusion offers a larger commentary on the social conditions that breed the "shooting gallery" culture as well as a discussion of the usefulness and limitations of the ethnographic approach to the problem. (JB)
- Published
- 1991
27. The Causes and Consequences of Child Poverty in the United States. Innocenti Occasional Papers, Number 10. Special Subseries: Child Poverty in Industrialized Countries.
- Author
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United Nations Children's Fund, Florence (Italy)., Danziger, Sheldon, and Stern, Jonathan
- Abstract
This report addresses the sources and remedies for child poverty in the United States through a review of the effects of trends, policies, and changes in social relationships; and an analysis of data concerning poverty and children. An introduction sketches the present condition of children in poverty and the policies and attitudes of the past 30 years. The next section reviews trends in family incomes and poverty, pointing out the antipoverty effects of economic growth and government policies. It also focuses on poverty and income transfer recipiency among children, emphasizing the diversity of the poverty population and analyzing those who are and are not aided by income transfer programs. The third section analyses the effects of changes in family structure and family size on child poverty. The fourth section discusses evidence on persistent poverty and welfare receipt and examines the emergence of an urban underclass. The fifth section analyses some important consequences of poverty for child health and development: adolescent pregnancy and out-of-wedlock childbearing, infant mortality and low birthweight, and others. The paper concludes with an antipoverty agenda for the 1990s. Included are 9 tables, 7 graphs, and an 89-item bibliography. (JB)
- Published
- 1990
28. The Global Politics of Abortion. Worldwatch Paper 97.
- Author
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Worldwatch Inst., Washington, DC. and Jacobson, Jodi L.
- Abstract
Locating the issue of abortion in a global public policy context, with the array of public health, human rights, and social questions that are implicated, is the aim of this paper. Abortion laws around the world have been liberalized since the 1950s, with a resultant decrease in abortion-related mortality among women. The proportion of the world's population, governed by laws that permit abortion on medical or broader social and economic grounds, is 75 percent (nearly 4 billion people). In addition to women living in those countries that have resisted liberalization of their abortion laws, many women have restricted access to abortion, even those in countries in which abortion is technically legal. There are a number of reasons for this, including a lack of government or public commitment to provide or fund services, lack of trained specialists, administrative roadblocks, a woman's ability to pay, and a lack of truthful information about legal rights and services. Abortion rates from countries around the world are examined and discussed in terms of the varying demographic and social realities. The large number of maternal deaths due to abortion that still occur is not due to a deficiency in technology, but a deficiency in the value placed on women's lives. The numerous roadblocks to safe abortion services drive women to seek illegal or clandestine abortions that greatly endanger their lives. The debate surrounding abortion has been too often portrayed as a conflict between black and white hues. The debate needs to take place in a larger context, complete with public health, family planning, and human rights concerns. Equality of political rights for women, and likely the lives of many, hinges on political decisions regarding abortion. (DB)
- Published
- 1990
29. Science, Technology and Society. Science Curriculum Concept Paper #3.
- Author
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Oregon State Dept. of Education, Salem. and Hull, Ray
- Abstract
This paper proposes a teaching model for the implementation of a Science-Technology-Society (STS) curriculum. The topics of technologic literacy, STS goals, and STS instruction are included. The historical and contemporary perspective of technology is addressed. The Graham model of STS instruction is compared with the Oregon instructional model. The eight parts of the Oregon model are described by the following: (1) "Issues in Application of Technology"; (2) "Diagnosis of Understanding"; (3) "Technological Processes"; (4) "Instructional Method and Technology"; (5) "Science Content"; (6) "Essential Learning Skills"; (7) "Problem Solving and Decision Making"; and (8) "Responsible Action". (KR)
- Published
- 1990
30. Anger is eliminated with the disposal of a paper written because of provocation.
- Author
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Kanaya, Yuta and Kawai, Nobuyuki
- Subjects
- *
ANGER , *PROVOCATION (Behavior) , *FAMILY relations , *SOCIAL problems - Abstract
Anger suppression is important in our daily life, as its failure can sometimes lead to the breaking down of relationships in families. Thus, effective strategies to suppress or neutralise anger have been examined. This study shows that physical disposal of a piece of paper containing one's written thoughts on the cause of a provocative event neutralises anger, while holding the paper did not. In this study, participants wrote brief opinions about social problems and received a handwritten, insulting comment consisting of low evaluations about their composition from a confederate. Then, the participants wrote the cause and their thoughts about the provocative event. Half of the participants (disposal group) disposed of the paper in the trash can (Experiment 1) or in the shredder (Experiment 2), while the other half (retention group) kept it in a file on the desk. All the participants showed an increased subjective rating of anger after receiving the insulting feedback. However, the subjective anger for the disposal group decreased as low as the baseline period, while that of the retention group was still higher than that in the baseline period in both experiments. We propose this method as a powerful and simple way to eliminate anger. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
31. Underclass Variations by Race and Place: Have Large Cities Darkened Our Picture of the Underclass? Research Paper.
- Author
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Urban Inst., Washington, DC. and Mincy, Ronald B.
- Abstract
The term "underclass" is often used to describe concentrations of inner-city Blacks in urban neighborhoods where social problems are common, mostly in large metropolitan areas. The most widely used empirical measurements of underclass are the spatial concentrations of poverty and social problems. Characterizing the underclass as almost entirely a minority problem may result from focusing on large metropolitan areas. There is uncertainty about the actual racial and ethnic compositions of the underclass. Analyzing differences in the spatial concentrations of poverty and social problems in small, middle-sized, and large metropolitan areas, and separating Hispanic Americans, non-Hispanic Blacks, and non-Hispanic Whites reveals the composition of the underclass more accurately. Data are analyzed from the Urban Institute Underclass Data Base, which contains tabulations from over 42,000 tracts from the 1980 census and over 34,000 in the 1970 census. As the size of the metropolitan area falls, the Black share of population in underclass neighborhoods falls, but the White and Hispanic American shares rise. If one looks beyond Chicago, New York, and Los Angeles, underclass neighborhoods are most likely to be populated by Blacks, then Whites, and then Hispanic Americans. By ignoring small and middle-sized metropolitan areas, scholars and journalists have ignored the White underclass. Statistical data are provided in 12 tables. There are 25 references. (SLD)
- Published
- 1991
32. Adventure Therapy with American Indian Youth. AEE White Papers
- Author
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Association for Experiential Education (AEE)
- Abstract
The American Indian population is a young one; the median age is 28.0, with 34% under 18 years old. In contrast, the median age for the overall U.S. population is 35.3, with 26% younger than 18 (Hawkins, Cummins, & Marlatt, 2004). It is difficult to avoid resorting to statistical hyperbole when describing the problems facing American Indian and Alaska Native (AIAN) youth across the nation. Within the AIAN population, youth tend to initiate substance use at a younger age, to continue use after initial experimentation, and to have higher rates of poly-substance use (Beauvais, 1992; U.S. Congress, Office of Technology Assessment, 1990). Project Venture (PV), a Native-developed program for adolescents that is guided by advice from Native elders, is gaining popularity among AIAN communities as one approach to addressing these problems (Carter, Straits, & Hall, 2007; Raudenbush & Hall, 2005). Developed by the National Indian Youth Leadership Project, Project Venture is a yearlong program incorporating therapeutic adventure strategies in school, community, and wilderness settings. PV assists youth in identifying positive role models, building confidence through overcoming progressive challenges, fostering knowledge of traditional values and self-knowledge, and developing leadership skills (Hall, 2007).
- Published
- 2011
33. Education for Sustainable Development: Insights from Canadian and South African Universities
- Author
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Saudelli, Mary Gene and Niemczyk, Ewelina K.
- Abstract
Universities can play a key role in contributing to a sustainable future for our planet and its inhabitants. In times of constant changes, there is a growing urgency to reflect on the vision of universities as well as their respective practices and projects that can promote the creation of sustainable societies. As is evident in scholarly literature, there is a need to empower universities and enhance their ability to prepare individuals who can confront global sustainability challenges and pursue sustainable development. The United Nations' adoption of the 2030 Agenda for Sustainable Development in 2015 recognised that societal problems were territorially blind, meaning that no country has sufficient knowledge or research capacity to solve all challenges on its own. To that end, this qualitative, comparative research study represents the unified effort of two very different countries to explore the topic of education for sustainable development (SD) at universities. The study employed a document analysis of selected publicly funded universities in Canada and South Africa. Gathered documents are from the past seven years and include the universities' mission and vision statements, annual reports, and strategic plans. The three main questions addressed in this work are: (a) What is the status and role of higher education for SD in Canada and South Africa? (b) What areas of SD are on the agenda of universities under investigation in Canada and South Africa? (c) What are the main similarities and differences between the two contexts under investigation? Findings indicate that universities focus on several aspects of SD, namely sustainable education, sustainable relationships, and sustainable initiatives. The paper discusses these areas for each country in connection to their contextual setting. Although the study's findings cannot be generalised, they can be informative for other universities and contexts and thus contribute to the body of knowledge about education for SD in higher education.
- Published
- 2022
- Full Text
- View/download PDF
34. The Preschool Challenge. High/Scope Early Childhood Policy Papers, No. 4.
- Author
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High/Scope Educational Research Foundation, Ypsilanti, MI. and Schweinhart, Lawrence J.
- Abstract
This paper describes the problem and consequences of preschool poverty and outlines the potential contributions of high quality preschool child development programs towards lessening the magnitude of the problem. Data indicate that among children under 6 years of age one in four is now living in poverty, and in 17 states more than one fourth of preschool-aged children live in poverty. Poor children tend to fail in school and drop out before high school graduation. High school dropouts are likely candidates for poverty in their adult lives. Research studies indicate that preschool child development programs can help prevent scholastic failure and reduce other social problems. Further, well-documented cost-benefit analysis indicates that preschool programs can pay for themselves. At the present time, 29 percent of the nation's poor 3- and 4-year-olds are enrolled in preschool programs that provide educational activities, though not all of these programs are of the quality necessary to produce extensive social benefits. In view of the fact that federal and state governments spend over 2 billion dollars a year for preschool programs, it is important to insure the quality of such programs so that they can lead to long-term benefits. (RH)
- Published
- 1985
35. Sustainable Strategic Planning in Italian Higher Education Institutions: A Content Analysis
- Author
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Fantauzzi, Chiara, Colasanti, Nathalie, Fiorani, Gloria, and Frondizi, Rocco
- Abstract
Purpose: This study aims, first of all, to analyze the extent to which Italian higher education institutions declare their mission statements in their official documents; then, to examine their content; and finally, to investigate whether mission statements include considerations on sustainability dimensions. Design/methodology/approach: After a theoretical background on the new strategic approach adopted by higher education institutions and the related disclosure of their mission statements, the study deepens their sustainable perspective presenting the concepts of social engagement and knowledge transfer from a literary point of view. Then, a documentary analysis on the content of Italian universities' official mission declarations will be conducted, to understand the role they play in society, by individuating their actual interest in sustainable dimensions. Findings: Findings suggest that 36% of the 98 Italian universities state their engagement in societal issues, but only 3 of them mention sustainability targets in their mission declarations. Research limitations/implications: The study is limited, exclusively based on what higher education institutions share and, in terms of future perspective, the aim can be to investigate further official documents, especially for what concerns sustainability reports. Practical implications: Practical implications regard the denounce of weak attention paid by Italian universities to sustainability, with the aim to foster them to increase connections with the external world, aware of the centrality of their role within society. Originality/value: In a context that is not yet completely investigated, the originality of the paper regards the intent to study the sustainable propensity that characterizes the Italian higher education system.
- Published
- 2021
- Full Text
- View/download PDF
36. Internationalized Topics of English Education
- Author
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Lin, Grace Hui Chin
- Abstract
This study collaborated with 372 students in three universities to explore methods of curriculum designs bridging the gap between typical English courses and global education concepts. By applying survey questionnaires and qualitative methods, the researchers investigate how globalization education is related to internationalism and "English Education" (Sifakis & Sougari, 2003). The 18-week research project introduced seventeen significant issues (e.g., UN 2008) and measured their noteworthy sequences from Taiwanese aspects. It contributes to English language teaching pedagogies under the current globalization trend. Globalization is a genuine and relevant historical phenomenon; therefore, educators should look at possible changes in the role of teachers, and incorporate more practice in inter-cultural communication, especially in English classrooms like all classrooms all over the world. What's different from all national of the world is that Zoom is banned by government that should be paid attentions by Taiwanese teachers, although all nations on the globe use it. (Cheung, 2021)
- Published
- 2023
37. Natural Disasters and Adaptive Capacity. OECD Development Centre Working Paper No. 237
- Author
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Organisation for Economic Cooperation and Development, Development Centre and Dayton-Johnson, Jeff
- Abstract
Natural disasters (droughts, earthquakes, epidemics, floods, wind storms) damage wellbeing, both in their immediate and long-term aftermath, and because the insecurity of exposure to disasters is in itself harmful to risk-averse people. As such, mitigating and coping with the risk of natural disasters is a pressing issue for economic development. This paper provides a conceptual framework for understanding natural disasters. Disasters, which imply tragic human costs, are distinguished from hazards, which are events like earthquakes or flooding: hazards only translate into disasters when societies are vulnerable to them. Consequently international development policy can play a role in reducing the costs of disasters by addressing vulnerability. A review of two recent disasters -- the Turkish earthquakes of 1999, and Hurricane Mitch in 1998 -- illustrates the importance of precarious urbanisation and environmental degradation for increased vulnerability to natural hazards. These cases furthermore demonstrate the heterogeneity in adaptive capacity to disasters, as similar hazards have vastly different social consequences in different countries. Adaptive capacity is a function of countries' "ex ante" vulnerability to natural-disaster risk and their "ex post" resilience once such disasters have struck. Three key dimensions of public action are highlighted: domestic versus international policies; ex ante versus ex post measures; and private versus public efforts. The paper closes with an overview of innovative proposals to mitigate disaster risk and broaden the range of insurance instruments available to households and firms. (A bibliography is included. Contains 17 footnotes and 3 tables.)
- Published
- 2004
- Full Text
- View/download PDF
38. Social and Ethical Issues. Paper Presentations: Session A.
- Abstract
This document contains nine papers from the social and ethical issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Attitude of Gaming Employees towards Problem Gambling: How It Affects Their Learning at an Awareness Training" (Lisa M. Bybee); "Quantitative Evaluation of the Educational Programmes on Students' Awareness of Social Responsibility" (Loky Tsui, Lee Wong); "Increasing Female Participation in Technology Education: A Hong Kong Perspective" (Ken Volk); "Integration of General Education into the Vocational Training Curriculum" (Kwok Hung Lai); "Flexible Learning: Developing Opportunities" (Lesley Wemyss, Carmel Thompson); "Role of Supported Services in the Provision of Vocational Training for Open Employment to People with Disabilities in Hong Kong" (Eliza Woon-ching Lo Chan); "Exploration of the Aboriginal Vocational Training Implementation Strategem from the Outlook of the 'Tribal Classroom'" (Chou Chin-hung); and "Professional Ethics--A Life-long Pursuit by an Engineer" (C.K. Leung, Jolly Wong). Most papers contain substantial bibliographies. (MN)
- Published
- 2000
39. Education and Civic Engagement: Review of Research and a Study on Norwegian Youths. OECD Education Working Papers, No. 12
- Author
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Organisation for Economic Cooperation and Development, Lauglo, Jon, and Oia, Tormod
- Abstract
What difference does education make for young adults' engagement in politics and social issues? This study is part of the OECD's Centre for Educational Research and Innovation (CERI) project on "Measuring the Social Outcomes of Learning" (SOL). It discusses relevant international research, with special attention to studies in the Nordic countries, and analyses survey responses by more than 11 000 Norwegian youths aged 13 to 19. "Engagement" is defined as youth's declared interest in politics and social issues and by their participation in various forms of political activity. Educational performance and especially educational aspirations matter for this type of engagement. Socialisation in family environments with regard to civic related issues, however, matters even more for taking interest in such types of civic engagement. It also seems that young people experience educational benefits from growing up in families who care about the civic domain. Separately, the findings suggest that young people who are politically active do not easily conform to the status quo. Rather, they confront the authority structures of their schools more often than other young people do. The paper concludes with suggestions for policy and research. (Contains 13 footnotes, 7 figures and 4 tables.)
- Published
- 2007
- Full Text
- View/download PDF
40. Adult Education for Social Rights in the Practice of Democracy in Nigeria
- Author
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Victor, Pere-ere F. T.
- Abstract
The value of upholding individuals' rights in society especially in this post-COVID-19 era can never be over-emphasized. The economic, political, cultural, and social rights of citizens set the parameters of what is expected by citizens from the government as we exist and socialise in society. It is also what gives the legal backing to citizens and what protects them from undue interferences and pressure from individuals, corporate, and government organizations. In Nigeria, serious social issues infringe on the social rights of citizens. Problems of insecurity, regular kidnapping, unemployment, and low standard of living exist. Many believe these long-lingering social issues, which are rooted in corruption, can be curbed via adult education. This will in turn bring about improved democratic practice by the government so citizens are safe and protected. This paper discusses the concept of adult education and how it can promote social rights in the practice of Nigerian democracy in the post-COVID-19 era. The paper examines related concepts on democracy and social rights and their value to national development. [For full proceedings, see ED628982.]
- Published
- 2022
41. [National Art Education Association Convention Caucus Program Papers (Chicago, Illinois, April 1981).]
- Author
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James Madison Univ., Harrisonburg, VA. School of Fine Arts and Communication. and Brooks, Cathy
- Abstract
The "Bulletin of the Caucus on Social Theory and Art Education" is an annual publication, with each issue devoted to a unified theme. This issue features 12 papers from the National Art Education Association Convention Caucus: "Participant Observer as Critic" (Robin R. Alexander); "Why Art Education Lacks Social Relevance: A Contextual Analysis" (Robert Bersson); "The Image-Making Picture Art Process--Exploring the Social Dimension" (Bruce Breland); "The Getting of Taste: A Child's Apprenticeship" (Cathy Brooks); "Design: A Critique of Metaphor" (Nancy R. Johnson); "Futures Research Methodologies: Report of an Exploration of a Delphi Study" (Judith A. Kula); "Beyond Individualism in the Arts" (Peter London); "Carl Jung: A Formalist Critique" (Harold J. McWhinnie); "A Socially Relevant Art Education" (Lanny Milbrandt); "Conceptual Art and the Continuing Quest for a New Social Context" (Robert Morgan); "Recognizing Social Issues in the Art Curriculum" (Daniel Nadaner); and "Towards a Model for Considering the Social Functions of Art" (Ronald W. Neperud). (DB)
- Published
- 1982
42. Education for Justice. Occasional Papers on Catholic Higher Education. Volume V, Number 1. Summer 1979.
- Author
-
Association of Catholic Colleges and Universities, Washington, DC.
- Abstract
The role of Catholicism in American higher education is addressed in this collection of papers. The historical tradition of the Catholic university is discussed as well as the problems they must face. Issues examined include: political and financial concerns of church-related colleges and universities, the role of the university in higher education, and the role of the Catholic colleges and universities. The governance of Catholic institutions, their relationship to the church hierarchy, and planning for the future are also considered. Included are: Toward a True University, Truly Catholic (Edmund D. Pellegrino); Toward a Theology of Learning (Thomas Trotter); The University and Change in the Catholic World (Sargent Shriver); Homily for a Baccalaureate Ceremony (John Tracy Ellis); The Catholic College: A Question of Identity (Xavier G. Colavechio); The Emerging Guardianship of American Catholic Higher Education (Martin J. Stamm); Institutional Vitality, Up Against the Eighties (James A. Ebben); and The NEH Christian Humanism Project at Saint John's Collegeville (R. W. Franklin). (SF)
- Published
- 1979
43. Mother Daughter Relationships: From Infancy to Adulthood. Unit for Child Studies Selected Papers Number 15.
- Author
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New South Wales Univ., Kensington (Australia). School of Education. and Phillips, Shelley
- Abstract
Topics related to characteristics of mother/daughter relationships in contemporary patriarchal societies are discussed in this seminar paper. The first section describes cases intended to illustrate ways patriarchal social structures limit contemporary mother/daughter relationships, provides a brief historical contrast, and suggests possible explanations of how and why mother/daughter relationships become ambivalent and sometimes negative. In the second section, the contemporary context of mother/daughter relationships is examined. Topics discussed include patriarchal fears and contempt of women, restricted patriarchal models for female identity, and outcomes of maternal guilt and ambivalence, as well as daughters' rage at mothers and the threat of men to the mother/daughter relationship. Images of women in literature are briefly discussed. Against this background the third section discusses the development of self and identity in the mother/daughter relationship from birth through the preschool years, middle childhood, and adolescence, to identity in young adulthood. Problems of sex role autonomy and identity development in middle childhood, nurturance, identity development in preadolescence and sex differences in parental response to adolescent autonomy are among the topics discussed. The fourth and final section offers suggestions for mothers seeking help with problems in their relationships with their daughters. (Author/RH)
- Published
- 1981
44. Paradoxes in Black Economic Progress: Incomes, Families, and the Underclass. Discussion Paper.
- Author
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Urban Inst., Washington, DC. and Mincy, Ronald B.
- Abstract
This paper is a product of the "Changing Domestic Priorities" project which has examined the shifts taking place in the nation's economic and social policies under the Reagan Administration and is now focusing on the major economic and social problems facing the nation over the coming decade. The following topics are discussed in this paper: (1) trends in black economic progress; (2) how these trends may have contributed to the development of an underclass; (3) new estimates of the size and growth of the underclass in a non-technical way; and (4) the implications of these trends for policies aimed at reducing some of the remaining disparities between blacks and whites and assisting the most severely disadvantaged blacks. Three tables, three figures, and 41 references are included. (JS)
- Published
- 1989
45. Soviet Security in Flux. Occasional Paper 33.
- Author
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Stanley Foundation, Muscatine, IA. and Jamgotch, Nish
- Abstract
If U.S. foreign policy is to be prudent and effective, it must cease relying on the doctrinaire images and cold war rhetoric of the past and take into account five intactable problems, none of them specifically military, that the Soviet Union faces. These problems are: (1) unabating deficiencies in its economy; (2) a precarious battle with communist orthodoxy and alliance management in Eastern Europe; (3) a jittery relationship with China; (4) an adverse shift in the balance of world power; and (5) the constraint which global interdependency and the thermonuclear age impose on the rational formulation of defense policies. The future will be intensely demanding for the Soviet Union because it has achieved global military capabilities at precisely the time its economy appears worn out. U.S. leaders need to undertake frequent fresh appraisals of Soviet threats and realistic capabilities in the domestic and international contexts in which they occur. Defense strategists should not attribute to Soviet foreign policy nonexistent successes, but rather should be critical of claims that the balance of power has shifted to the Soviets. Both countries should agree to a moratorium on the habitual counting of weapons. Finally, the United States should be skeptical about the view that problems besetting Soviet decision makers can be resolved by war. (Author/KC)
- Published
- 1983
46. Futuristics and Education: An ASCD Task Force Report. Professional Paper, 1979-1.
- Author
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Association for Supervision and Curriculum Development, Alexandria, VA. and Van Avery, Dennis
- Abstract
Educational needs for the future are discussed, particularly in light of how members of the Association for Supervision and Curriculum Development (ASCD) can help students prepare for the future. The document is presented in six chapters. Chapter I presents an overview of ASCD's long range school and educational plans. Chapter II defines key concepts in the field of future studies including alternatives, purposeful action, holism, extended time frames, interdependence, and perceptions of the universe by individuals. World problems examined in light of these concepts include ecological collapse, rising world population, scarcity of fuel and fresh water, and increasing oil prices. Chapter III focuses on educational implications of alternative futures. Topics discussed include identifying high priority issues, redefining knowledge, refocusing curriculum and objectives, and helping create preferable futures. Chapter IV explains how ASCD members can facilitate a futures orientation for students by joining the World Future Society, reading about the future, and participating in futures studies workshops. Chapter V considers how ASCD members can facilitate collaboration in the area of future studies with businesses, industries, schools, and social agencies. The final chapter offers a brief summary of the report. The document concludes with a directory of individuals and organizations involved in the futurist movement. (DB)
- Published
- 1979
47. Inflation: The Rising Cost of Living on a Small Planet. Worldwatch Paper 34.
- Author
-
Worldwatch Inst., Washington, DC. and Fuller, Robert
- Abstract
Global inflation should be viewed more as a sympton of social problems than as an economic disease that can be cured by monetary and fiscal policy. Social problems signaled by inflation include exploding demand, rising costs for essential commodities, stagnating productivity, and a decline in the real standard of living. Inflation is interpreted as an increase in the overall level of nominal prices in the whole economy. It is significant to note, however, that crucial determinants of well being are often more closely related to prices of particular goods and services than to changes in the general price level. Circumstances which have contributed to global inflation include rising energy prices, increased government spending, increased money supplies, and lack of wage and price controls in capitalist nations. New sources of higher prices include increasing energy and food production costs, depleted resources, and a dearth of tillable land. Governments will make progress toward controlling global inflation if they aim economic policies toward increasing supply and reducing demand, stabilizing population, encouraging conservation and recycling, changing working conditions to boost productivity, increasing opportunities for competition, and striving to provide for basic human needs in a setting of economic stability. (DB)
- Published
- 1980
48. Midlife Women: Policy Proposals on Their Problems. A Summary of Papers Submitted to the Subcommittee on Retirement Income and Employment of the Select Committee on Aging, U.S. House of Representatives, Ninety-Sixth Congress, First Session.
- Author
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Congress of the U.S., Washington, DC. House Select Committee on Aging. and Congress of the U.S., Washington, DC. House Select Committee on Aging.
- Abstract
Highlights of 18 papers on problems of midlife women are provided by 29 experts invited to testify before the Subcommittee on Retirement Income and Employment of the U.S. House of Representatives' Select Committee on Aging. The papers address the following areas of concern: (1) work and education, (2) displaced homemakers, (3) economic inequality, (4) careers, (5) family relationships, (6) retirement, (7) age and sex discrimination, (8) mental and physical health factors, and (9) changing future roles. The names of the authors, their addresses, and paper topics are also provided. (Author/HLM)
- Published
- 1979
49. Microelectronics at Work: Productivity and Jobs in the World Economy. Worldwatch Paper 39.
- Author
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Worldwatch Inst., Washington, DC. and Norman, Colin
- Abstract
A combination of revitalized employment policies, greater industrial democracy, and new ways of distributing both the hours of work and the fruits of technological change are essential if the benefits of the microelectronic revolution are to be equitably shared. Microelectronic technology promises an array of benefits, and the electronic age is already well under way. As it progresses during the last two decades of the twentieth century, it will lead to improvements in productivity in factories and offices, changes in the way information is processed, stored, and communicated, and alterations in the content of many jobs. Differing rates of development of the electronics industry may lead to shifting advantages of competition in the international marketplace. Like all major technological changes, the transition to microelectronics will raise difficult political issues, among which the impact on jobs and employment is the most prominent. (KC)
- Published
- 1980
50. Staff Working Papers of the Drug Law Evaluation Project. A Companion Volume to the Final Report of the Joint Committee of New York Drug Law Evaluation.
- Abstract
The papers in this volume were prepared as part of an evaluation of the effects of the strict 1973 New York State drug laws. The first paper explores the effects of the laws on heroin use. It analyzes the trends of various indicators of heroin use in New York State over a period of several years. In order to isolate movements unique to New York, these trends are compared with those of comparable indicators for other East Coast states and cities that were not directly affected by the new drug laws. The second paper is on crime committed by narcotics users in Manhattan. It presents the findings of a study of changes in the magnitude of felony crimes committed by narcotics users in Manhattan between 1971 and 1975. The crimes included are all felonies which directly affect victims. The third paper explores the effects of the 1973 drug laws on the New York State Courts. It is concerned primarily with implementation of the statutes dealing with possession or sale of dangerous drugs. The last paper is on sentencing patterns under the 1973 New York State drug laws. (Author/JEL)
- Published
- 1978
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