|
LR/RI produces a bulletin roughly every
two
to three weeks in order
to inform area practitioners of news, events, and calls for
participation
and also as a forum for posing questions, issues and discussion topics.
The current bulletin is posted below. To read previous bulletins, go to
Bulletin
Archives. To receive the bulletin via email, contact LR/RI.
May 28, 2007
Bulletin #243
Dear Colleagues,
Calls for
participation, employment,
funding,
and conference and workshop
opportunities, online
and other resources. To post information, and/or to receive
the bulletin via email, please contact LR/RI or leave a message at
(401-863-2839).
Janet Isserlis
____________________________________________________________
NOTICES
Thanks to all
who participated in the Adult Educators' Conference on May 17th.
Feedback has been overwhelmingly positive. Many thanks.
ESOL share
- Tuesday, June 12th, at
2:30, Genesis Center, 620 Potters Avenue, Providence. Open focus
– looking back, looking forward. Reflecting on learning,
resources and possibilities.
New
teacher orientation pilot:
As many of you may know, Rhode Island adult educators have been working
on an orientation process for practitioners who are new (either just
beginning, or within the early years of their work as educators).
On June 11, 13 and 15 (from 9-3 pm) we will be implementing a first
trial of an orientation process, designed (this time) mostly for
classroom teachers. In time we hope to broaden this orientation
to include all practitioners - teachers, administrators, program
staff. We invite applications to participate in this first
pilot - and welcome practitioners who can commit to complete the
following:
- prepare a written observation of an adult education class
and/or a written reflection of one's own class (to be completed prior
to the first meeting on June 11th
- Attend all three meetings - June 11, 13, 15, from 9 to 3 - complete
tasks within and between the meetings (these will not be very
time-consuming, and will generally require no more than an hour's work)
- Reconvene in the early fall electronically and/or in a culminating
meeting in order to provide final recommendations/feedback. The
purpose of this meeting (or email discussion - to be determined) is to
allow participants time to reflect on a set of guided questions that
will be distributed at the end of the three-day pilot session).
We welcome a mix of new and somewhat more experienced practitioners for
this pilot, and ask that you answer the following questions, (by email,
fax or snail mail) by May 25th. (as space allows, this deadline can be
extended to May 29th). (lrri@brown.edu)
What do you believe an orientation should include?
What are you hoping to learn from your participation?
Have you ever participated in a similar orientation process before -
either within your current program, or in another field?
Now enrolling for
fall session: TRANSITION TO COLLEGE ~ Saturday, June 2 at 10:00
AM, 175 Main Street Pawtucket, 722-9800
Pre-College enrichment program for non-traditional adults returning to
academic life:
COLLEGE SUCCESS → ACADEMIC REVIEW → CAREER SEMINARS →
MENTORING → ACADEMIC ADVISING & COUNSELING → FINANCIAL AID
Contact: MarieCrecca-Romero@riral.org
discount tickets: Maya Angelou at PPAC: The
production company that is bringing Dr. Maya Angelou to PPAC on June
1st is offering a 10% discount on ticket prices to members of groups
like Literary Resources/ RI. The code will work for individual
purchases. The code is "AMNB" which can be used directly at the
PPAC box office number (401 421-2997, or click directly here
http://www.uniquelives.com/2007/7maproveb.htm
resource available
Review of Adult Learning and Literacy, Volume 7,
edited by John Comings, Barbara Garner, and Cristine Smith.
This newest volume in the annual series from NCSALL presents chapters
on the persistence of adult education students, adult education program
quality, assistive technology, individualized group instruction, health
literacy, research on professional development and teacher change,
adult literacy and numeracy development in Australia, adult basic
education in South Africa, and annotated bibliography on workplace
education. For chapter summaries, visit the NCSALL Web site at http://www.ncsall.net/index.php?id=1175.
Includes chapters on: the persistence of adult education
students, adult education program quality, assistive technology ,
individualized group instruction, health literacy, research on
professional development and teacher change, adult literacy and
numeracy development in Australia, adult basic education in South
Africa and an annotated bibliography on workplace education.
To order the paper edition of the Review of Adult Learning and
Literacy, Volume 7, for $25.00, a 30% discount, visit NCSALL's
Web site at http://www.ncsall.net/?id=1002
To order (cloth $135.00 or paper t $35.00)Taylor & Francis
Web site at http://www.taylorandfrancis.co.uk/
Dear Literacy
Educators,
I am a Brown staff member with an interest in adult literacy education.
I would like to learn more about this field through observing a
teacher(s) and perhaps participating as a volunteer if the opportunity
arises. Although I am relocating from Providence and leaving Brown in
September, I hope to use this experience to inform my broader interests
in teaching as a career. In order to have more time to devote to this
endeavor, I do plan to switch to part-time status at Brown. Thank you in
advance for the opportunity to learn more about a field of work which I
find interesting and inspiring.
Anthony Lauzon
Stewardship Coordinator
The Warren Alpert Medical School of Brown University
Division of Advancement
Box 1893
Providence RI 02912
401-863-1503 (phone)
Call for Contributors
to Voices of
Justice, the New Creative Writing Section of Multicultural
Education Magazine - We're seeking submissions of creative writing on
topics including diversity, identity, multiculturalism, education,
social justice, environmental justice, and more specific subtopics
(race, gender/sex, sexual orientation, language, (dis)ability, etc.).
Do you write poetry? Short stories or flash fiction? Creative
nonfiction? We will consider any style or form, but we prefer prose
that is no longer than 600 words and poetry that can fit comfortably
onto a single page of text. Submissions will be reviewed on a rolling
basis.
And... If you’re a teacher, Pre-K through lifelong learning, please
ENCOURAGE YOUR STUDENTS to submit to us! We would love submissions from
the youngsters as well as the not-so-youngsters!
Submissions may be sent electronically or by postal mail.
Electronic submissions should be sent to Paul C. Gorski at
pgorski01@gw.hamline.edu with the subject line "ME Submission." Hard
copy, mailed submissions should be addressed to: Paul C. Gorski,
Graduate School of Education, Hamline University, 1536 Hewitt Avenue,
MS-A1720, St. Paul, MN 55104.
Format: All submissions should be double-spaced, including references
and any other materials. Please send one copy of your submission with
the title noted at the top of the page. The title of the manuscript,
name(s) of author(s), academic title(s), institutional affiliation(s),
and address, telephone number, and e-mail address of the author(s)
should all be included on a cover sheet separate from the manuscript.
If you are a student or if you are submitting work on behalf of a
student, please include age, grade level, and school name.
If you are submitting your work via postal mail, we ask that
authors send the full text of the submission on a 3-and-one-half-inch
High Density PC-compatible computer disk in any common word-processing
program. If you wish the manuscript or other materials to be returned
after consideration and publication, please also send a stamped and
addressed return envelope large enough for that purpose.
Please address questions to Paul C. Gorski at pgorski01@gw.hamline.edu.
The summer issue of Field Notes
offers a chance for teachers to write about their work in a personal
way. The topic teaching from
the heart is open to interpretation. Write about your most
heartening classroom stories, your heartbreaks and heart-healing tales
about teaching. Write about a book you've used that has plenty of
heart, or even has heart in
the title. Submit a lesson about Valentine's Day. Or even send in a
lesson plan on keeping the heart healthy, in more ways than one.
We welcome book reviews, movie reviews (500-700 words), personal
stories (c.1000 words or less), lesson plans, heart-filled photos
(with captions), an ESOL lesson on idioms related to the heart, or
other ideas you may have. Deadline
for submission is April 15. Go to http://www.sabes.org
for complete
submission guidelines, found under the Field Notes click. To talk to a
real person about real ideas, call Lenore Balliro, editor, at
617-482-9485, or email her at lballiro@worlded.org.
New Literacy Journal
The first issue of the Adult Basic Education and Literacy Journal,
co-published by the Commission on Adult Basic Education (COABE) and
ProLiteracy America, was launched in March.
The journal’s predecessor, Adult Basic Education, was started by COABE
in 1977. The new journal will continue to carry research articles that
are peer reviewed using a double blind protocol that conceals reviewers’
identities from authors, and vice versa.
The journal will also include the following shorter features written
especially for practitioners:
• Practitioner Perspective offers first-person narratives
by people who’ve solved problems that instructors or program directors
often encounter. The emphasis is on learnings that can be used by other
practitioners.
• Web Scan, edited by David Rosen, offers a roundup of the
most useful instructional and management resources found on the
Internet.
• Research Digest, edited by Cristine Smith, offers a quick
recap of published and ongoing research projects around the country,
with contact information so interested readers can find out more.
• Resource Reviews, edited by Daphne Greenberg, help
practitioners and researchers stay abreast of the latest offerings from
educational publishers.
• Occasional essays, called Viewpoint, that analyze trends
and forces at work in the field. The March issue carries an essay on
health literacy by Rima Rudd. The July issue will carry an essay on the
national research agenda by John Comings.
The journal is published three times per year. To subscribe, or to view
author guidelines, visit http://www.coabe.org. For more information,
send an e-mail to journaleditor@literacyprogram.org.
Daphne Greenberg,
Georgia State University
learning
opportunities
FAST TRACK TO THE GED: The
Community College of Rhode Island, Providence Campus will be offering a
Fast Track GED class July 23, through August 10, 2007. This 3
week class will offer intense Math and Writing instruction as well as
the GED Test Battery. Eligible participants must pre-test on a 10th
grade Reading level and a 7th grade Math level. Any program in need of
a fast track class and/or closed for the summer may refer students.
Contact Angela Salvadore at 455-6140 or asalvadore@ccri.edu for
information.
Introducing: Teachers Unite in the Classroom! We
invite educators to join this unique peer-to-peer professional
development forum. Post or answer questions about your lessons,
curricula or other classroom matters that deal with issues of justice,
equity, liberation, representation or grassroots activism. Use this
moderated listserv to pose questions, share experiences and recommend
resources that build social justice teaching. Sign up at: https://lists.mayfirst.org/cgi-bin/mailman/listinfo/teachersuniteclassroom
Looking forward to the conversation. - Sally Lee, Executive Director,
Teachers Unite
Summer Professional Development - Hasbro
Center for Teaching Excellence
Find Out How Mel Levine's Framework Can Lend Infrastructure and
Effective Strategies to your RtI Process Schools
Attuned has been hailed as the "missing link" by teachers who require
specific and effective strategies for meeting the diverse needs of the
students in their classrooms. With documented success at the classroom,
school and district level, the 45 hour core course equips educators
with tools to better understand learning styles and promote academic
achievement for all. Three graduate credits, 45 PDCs, $1500. Some
financial aid available. http://www.allkindsofminds.org/sa/index.aspx
Explore Orton-Gillingham
While Developing Teaching Tools in Reading Comprehension, Writing, and
Fluency The Multisensory Literacy course connects multisensory,
direct instruction with all five components of literacy -- providing
teachers with a process for layering direct, systematic, multisensory
instruction through all components of their literacy program. The
content of the course is meant to be implemented in a full classroom /
Tier 1 intervention model. July 9 - 13 at CVS-Highlander
Charter School, Providence. 2 graduate credits, 30 PDCs, $600. http://www.dunninstitute.org/multisensoryliteracycourse.html
High Quality, Research-Based Intervention for Struggling Readers
Orton-Gillingham
(O-G) is a multisensory approach to teaching reading, spelling and
writing for students with language-based learning differences,
particularly dyslexia. Phonemic-based O-G is systematic, maintaining a
logical sequence of learning; at the same time, it focuses on
flexibility, creativity, and individualization. The Associate Level
course prepares participants to offer 1:1 intervention support to
identified struggling readers
The Associate Level course includes 60 hours of coursework and 100
hours of practicum. Seven graduate credits are offered; 160 PDCs. http://www.dunninstitute.org/Orton-Gillingham2.html
Contact Information email: sanfordcw@aol.com phone:
401-831-7323 x 17 http://www.dunninstitute.org
Hasbro Center for Teaching Excellence, a division of the Dunn Institute
| 220 West Exchange Street | Suite 202 | Providence | RI | 02903
Research Says! Family Literacy
Practitioner On-Line Training Course Offered Free of Charge
The Volunteer Florida Foundation, in partnership with the Florida
Department of Education, Division of Community Colleges and Workforce
Development, has launched Research Says!, a 12 hour, professional
development training on-line course. “Research Says!” is a
virtual classroom designed to teach family literacy practitioners how
to use a book as a bridge to existing curriculum. The course will be
offered free
of charge through June 30, 2007. Please visit http://www.flafamilyliteracy.org/
and click on the “Research Says!” link to register, and learn
more.
funding
opportunities - large and less large
Grants to Support Job
Skills & Education for Disadvantaged Youth -Staples
Foundation for Learning Grants provide funding to programs that support
or provide job skills and/or education for all people, with a special
emphasis on disadvantaged youth. Maximum Award: varies. Eligibility:
501(c)3 organizations.
Deadline: April 6.
http://www.staplesfoundation.org/foundapplication.html
Funding
opportunities from PEN Weekly
NewsBlast, (from Pen Weekly Newsblast; To view
past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/newsblast_past.asp
Grants for Community
Improvement Programs - Hamburger Helper is looking to lend a
helping hand to neighborhoods nationwide with its "My Hometown Helper"
grant program. Individuals from communities and organizations across
America can submit a written essay of 250 words or less describing how
the "My Hometown Helper" grant would help improve their community
project. Maximum Award: $15,000. Eligibility: Requests for funding must
be sponsored by a municipal or civic organization or public school. Deadline: May 31, 2007. http://www.myhometownhelper.com/
Hasbro Children Foundation grants to support the development and/or
expansion of programs for children. Maximum Award: $500-$35,000.
Eligibility: Programs must provide direct services to children under
age 13. They must serve children and families who are economically
disadvantaged. They must be innovative and provide a model from
whichothers can learn.
Deadline: N/A. http://www.hasbro.org
UPS Foundation Education Grants fund
high impact philanthropic programs
that raise the level of educational instruction, family learning
opportunities, and school involvement projects. Maximum Award: varies.
Eligibility: 501(c)(3) organizations. http://www.community.ups.com/philanthropy/grant.html
- other grants from the Public Education Network: http://www.publiceducation.org/newsblast_grants.asp
- The federal government's new one stop grant site:
http://www.grants.gov/
The Poverty & Race Research Action
Council
(PRRAC) announces another round of education reform grants in areas of
social science research. PRACC is particularly interested in
issues
such as high classroom turnover/mobility and its disproportionate
impact
on low-income, minority, and farm worker students. However, other
issues will be considered as well. To apply, send PRRAC a
proposal
outlining the planned research and methodology, the advocacy work it is
designed to support, a budget, timeline, and qualifications of the
researchers.
Maximum grant: $10,000. No application deadline. http://www.prrac.org/grants.php
Funding Solutions for Small Nonprofit
Organizations
A collection of resources to help small nonprofit organizations
fundraise
including ways to motivate your board, sample fundraising letters,
phonathon
advice, and tips to improve your direct mail solicitation. http://www.nonprofit-innovations.com/
employment
opportunities
Bristol Community
College – SABES Southeast POSITION: Associate Coordinator/ Full-Time
Position (Non-unit professional)
STATEMENT OF DUTIES: The SABES Southeast staff associate is
responsible for the following areas of SABES SE work: planning
and coordinating program and staff development activities and providing
technical assistance to Adult Basic Education (ABE) practitioners
throughout the region, with specific focus on workplace and workforce
literacy programs, to include program planning, curriculum development
and integration, and collaborations.. S/he will serve as a member
of statewide teams involved in developmental projects and will
facilitate communication between all providers in the SE region.
S/he will also facilitate continued support for Community Planning
Partnerships in the region, as well as, providing training and support
in instruction, support services and any other areas of the SABES
workplan as deemed appropriate and assigned by the SABES SE
director. The staff associate will supervise SABES consultants
according to office protocols and will participate as a member of a
college committee.
SUPERVISION: Report to the SABES SE Director
RESPONSIBILITIES: Maintains contact with and/or visits
programs to provide technical assistance and support for curriculum and
instruction in ABE specifically as it pertains to workforce/workplace
literacy and general ABE/ESOL needs; facilitates groups and provides
training workplan related topics; communicates with administrators,
teachers and counselors to identify needs pertaining to workforce
literacy and other topics as deemed appropriate; provides professional
development and support focusing on Workforce/Workplace Education,
Community Planning; works collaboratively with SABES SE team in the
design and implementation of additional content in the areas
of New Staff Orientation and general ABE/ESOL
curriculum and classroom needs; engages in professional development
with recommended focus and at recommended levels; supports
professional development activities as requested by SABES SE Director;
participates in additional duties as part of SABES SE staff as
needed.
QUALIFICATIONS: Bachelors Degree required, experience in
Adult Basic Education; strong organizational skills; ability to work
with individuals, small and larger groups; Strong communication,
writing, presentation skills; strong interpersonal and networking
skills; ability to prioritize tasks and manage multiple assignments;
supervise training consultants; coordinate training logistics;
willingness to travel and flexibility in working hours to facilitate
contact with day and evening programs; technology skills to include
Microsoft Office usage, use of data bases and internet researching.
PREFERRED QUALIFICATIONS: Masters preferred in field of education;
familiarity with the existing network of SABES programs and processes;
experience with the Massachusetts Workforce Development system;
experience/ strong knowledge of the Department of Education Community
Planning Partnerships initiative; experience working at the ABE program
level; experience working with the ABE program level; some proficiency
using EXCEL and the SMARTT system.
POSITION STATUS: Full time, grant funded, non-unit position;
continuation dependent on funding.
SALARY/BENEFITS: $38,500 - $41,500 with standard benefit
package
Screening will begin with the completed application
received by June 4, 2007 and will continue until the position is
filled. Please send a letter of intent, resume and the names,
addresses and telephone numbers of three references to Mr. Tafa Awolaju
at the address listed above or by email to
lassad@bristol.mass.edu Please visit our web site at
www.bristol.mass.edu for detailed information about the college and to
apply for this position.
POSTING DATE: 5/21/07
BCC IS COMMITTED TO A POLICY OF NONDISCRIMINATION AND AFFIRMATIVE
ACTION IN ITS EDUCATION PROGRAMS, ACTIVITIES, AND EMPLOYMENT
PRACTICES. IN AN EFFORT TO IMPROVE ETHNIC DIVERSITY, BRISTOL
COMMUNITY COLLEGE ENCOURAGES MINORITIES AND WOMEN TO APPLY.
ACCREDITED BY THE NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES.
Employment
opportunity: English for Action seeks a passionate, energetic and
creative full-time executive director to provide leadership to the
organization as it seeks to increase sustainability and community
impact. Full description: http://www.idealist.org/en/job/211090-138
Substitute
teaching: The
Genesis Center is interested in adding to its substitute list. If you
are an ESOL instructor who is interested in occasional work as a
substitute, either day, evening or Saturday hours, please call Nancy
Fritz or Pat Clarkin at 781-6110.
Jobs in Literacy –
nation wide postings on the National Institute for
Literacy’s LINCS site: http://www.nifl.gov/cgi-bin/lincs/jobs/jobs.cgi
Substitute list:
if
you would like your name added to the general
list,
please see contact LR/RI. The list needs to be updated so that it
can function more usefully for teachers and programs hoping to work
with
them. (http://www.brown.edu/lrri/sub.html)
Rhode Island Community Jobs (RICOMJOB) is a
public
e-mail announcement
list that seeks to raise the profile of meaningful work in Rhode Island
by helping non-profit and public interest employers publicize openings
effectively. Anyone seeking a job that makes a difference in Rhode
Island
can join the list. Any non-profit, government or private sector
employer
advertising a paid position related to the public interest or community
concerns can post a free job listing. Positions must be paid but
may be part-time, full-time or temporary.
To join the list as a job seeker or to post a job as an
employer go
to: http://www.ricommunityjobs.org
Rhode Island Community Jobs is supported by the Swearer
Center
for Public
Service at Brown University and the Rhode Island Campus Compact.
If you have questions about this service, please contact us at
ricomjob@brown.edu
online
/ resources available
outstanding resource: http://www.youthliteracy.ca/
- Youth Literacy work in Canada
Shannon Gavin, a senior graduating from Brown this year, has developed
a new website, as her capstone project in Middle East Studies,
called Arab Perceptions of the United
States: Video Interviews from Amman, Jordan and Damascus,
Syria.You can view them, and supporting text at http://arabperceptions.wordpress.com
The National Center for Education Statistics
(NCES) has just released Literacy Behind Bars: Results From the 2003
National Assessment of Adult Literacy Prison Survey. This report
presents findings on the literacy skills of incarcerated adults and
analyzes the changes in these skills since the 1992 National Adult
Literacy Survey (NALS). Major findings include the
following: The average Prose, Document, and Quantitative literacy
scores of the prison population were higher in 2003 than in 1992.
Prison inmates had lower average prose, document, and quantitative
literacy than adults living in households. On average, inmates also had
lower levels of educational attainment than adults living in
households.
In general, either prison inmates had lower average Prose, Document,
and Quantitative literacy than adults living in households with the
same level of educational attainment or there was no statistically
significant difference between the two groups. The exception was that
among adults without any high school education, prison inmates had
higher average literacy on all three scales than adults living in
households.
In 2003, 37% of the prison population did not have a high school
diploma or a GED, compared with 49 percent in 1992.
Incarcerated White adults had lower average prose literacy than White
adults living in households. Incarcerated Black and Hispanic adults had
higher average prose literacy than Black and Hispanic adults living in
households. Between 1992 and 2003, average prose and quantitative
literacy levels increased for prison inmates who were Black, male, or
in the 25- to 39-year-old age group. For more information, please
check NAAL web site at: nces.ed.gov/NAAL. - Jaleh Behroozi
Soroui, Education Statistics Services Institute (ESSI), American
Institutes for Research 1990 K St, NW Suite 500, Washington, DC 20006,
202/403-6958 email: jsoroui@air.org
The Spring 2007 issue
of CAELA Currents,
our quarterly newsletter, is available online on CAELA's Web site at http://www.cal.org/caela/esl_resources/ccmay07.html
Articles include write ups of TESOL and COABE, Upcoming on the Adult
ESL Electronic Discussion List, New on the CAELA Web site . What's New
From CAL? New Resources from the Cultural Orientation Resource Center,
Teaching Reading to Adult English Language Learners: Workshops in
Virginia and New Report on Citizenship Issues.
If you have information that you would like us to consider including in
the newsletter, please contact the editor at Miriam@cal.org
Journal of Online Mathematics and its
Applications offers
articles, learning modules, "mathlets" (single-purpose learning tools),
reviews of online resources, and a developers' area. Search
contents of the journal by type of
resource (e.g., article), by subject (e.g., number concepts, data
presentation, plane geometry), or both. The journal makes
extensive use of graphics, animations, video clips, and other
media. Articles and other materials are peer reviewed.
(Mathematical Association of America, National ScienceFoundation)
http://free.ed.gov/resource.cfm?resource_id=1875
The U.S. Citizenship and Immigration Services (USCIS) announces that
the The U.S. Civics and Citizenship Online: Resource Center for
Instructors is available online at: http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=b36e663784bcd010VgnVCM100000d1f1d6a1RCRD&vgnextchannel=b36e663784bcd010VgnVCM100000d1f1d6a1RCRD
The Verizon Foundation recently announced a $31 million
investment to provide free online educational resources to teachers,
students and community organizations through Thinkfinity.org
<http://thinkfinity.org/> , Verizon's comprehensive online portal
to 50,000 standards- based, K-12 lesson plans, resources for adult and
family literacy providers, and other educational resources. Read more
at http://www.pr-inside.com/verizon-foundation-announces-31-million-r77817.htm
This resource, provided at not cost to the public, is written and
produce by some of the nation's leading educational organizations, such
as the National Center for Family Literacy, ProLiteracy Worldwide,
National Geographic Xpeditions, ArtsEdge, EconEdLink, EdSitement,
National Council of Teachers of Mathematics, Read-Write-Think, Science
NetLinks, and more. The $31 million commitment, which will be
distributed over three years, will allow leading educational
organizations to continue to produce and expand the number of
interactives and other educational resources available at http://www.thinkfinity.org/.
Resources from EdChange family of Web
sites:
A new Classism and Poverty Awareness Quiz http://www.edchange.org/multicultural/quizzes.html
;
Newly designed
Social Justice News Service site http://mail.socialjusticenews.net/mailman/listinfo/news_socialjusticenews.net-
email-based news service, periodic email digests of links to articles
related to equity, social justice, and multiculturalism from sources
all over the world.
New essays and links to essays http://www.edchange.org/publications.html
New essays in the Multicultural Education Research Room http://www.edchange.org/multicultural/papers.html
CAELA's newest online
resource collection,Working with
Literacy-Level Adult English
Language Learners. is now available at http://www.cal.org/caela/esl_resources/collections/literacy.html
The collection includes links and annotations to many resources related
to working with adult English language learners, who have had limited
access to formal education. - Lynda Terrill, Center for Adult English
Language Acquisition, Center for Applied Linguistics, 4646 40th St, NW,
Washington, DC 20016 lterrill@cal.org
As referenced during
the December Leadership Institute, please be advised that all services
on WordChamp are being made
available to RIDE funded programs for the 2006-2007 program year.
The program is designed to provide support to classroom language
learning and can also function as an independent study tool for
students at high intermediate to fairly advanced levels. With
guidance, this could also be a useful tool for more basic level
learners. Find out more at http://www.wordchamp.com.
(Please note that this is not an endorsement of the site, but is being
disseminated for information purposes only).
from Daphne
Greenberg: The UN General Assembly adopted the Convention on the Rights of Persons with
Disabilities on December 13, 2006. This was a tremendous
achievement for all who had worked over the past 5 years and even
before that, to put disability on the human rights agenda.
It is expected that the U.S. disability movement will campaign for the
United States to sign and ratify the Convention. While the U.S.
had announced at the beginning of the process that they would never
sign, this appears to have changed and they are considering a
signature. See the Convention in its final form at http://www.un.org/esa/socdev/enable/rights/convtexte.htm
Reflect 6, the magazine of the UK’s
National Research and Development Centre is now on-line.
http://www.nrdc.org.uk/publications_details.asp?ID=71
Articles of interest address numeracy, ESOL, work force learning and
practitioner-research.
from Thursday notes, May
24:
Ivy Tech to Launch New College for Working Adults
Ivy Tech (Bloomington, Indiana) will launch its new College for
Working Adults this fall at 16 campuses in Indiana. The new
program is designed to help working adults who have full-time jobs and
family responsibilities earn degrees in two years. Eight-week
classes are offered at the same dates and times for the duration of the
program to make college a predictable part of adult students’ busy
schedules. Instruction is a combination of classroom and
technology-enhanced instruction. Adults in the program receive a
specially tailored orientation and textbook delivery services.
Examples of similar programs are offered at Santa Fe (New Mexico)
Community College and William Penn University (Des Moines, Iowa), among
others. http://www.ivytech.edu/cfwa/
Radical Math is a resource for
educators interested in integrating issues of social, political, and
economic justice into math curriculum and classes… RadicalMath.org has
the goals of raising mathematic literacy and simultaneously developing
ways to address a range of community issues. The website supports
educators to teach many different types of math within the context of
studying social, political, and economic justice issues.
RadicalMath.org also contains teaching materials on important financial
topics for youth such as owning a credit card, paying for college, and
avoiding subprime lenders, as well as materials on Ethnomathematics.
Visit http://www.radicalmath.org/
for more or email info@radicalmath.org
Google
Scholar enables searches for
scholarly
literature, including
peer-reviewed papers, theses, books, preprints, abstracts and technical
reports from broad areas of research. Use Google Scholar to find
articles
from a variety of academic publishers, professional societies, preprint
repositories and universities, as well as articles available across the
web. Google Scholar orders search results by how relevant they
are
to your query, so the most useful references should appear at the top
of
the page. This relevance ranking takes into account the full text of
each
article as well as the article's author, the publication in which the
article
appeared and how often it has
been cited in scholarly literature. Google Scholar automatically
analyzes
and extracts citations and presents them as separate results, even if
the
documents they refer to are not online. This means your search results
may include citations of older works and seminal articles that
appear only in books or other offline publications. http://scholar.google.com/
Living in Poverty slideshow does
the
math: what
does it take to live at the poverty level.
http://www.nccbuscc.org/cchd/povertyusa/tour2.htm
RI Foundation online scholarship
directory - searchable by city/town,
intended field of study, current high school, and more. http://scholarship.rifoundation.org/
YouthBuild USA Learning Network has
links to Web sites and
full-text
documents, and includes a section on "Authentic Materials/Engaged
Learning/Constructivism/Contextual Learning/Project-based Learning." http://www.youthbuild.org/learningnetwork/professionaldev.html
Providence Community Resource Network
(PCRN) http://www.provplan.org/pcrn
Spanish language version of PCRN is up and running.
You
can access the site from the PCRN home page, http://www.provplan.org/pcrn,
or go to http://www.provplan.org/pcrnespa.
The Web pages, online instructions, and the content of the database
have
all been translated.
conferences
and workshops - conferences and workshops
are
listed chronologically and are updated with each bulletin
Rhode Island - Training/events around
employment issues
for people with disabilities http://www.ric.edu/uap/training.html
TESOL Academy at Boston
University – June 22-23 provides intensive, hands-on workshops
for a wide variety of TESOL practitioners. The academy features six
10-hour workshops focused on key issues and areas of practice in the
profession, from lesson planning for a multilevel class and helping
ELLs succeed in the mainstream classroom to vocabulary in language
learning. Offerings include:
Using Standards to Guide
Content-Based Curriculum Development for English Language Learners (B-1)
Judith B. O'Loughlin and Betty Ansin Smallwood, Workshop Leaders
(Target Audience: Grades 6-12 ESL teachers, sheltered content teachers,
mainstream content teachers, ESL specialists, and program
coordinators.)
· Assessment and Learning:
Balancing Program Performance and Instruction (B-3) Toni Borge,
Workshop Leader (Target Audience: Adult education administrators and
teachers)
· Helping ELLs Succeed in
the Mainstream Classroom: Integrating Sheltered Instruction
Observation Protocol (SIOP) and Differentiated Techniques Into
Content-Area Instruction (B-4) Jory Samkoff-Oulhiad, Workshop Leader
(Target Audience: Elementary and middle school content-area, bilingual,
and ESL teachers)
· Vocabulary in Language
Learning: Background and Methods of Instruction (B-5)
David L. Red, Workshop Leader (Target Audience: Practitioners of adult
ESOL instruction and staff development personnel for these
practitioners)
· Sound Concepts for
Teaching the Sound System (B-6) Marnie Reed, Workshop Leader (Target
Audience: Middle school, high school, and adult-level ESL teachers or
teacher trainers with little or no prior training or experience
teaching pronunciation)
For more information, including registration and workshop details,
visit TESOL Academy's Web site at http://www.tesol.org/academies
or contact TESOL's Education Programs at edprograms@tesol.org.
5th biennial National
Adult Learner
Leadership Institute, July 5-7, Hartford, CT.
Come meet and network with adult learner leaders and supporters from
around the country; take part in leadership training workshops; and
discuss what is going on in adult literacy nationally.
Come early and spend Independence Day in Hartford!
Register online or send in the form by regular mail.
http://www.valueusa.org/2007LeadershipInstitute.htm
How Community Colleges Contribute to Equity
in Education and the Workforce (ETS-sponsored) May 21- May 22,
2007 Princeton, New Jersey
Community colleges enroll almost half of the undergraduate students in
America’s colleges and universities, and they are the postsecondary
institutions of choice for a higher proportion of minority, immigrant,
low-income, and first-generation students. For these students, the
colleges serve as portals for entry to the workplace or to
baccalaureate degree programs. Because community colleges are open
admissions institutions that serve students who are highly diverse in
age, race, ethnicity, and socio-economic status, they tend to be
flexible and prepared to support students at all levels to succeed. As
with all colleges and universities, students arrive with varied
experiences and learning styles; many of them have either struggled in
high school or have logged many years out of school before enrolling in
a community college.
The symposium will focus on research devoted to addressing the
challenges and opportunities offered by community colleges. Scholars
and practitioners will discuss the latest data, analyses, and
innovative ideas for policies and practices for community colleges as
they seek to close achievement gaps. Among the topics planned for the
conference are: Historical Perspectives on Community Colleges and
Achievement Gaps, Enrollments and Attendance Patterns at Community
Colleges, Closing Gaps in Mathematics, Literacy, English as a Second
Language, How Do Two-Year Minority-Serving Institutions Fare in Closing
Gaps? Community Colleges Preparing Students for the Workforce, Barriers
to Transfer and Retention, Placement, Remediation Approaches,
Defending the Community College Equity Agenda Participants may include
community college leaders, faculty, administrators, researchers from
various institutions, the general public, and representatives of
community college organizations.
To learn more:
http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=1c10a7f45d410110VgnVCM10000022f95190RCRD&vgnextchannel=19e5be3a864f4010VgnVCM10000022f95190RCRD
REGISTER FOR SCALE'S 2007 READ.WRITE.ACT.
CONFERENCE! OCTOBER 26 - 27.
SCALE seeks proposals for workshop sessions at the 2007 Conference.
Conference attendees are college students, faculty, adult learners,
administrators, and community partners; please think about this diverse
audience as you plan your workshop. Proposals due by 5pm on June 29.
http://readwriteact.org/rwa/rwaconference.html
Join us for two days
of workshops on Effective Transitions
in Adult Education, November 8-9, 2007 in Providence, RI.
Our keynote speaker, Dr. JoAnn Crandall, will kick off the event with a
discussion of transition for English language learners. For more
details, http://www.collegetransition.org/novconference.html
Cynthia Zafft, Director, National College Transition Network at World
Education nctn@worlded.org
other events and
conferences http://www.nifl.gov/cgi-bin/Calendar/calendar_world.cgi
TESOL worldwide calendar of events http://www.tesol.org/isaffil/calendar/index.html
from previous bulletins: REMINDERS,
RESOURCES:
SABES Resource Lists Available.
From Carey
Reid [full message here]:
As you might know, Massachusetts now has a rigorous, stand-alone ABE
teacher's license. SABES, the System for Adult Basic Education
Support,
is a state-wide staff development system funded by MassDOE.
Ö[S]months ago I asked if NLA subscribers were interested in
helping
SABES build resource lists, by standard, in support of teachers seeking
the new license here in Massachusetts. Many of you helped out,
thank
you, and we've also worked with small groups of people locally to build
these 29 lists, now with over 150 resources--books, articles, websites,
and videos. The lists are now available on SABES's license
support website at http://www.sabes.org/license.
You can get quickly to the lists by clicking on the "new resources
added"
link under What's New, or at any time by using the resources link on
the
bottom of every webpage. When you arrive at the chart listing the
29 standards, click on any standard to go to the resource list we've
compiled
for it. The lists are annotated; with the annotations,
teachers
who wish to improve their knowledge and skills in respect to a
particular
standard can be more assured they're getting the resource they want or
need. If the resource can be viewed or downloaded on the Net,
we've
provided a link.
Additionally, we want to improve these lists, so please
email me
if you'd like to suggest additions or changes. BTW, the full list
of resources is also collected in a ProCite bibliography file, so if
you
use that software and would like to have your own "instant" database,
let
me know and I'll email you the file. As stated earlier, SABES is funded
by the Massachusetts Department of Education. To avoid confusion,
the website is not an official DOE site but rather one of SABES's means
of supporting license-seeking teachers in our state. Links to
Massachusetts
DOE webpages, however, are provided on the site.
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html
what do you think? LR/RI has had an online survey
on its
site
forever. Previously, those who may have come across the survey
were
asked to copy and paste it into an email message, or to print it and
complete
it. Thanks to the brilliant technical support and inservice
learning
provided by Brown University, the survey can now be completed on
line.
I'd be grateful if you could please take the time to complete it.
While occasional word comes back about the work LR/RI has done, this
survey
attempts to be somewhat more systematic in considering the work that's
done and the work that needs to be accomplished. Please complete
the survey at http://www.brown.edu/lrri
- scroll
down and click on the link to the survey. If you lack web access
and wish to complete the survey, please contact LR/RI to receive one
via
snail mail or fax.
please
submit
Please contact LR/RI if you have information, questions or
announcements
to share with adult educators in Rhode Island. Bulletins go out at
least
twice a month; more frequently when there's more to share. To
submit
information for the next bulletin, please contact LR/RI by phone
(401-863-2839),
mail (PO Box 1974, Brown University, Providence, RI 02912) or email.
back to LR/RI
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