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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.
December 21, 2005
Bulletin #207
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).
Greetings and hopes for a better new year for all.
Janet Isserlis
____________________________________________________________
NOTICES
ESOL share
- Tuesday, January 24 at the Genesis Center,
620 Potters Avenue, Providence, at 2:30 p.m. We’re talking about
use of texts books, developing themes, lessons, curricula from a range
of perspectives. Please join us; bring a favorite (or
problematic?) text, idea, theme unit to share.
The CALL Interest
Section of the international TESOL professional association offers the
opportunity to participate in the Electronic Village Online (EVO) 2006
season, a professional development project and virtual extension of the
TESOL 2006 Convention in Tampa Bay. The intended audience includes both
TESOL 2006 participants and those who can participate only virtually.
You do not need to be a TESOL member to participate in a free,
six-week, wholly online session of the EVO, Jan-Feb, 2006. Please
visit our Announcement Web page to select topics/sessions: http://webpages.csus.edu/~hansonsm/announce.html
- The EVO Coordination Team
The fourth annual RI Adult Educators
Conference will be held on May 11, 2006. The following
call for proposals also posted on the LR.RI website at http://www.brown.edu/lrri/conference06.html
The conference aims to bring together a range of voices and knowledge
and to further opportunities for area adult educators to share ideas
and learn with one another. We look forward to your being part of
this process. We need people to present ideas, people to
participate in
sessions and people to help us, after the conference, to help plan for
an extended two-day conference next fall. Proposals are
encouraged in all areas of adult learning and teaching, including the
range of contexts and settings in which such learning occurs. Of
particular interest are sessions addressing and exploring best
practices centered on fostering civic participation and community
involvement, as one of the key purposes named by adult learners for
participating in adult education programs.
To submit a proposal, please complete and submit your information (see
below) by February 28th
(by email, fax – 8634-3094 – or snail mail).
To register for the conference, please contact Yvette Kenner at (401)
861-0815, or email janet_isserlis@brown.edu. The conference will
again be held at the Airport Radisson in Warwick. The
registration fee is $25 per person, and scholarships are available.
Deadline for registration is April 30th.
Rhode Island State Adult
Education Conference: call for proposals
We are seeking proposals for workshops (demonstrations of teaching, use
of materials, hands-on activities and discussions of particular
topics), roundtables (discussions of issues of concern and interest)
and/or panels (more formal discussions involving 3 or 4 people and a
moderator) for the conference to be held on May 11th.
Lead Presenter/Session Organizer
Name
Mailing address
Email
Phone: (w)________________ (h)_________________
[please also list names of others participating, if applicable]
Presentation type (see below for descriptions):
__ Workshop (1 hour 30 minutes or 2 one-hour slots) an activity
emphasizing participant involvement, carefully structured by the
facilitator, and containing little lecturing.
___ Roundtable (1 hour or 1.5 hours) facilitated discussion with
panelists that actively engages participants
___ Panel (1 hour 30 minutes or 2 one-hour slots) (more formal, brief
prepared remarks by panelists with time for questions and answers with
conference audience)
Title of presentation
Attach 2 copies of a one-page abstract of your presentation
double-spaced.
Attach bio of each presenter. (25-word MAXIMUM)
Attach program summary. (50-word MAXIMUM)
If my proposal is accepted, as the lead presenter/organizer I agree to
coordinate the above presenter/organizer responsibilities.
Signature of Lead Presenter
Please return this, by mail or email by February 28th to janet_isserlis@brown.edu
Janet Isserlis, LR/RI, PO Box 1974, Brown University, Providence, RI
02912 For a separate copy of this call (as an email attachment,
fax or via snail mail), please contact LR/RI.
ALE Wiki: Katrina - families,
literacy, access and community
WE LEARN / Women Expanding: Literacy
Education Action Resource Network
Women's Perspectives: A
Health and Wellness Initiative Call for Writings by Adult
Literacy/Basic Education Students DEADLINE extention to send in
writings for
consideration: January 20, 2005
Women’s Perspectives: A Health and Wellness Initiative will showcase
writings by adult literacy/basic education students across all levels.
This collection will continue to empower women across the country to
consider and further their knowledge about the important health issues
that continue to impact their lives.
Student writers are encouraged to reflect and to write on the theme of
women's health/well-being. The writings should highlight and
personalize the struggles women face with health and wellness issues.
They can be in the form of personal stories, poems, opinion essays,
advice, or other forms of writing. Topics for this writing can cover
the broad spectrum of issues related to women's health and well-being:
education/literacy, healthcare systems, social issues, specific
illnesses, media images, gender-specific issues such as reproductive
health, as well as many other topics. The published collection of
student writings will provide a catalyst for change in support of
women's literacy for health and well-being.
Writers must be adult literacy/basic education students attending
classes or working with a tutor. Writings will be reviewed by WE
LEARN members (including students & teachers) and will be selected
for recognition on the basis of originality, creativity, and
clarity. Selected writings will be showcased on the WE LEARN
website. Student writers and their programs will receive a printed copy
of the selected writings. Special recognition will be awarded to
two students who will receive a cash award and a partial scholarship to
attend the 3rd Annual WE LEARN (Net)Working Conference on March 10-11,
2006 in New Haven, CT. The announcement and the presentation of the
awards will take place at the conference, and the writers will be
invited to read their writing at the ceremony. Awards will be
administered through the Elizabeth Morrish Memorial Student Scholarship
Fund, a fund supported by designated donations. Writings should be sent
to WE LEARN at 182 Riverside Ave., Cranston, RI 02910, or
welearn@litwomen.org Electronic submissions are strongly
encouraged. TEACHERS: A pre-writing lesson plan for this initiative is
also available. To download an entry form and lesson plan, and
for more information: http://www.litwomen.org/perspectives.html
For more information about the the Elizabeth Morrish Memorial Student
Scholarship Fund and to make donations: http://www.litwomen.org/morrish.html
or contact: Mev Miller, Ed.D., Director, 401-3834374,
welearn@litwomen.org at the address above.
The Literacy
Assistance Center announces a call for
papers for the 2006 issue of our peer-reviewed annual journal, Literacy
Harvest. The theme of this issue is Supporting Immigrants'
Success. Manuscripts are due March 1, 2006. Please see our website at
http://www.lacnyc.org/resources/publications/harvest/LitHarv06_call.htm
for a complete description and submission guidelines, including a PDF
you can download for posting in your organization or department. Please
feel free to contact me if you have any questions. - Jan Gallagher.
Director of Communication, Literacy Assistance Center, 32 Broadway,
10th floor, New York, NY 10004, 212-803-3332
The newest issue of Focus on Basics,
on ESOL and featuring research from NCSALL's ESOL Lab School is now
online at http://www.ncsall.net.
Steve Reder, director of the ESOL Lab School, a partnership of Portland
State University and Portland Community College, describes the research
and how it is conducted. Kathryn Harris reports on one aspect of
her study of pair work in the ESOL classroom. Learners she studied
individualized their pair work, adapting the activities to their
language learning needs. Pair activities are provided by Donna
Moss of Arlington, VA.
Sustained silent reading has been found to encourage many students to
read: does it do the same with beginning-level ESOL learners? It is a
viable practice with this group, explain Sandra Banke and Reuel Kurzet,
who participated in this Lab School study. To improve their
students' speaking and listening skills, teachers often set up
conversation groups. What if the conversation leaders were university
students who studied immigration and cultural adaptation as well as
strategies for initiating and keeping conversations going? Betsy Kraft
chronicles her classes' experiences leading conversations with Lab
School students.
Anyone who has taught an ESOL class with students from a variety of
language backgrounds has noticed the chatter that goes on, in English,
during breaks. Dominique Brillanceau was curious about whether this
casual conversation occurs in class as well, and, if it does, what role
it plays in learning.
Starting conversations can be hard for anyone; it's even harder in a
new language. John Hellermann explored the nuance of initiating and
turn-taking in conversations in Lab School classes.
Some ESOL learners get stuck, and teachers struggle to find out why.
Robin Schwarz, now of Ohio, shares case studies from her years of work
with ESOL learners and teachers and provides tips on how to find out
what might be the problem. And the development of NCSALL's Health
Literacy Study Circle guide is chronicles by Winston Lawrence and Lisa
Soricone.
Happy Reading! Barb Garner, Editor
learning
opportunities
Online learning opportunity: The
Center for Literacy Studies at the University of Tennessee, and the
Ohio Literacy Resource Center at Kent State University announce the
opening of registration for winter distance learning courses. Overviews
of each course, and start dates, are outlined below. Each course
is a carefully-paced, facilitated training opportunity for adult
education professionals. Each has been piloted, reviewed, and
offered previously to excellent reviews. Information, deadlines and
registration: http://www.aeprofessional.org
Integration of Technology
into the Adult Education Classroom
Course begins January 9; Cost - $149/ person: Facilitator: Linda
Eckert, AE Pro Developer
Have you ever tried to blindly put a puzzle together without knowing
what the final picture will look like? This may be what is happening to
you when you are trying to integrate computer technology into your
classroom. This course will provide quick access to educational
resources, lesson plans, activities, tools for evaluating educational
software, information about purchasing educational software, and
knowledge to help you utilize a variety of software applications and
web-based activities in the classroom. Online activities, discussion
boards and assessments will keep you engaged.
ESOL Basics January 9;
Cost - $149/person Facilitator: Claire Valier, ESOL Coordinator and
Certified CASAS Trainer
Through this online course, you will learn how to identify
characteristics of adult ESOL learners, effective methods of teaching
languages, the four language skills, and how adults learn another
language. Online activities, discussion boards and assessments will
keep you engaged.
Adult Education Teacher
and Student Course begins January 9; Cost - $149/person
Facilitator: Debra L. Hargrove, AE Pro Developer
How Do We Teach Adults? Research investigating adults as learners
concludes that adults learn differently than children. If that premise
is true, then why do we so often teach them both in the same way? In
truth, many
practitioners come to adult education with little or no background in
"adults as learners." Through this online course, you will look
at "who is the adult learner" by looking at background statistics on
"who takes the GED," learning disabilities in adults, and what brain
research says about how adult learners learn best. Online activities,
discussion boards and assessments will keep you engaged.
Providence Public Library events
- http://www.provlib.org/branchout/current.html
funding
opportunities - large and less large
Talbots
Charitable Foundation Opens 2006 Women's Scholarship Fund
Program Deadline: January 3, 2006
Talbots, Inc. http://www.talbots.com/
has launched its 2006 Women's Scholarship Program, a fund that
annually awards college scholarships to outstanding women seeking
a bachelor's or associate's degree later in life. Sponsored by
the Talbots Charitable Foundation, the Scholarship Fund annually awards
five $10,000 scholarships and fifty $1,000 scholarships to women
throughout the US. Since its inception in 1997, the fund has awarded
college scholarships to 440 women, ranging in age from late 20s to
early 60s. Eligible applicants must be women currently residing
in the US who earned a high school diploma or GED at least ten years
ago; are currently seeking a degree from an accredited two- or
four-year college, university, or vocational-technical school; and have
at least two full-time semesters or twenty-four credits remaining to
complete their undergraduate degree. The postmark deadline for entries
is January 3, 2006, or until one thousand eligible applications have
been received.Applications for the scholarship are available at
all Talbots U.S. stores and can also be downloaded online at the
Talbots Web site. http://fconline.fdncenter.org/pnd/5001628/talbots
For additional RFPs in Women, visit: http://fdncenter.org/pnd/rfp/cat_women.jhtml
Funding
opportunities from PEN Weekly
NewsBlast,
The Coming Up Taller Awards
recognize and reward outstanding after-school and out-of-school arts
and humanities programs for underserved children and youth. Maximum
Award: $10,000. Eligibility: Programs initiated by museums, libraries,
performing arts organizations, universities, colleges, arts centers,
community service organizations, schools, businesses, and eligible
government entities. Deadline: January 30, 2006.
http://www.cominguptaller.org/F (from Pen Weekly Newsblast; To view
past issues of the PEN Weekly NewsBlast, visit:
http://www.publiceducation.org/newsblast_past.asp
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
The Allen Foundation supports educational nutrition programs, with
priority given to training programs for children and young adults to
improve their health and
development. Maximum Award: Past grants haveranged from $2,000 to $1
million. Eligibility:
Schools and schooldistricts should partner with local nonprofits to
form nutrition education
programs. Deadline: Ongoing.
http://www.allenfoundation.org/
The UPS Foundation funds volunteer management, hunger and
literacy
efforts.
http://www.community.ups.com/community/philanthropy/focus/main.html.
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.htm
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
Part-time ESL Computer Teacher for the
Rhode Island Family Literacy Initiative (RIFLI). Job
duties include planning activities that integrate computers with adult
student goals and classroom language lessons and collaborating with
lead teacher and children's teacher to effectively use technology as a
learning tool. Commitment to promoting family literacy in the
community. $11.33 per hour. Paid planning time. Contact:
Karisa Tashjian, Civics and Technology Coordinator, RIFLI,
ktashjian@provlib.org, Tel: 401-455-8041.
Volunteer Center of RI is taking
applications for our part-time AmeriCorps Volunteers in Action
Program for AmeriCorps host site placement. AmeriCorps Volunteers in
Action [AVIA] - allows individuals to become AmeriCorps members serving
as few as 300 hours over the course of one year (a commitment of 5-6
hours a week.) AVIA places up to 200 minimum part-time AmeriCorps
members in small grass roots organizations to address critical needs
throughout the state. Upon completion of the 300-hour term of service,
members receive a $1,000 education award. This program is perfect for
individuals who want to make a difference but can not volunteer
fulltime. If you are currently volunteering find out how you can
join this program to take advantage of the scholarship. First
application round deadline: December 22. - Tawanna Watts, AmeriCorps
Program Director, Volunteer Center of RI, 55 Bradford St, Suite 302,
Prov, RI 02903 Phone (401)421-6547 ext. 101 fax (401)455-0160
Email twatts@vcri.org
English Language Fellowships
Georgetown University/CIED announces that the English Language (EL)
Fellow Program is accepting applications for the Academic Year
2006-2007 Fellowships. Please feel free to explore the Program’s
website and e-mail us with any questions you might have. The
English Language (EL) Fellow Program promotes English language learning
around the world, and fosters mutual understanding between the people
of the United States and people of other countries. The EL Fellow
Program places highly qualified teachers with Master’s degrees in
TEFL/TESL, Applied Linguistics or related fields in all regions of the
world. Through U.S. Embassy projects, Fellows gain international
experience while sharing their unique perspectives and expertise
abroad. FAST FACTS ABOUT THE PROGRAM
• The EL Fellow Program has placed over 400 Fellows
in 80 countries since 2001.
• All fellowships are funded professional positions.
• Assignments are for a ten-month period (September
through June).
• Fellows cultivate international experience teaching
English in all regions of the world.
• Fellows work on projects with host country
ministries of education, universities, teacher training institutions
and other language teaching institutions.
• Fellows serve as full-time ESL/EFL teachers,
provide ESP instruction, design curricula, develop teaching materials,
conduct training workshops, and carry out program evaluations/needs
analyses.
• In the academic year 2006-2007, approximately 84
Fellows and 36 Senior Fellows will participate in programs abroad.
FELLOW BENEFITS
• For the academic year 2006-2007, all Fellows
receive:
• Living allowance covering the cost of reasonable,
safe and comfortable housing, food, utilities, and local
transportation.
• International round trip transportation from the
Fellow’s residence to the host country.
• Basic medical/hospitalization insurance coverage up
to $50,000 per illness/injury.
• Miscellaneous allowances (shipping, educational
materials, and pre-departure expense).
• In addition:
• Fellows receive $25,000 and Senior Fellows receive
$35,000.
• Senior Fellows receive an allowance for in-country
program activities and may request a $5,000 dependent’s allowance.
TO APPLY, YOU MUST HAVE U.S. citizenship, MA in TESOL, Applied
Linguistics or related field, and Minimum two years TESOL professional
experience.
FOR MORE INFORMATION AND TO APPLY PLEASE CONTACT web:
http://elf.georgetown.edu/
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
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
A new
teaching example, called Tension in Class, has been added to the
EFF Online Teaching and Learning Toolkit http://eff.cls.utk.edu/toolkit/example_tension_in_class.html.
It's about cross-generational tension that can result from the influx
of youth into GED classes, and illustrates instruction with the
Standard "Resolve Conflict and Negotiate." A new tool for helping
readers giv efeedback to authors is also linked to that example. - Andy
Nash, EFF PD staff (posted to the National Institute for Literacy
Adult Education Content Standards mailing list http://www.nifl.gov/mailman/listinfo/Contentstandards.
A new web site for students who may need
accommodations in college, Post-ITT http://www.postitt.org
You may find the guidance activities helpful from
this site in assisting students through the process from high school to
post-secondary education. As well, information for students, including
those who may need accommodations in college, is available from the RI
Board of Governors for Higher Education in their College Guide at http://www.ribghe.org/col-prep.htm.
Using the
Web in Instruction – read
reports and view websites developed by New England area practitioners –
including three from Rhode Island at http://www.nelrc.org/expertise/comp2005.html
Office of
Vocational and Adult Education – OVAE Review, December: news,
updates and information across a range of topics
http://www.ed.gov/news/newsletters/ovaereview/orev121505.html
Online professional development resource:
The Association of Adult Literacy Professional Developers created the
Professional Development Registry: an online resource for sharing PD
tools, obtaining feedback, or seeing the actual professional
development activities that others have created -- facilitator guides,
workshop agendas and outlines, and manuals that describe how
to conduct training for adult education practitioners. http://www.aalpd.org/ (Click on PD Registry in the left-hand toolbar)
The PD Registry evolved from an idea suggested by NIFL-AALPD
subscribers who were looking for a way to share files and obtain
feedback from colleagues. Materials posted to the PD
Registry can be as simple as an agenda or steps for facilitating a
short activity, or it can be fully-developed training guides and how to
manuals you have designed and written. The AALPD does not assess or
judge the quality of any resources that are registered, we only ask
that the resources posted meet the simple criteria listed below.
Best Regards, Executive Board, Association of Adult Literacy
Professional Developers
Acceptance Criteria:
AALPD provides the PD registry for access purposes only. AALPD will
post all professional development materials submitted to the PD
registry if they meet the following criteria:
- All submissions to the PD Registry must be "how to" manuals or guides
for facilitating professional development, not just descriptions of
resources about teaching or PD.
- Only professional development resources that are free for downloading
will be posted. Professional development activities that are
fee-based or dependent upon a particular facilitator will not be
accepted.
- All the resources must be available electronically, either on another
website or on the AALPD website. If you do not have the means to make
your resource available on a website but it is available
electronically, you can upload your file for submission to the PD
Registry using the online submissions form.
Among many updated pages and pieces of the LR/RI website, this overview of the work of the Professional
Development work group of the Governor's Task Force on Adult
Literacy -
http://www.brown.edu/lrri/RIPDModel.pdf . If you have
difficulties with the PDF format, please contact LR/RI.
Life Success For Students With Learning
Disabilities: - A Parent Guide
http://www.ldsuccess.org/parent_guide.html
- This guide is based on over 20 years of research
conducted by the Frostig Center in Pasadena, California. The research
traced the lives of individuals with learning disabilities in an
attempt to identify factors predicting successful life outcomes. The
guide was developed by Dr. Marshall H. Raskind, Dr. Roberta J.
Goldberg, with research associates Dr. Eleanor L. Higgins and Dr.
Kenneth L. Herman.
Two LINCS Special
Collections have recently collaborated on a self-paced tutorial called Learning Disabilities and Work Issues.
This resource is especially useful for anyone serving as an
instructor or coach for adults with learning disabilities who are
engaged in looking for satisfying work and being successful in
the workplace. Online at http://ldlink.coe.utk.edu/ld_work_issues.htm
or at the Workforce Education website at http://worklink.coe.utk.edu/ld_work_issues.htm
. In addition to the tutorial, you will find a set of Resources
that are searchable by topic or audience
From EdInfo – Constitution Resources tools for learning
about the U.S. Constitution. Meet the 55 delegates who
gathered in Philadelphia in 1787 to rewrite the Articles of
Confederation, read essays printed in NYC papers urging
ratification of their proposal. Explore a 200-year timeline
showing the impact of the Constitution on our history.
Search the Constitution, see explanations of 300 topics. http://www.ed.gov/free/constitution/index.html.
Also available at this URL:
United States Constitution - includes notes Washington wrote on his
copy of the Constitution, his
diary at the Constitutional Convention, an essay on Madison's role in
the Constitutional
Convention, Madison's notes on the debates, Jefferson's letter to
Madison expressing his opinions on the new Constitution & his
belief that a Bill of Rights was needed, &
more.
http://www.loc.gov/rr/program/bib/ourdocs/Constitution.html
To subscribe to EDInfo,
address
an email message to: listserv@listserv.ed.gov Then
write SUBSCRIBE EDINFO YOURFIRSTNAME YOURLASTNAME in the
message, (if you have a signature block, please turn it
off) Then send
it!
Past messages: http://listserv.ed.gov/archives/edinfo.html
Other math resources at http://www.nwt.literacy.ca/northernedge/
- check Issue 3 (consumer math) and see other editions as well for
interesting ideas on incorporating numeracy learning.
Practitioner Toolkit: Working with
Adult
English Language
Learners - provides support and resources to adult education
and family literacy instructors who are new to serving adults and
families
learning English and provides a variety of materials to help
practitioners
meet the language and literacy development needs of the ELL students
they
serve. These include responses to Frequently Asked Questions, a
first-day
orientation guide, lesson plans, research-to-practice papers on English
language and literacy learning, and an annotated list of English and
Spanish
language assessments in use. On the Center for Adult English
Language
Acquisition Web site, the Index page at http://www.cal.org/caela/elltoolkit
allows you to select and download the entire document or to select and
download topics of interest as needed. The toolkit is made
possible
by a grant from the Office of Vocational and Adult Education, US
Department
of Education,
through DTI Associates, and is a collaborative effort between the
National
Center for Family Literacy and the Center for Applied Linguistics (CAL)
http://www.cal.org.
If you have comments or questions about the Practitioner Toolkit,
please
contact Lynda Terrill at lterrill@cal.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.
Civics 101 - website of the
RI
Secretary of State,
at http://www.rules.state.ri.us/civics_101/;
a high school curriculum that may be adaptable for adult learners
and/or
useful for initiating critical
reflection about citizenship and communities.
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
CALL FOR PRESENTERS 3rd Annual (Net)Working Conference on Women
& Literacy - Moving to Power & Participation
Sponsored by: WE LEARN / Women Expanding—Literacy Education Action
Resource Network Co-Sponsored by Yale University Women's, Gender, and
Sexuality Studies Program and literacytent.org March 10 - 11,
2006 Yale University, New Haven, Connecticut.
Proposals for presentations are invited from learners, teachers,
tutors, administrators, professional developers, researchers,
activists, and policymakers in ABE, GED, ESOL, Family literacy,
Health literacy, Citizenship, Prison literacy, Workplace literacy
and other alternative educational programs that serve women in
adult literacy/ basic education. The conference seeks Interactive
Workshops, Demonstrations, Performance, Theatre and Creative Art,
Poster Sessions, Panels, Roundtables, Papers, and Readings Proposals
will be selected based on their relevance to women's issues in
adult basic literacy/education, and reflection of the theme of
the conference. We are especially interested in presentations
that recognize or address how adult basic literacies/ education
supports and moves women to fuller personal and political power
and socioeconomic/civic participation. Deadline December 2. For more
information, and an application form please contact Mev Miller,
Ed.D., Director,182 Riverside Ave., Cranston, RI 02910 401-383-4374 welearn@litwomen.org or LR/RI
The Technology, Reading &
Learning Difficulties (TRLD) annual conference January 26
- 28, 2006 at the Hyatt Regency San Francisco, Embarcadero
Center. http://www.trld.com/.
3rd
Annual (Net)Working
Conference on Women & Literacy - Moving to Power &
Participation
Sponsored by: WE LEARN / Women Expanding—Literacy Education
Action
Resource Network Co-Sponsored by Yale University Women's, Gender, and
Sexuality Studies Program and literacytent.org
March 10 - 11, 2006 Yale University, New Haven, Connecticut.
COABE
and the Texas
Association
for Literacy and Adult Education invite proposals for presentation at the 2006
COABE
National Conference, Houston April 26-29, 2006, http://www.coabe06.org
The 12th Annual International
Pedagogy & Theatre of the Oppressed Conference, May 18-21,
Chapel Hill, NC Join us for this unique gathering of people committed
to libratory education, community action, and interactive theatre for
social change. We invite you to submit a proposal to present at
the workshop; to register to attend, for guidelines, information and/or
to submit your proposal online: http://www.ptoweb.org
- deadline for submission: January 9. Augusto Boal will
conduct pre-conference workshops May 15-18, and Michael Rohd will
conduct a post conference workshop "Devising Performance:
Collaboration, Engagement and Dialogue" on May 21-22. Featured guests
include Augusto Boal, Lilia Bartolome, Geneva Gay, Linda Parris-Bailey
(with Marquez Rhyne) and Michael Rohd.. - Ellie Friedland, Board
president Pedagogy & Theatre of the Oppressed
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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