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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.
October 20,
2006
Bulletin #228
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
ESOL share
- Wednesday, October 25 at 2:30 pm at
the Genesis Center, 620 Potters Ave, Providence.
Two topics; communicative activities, and Nazneen
Rahman will describe – and seek input -- about techniques and
approaches for ESOL classrooms, especially at the lower levels.
Nazneen's goal is to introduce the techniques and have people talk
about their own experience. Please join us.
Workplace
education share October
11, at 2:30 pm at the
Genesis Center - lesson plans and materials that work at work.
The 20th Annual Literacy Volunteers of RI State
Conference has been cancelled.
advocacy work group in Rhode
Island: Please join us for this first advocacy
meeting on Monday, Octber 23rd at 4 pm,
at CCRI, Providence, room 1164. The purpose of the meeting is to
share ideas, develop action plans and strategies to address ways
of advocating for adult learning in and beyond the state.
civics lessons - From Art Ellison,
NH Director of Adult Education : thought that you might be
interested in the information below that the Ohio Association for Adult
and Continuing Education has sent to its membership.
OAACE OHIO ASSOCIATION FOR ADULT AND CONTINUING EDUCATION -Six in
'06 Six in '06
With the November general election less than 40 days from now, the Ohio
Association for Adult and Continuing Education (OAACE) urges you
to be an advocate for adult basic and literacy education by being
informed and getting involved in this year's election. Here are six
things you can do between now and Election Day to help make a
difference in this year's elections:
Make sure you are registered to vote - and make sure your family,
friends and students are too.
Learn about the candidates' position on adult basic and literacy
education and workforce development. Ask them how they
believe adult basic and literacy education fits into their plans
for workforce development. Educate them about the services you
provide and how they benefit your students, families and the
community that they are elected to serve.
Support pro-adult basic and literacy education candidates as a
volunteer and/or donor.
Educate yourself, your staff and your students about the changes in
Ohio election laws.
Make sure they know they will need to take identification to the polls.
Explain absentee balloting as a good alternative for many individuals
who are concerned about going to the polls. You can begin
absentee voting on Tuesday, October 3rd.
Stay informed about state and federal adult basic and literacy
education issues.
Visit OAACE's website http://www.oaace.org
for updates. Don't forget to vote! The November 7 election could
be a major turning point for Ohio and adult basic and literacy
education - and your ballot could make all the difference. OAACE
is your professional organization. Let us know how you are being
an advocate for adult basic and literacy education. Email us at
advocacy@oaace.org with your success stories. OAACE PMB 103, 1601
W 5th Ave Columbus, OH 43212-2310 866-99
from Mariann Fedele,
moderator of the NIFL technology discussion list:
With the 2006 election
approaching you may be interested in doing lessons on the election
process, voting procedure, civics, and political issues. The internet,
and in particular social networking sites (like MySpace.com) and video
posting sites (like YouTube.com), have become important elements of
many political campaigns, and pod casts from organizations like NPR and
PBS offer access points to critical information on the issues, races
and campaigns that anyone, but especially adult new readers can use to
inform their election choices. Following are a few sites that you
may use to provide critical content to your adult literacy students
that they need to better understand the issues they face when voting in
November.
The PBS election 2006 resource page for teachers and students: It is
geared toward 6-12 but the lessons could be adapted, also linked to the
PBS Vote 2006 podcast. http://www.pbs.org/newshour/extra/vote2006/index.html
The NPR Election 2006 main page: It offers an interactive map of the
races taking place around the country, an exploration of issues and a
related podcast. http://www.npr.org/news/specials/election2006/map/
The league of Women Voters web site: Information about an array of
current social issues and offers a printable Protect Your Vote
pamphlet that can be used to help adult students better understand the
voting process and help them ensure that their vote is counted. http://www.lwv.org
Other voting resources can also be found at http://www.brown.edu/lrri/advocate.html.
JANUARY 2007 -
RIRAL's TRANSITION TO COLLEGE
for non-traditional adults who want to enroll in college, but need
additional support and/or academic review.
REGISTRATION FOR EVENING
SESSIONS – SATURDAY, NOVEMBER 4 AT 10:00 AM in downtown
Pawtucket. Contact Marie Crecca-Romero at 722-9800 or email her
at creccaromero@cox.net to reserve a spot.
Please visit our website at http://www.transitiontocollege.org
for more information.
learning opportunity: classes
available through the Certificate in
Family Literacy at Penn State University, Spring Semester 2007,
January 24th through April 25th:
Introduction to Family
Literacy (ADTED 456, 3 credits): Explores the rationale
for and characteristics of comprehensive family literacy, focusing on
the families served, services provided, outcomes achieved, and the
roles and responsibilities of the individuals, organizations, and
communities involved.
Interactive Literacy:
Parents and Children (ADTED 459, 3 credits): Focuses on
interactive literacy between undereducated parents and children from
birth to grade 3. Activities, including those for English language
learners, encourage language and literacy development for home and
formal care/education settings. Language, reading and writing/drawing
are treated in integrated, developmental processes. Instructional
strategies and methods are designed for family literacy and early
childhood educators to be able to develop and implement
intentional/planned interactive language and literacy learning
experiences for parents and their children.
To register or for additional information visit http://www.worldcampus.psu.edu/
and go to Certificate Programs, Family Literacy. Email questions to:
Donna Bell at the National Center for Family Literacy dbell@famlit.org
or Sheila Sherow at Penn State University sms20@psu.edu.
Volunteers needed:
Federal Hill House needs literacy volunteers/reading coaches to help
parents that need to learn to read or need to improve their reading
skills. Duties will include: using assessment tools to determine
reading level and using beginning reading materials to bring clients to
a fifth grade reading level. Requirements: Good reading/writing
skills, ability to communicate ideas in an uncomplicated manner, and a
desire to help others. If interested, please call Sandra Perez at
421-4722.
Volunteers Needed for Books Beyond -
Books Beyond is a books-on-tape reading program at
the Rhode Island prison in Cranston.
Volunteers help inmates choose new, age-appropriate books for their
children from a large selection of children‚s books that have been
purchased from the program. Under the guidance of the volunteer, the
inmates read the books onto audio tape. The volunteer then mails the
books and audio tapes home to the children. (At present, only inmates
who are literate are being accepted into the program. This program does
not require volunteers to teach or tutor basic reading skills.)
Purpose: Books
Beyond will create a much-needed tie between parent and
child. With the help and supervision of volunteers, inmates will
be able to provide messages of love, reassurance and connection to
their estranged children. The children will have a constant
reminder of their mothers and fathers, that is, books and tapes
that may be re-read and
replayed over and over. We believe that this volunteer
operated program will provide a regular and essential link between
incarcerated parents and their families, providing an opportunity for
healthy and carefully monitored contact. (See below for more discussion)
Volunteer Responsibilities
After volunteer is trained (see more below) and given first his or her
inmate assignment, volunteer is responsible to:
- set up meetings with the assigned inmate via phone with the prison
counselors;
- help the inmate to choose a book from selections that the volunteer
will take from the book collection and show to the inmate;
- help the inmate read the book onto audio tape;
- supervise recording sessions with the inmate; - label tapes and
address envelopes;
- hand the addressed envelope to the program coordinator (or leave at
the Books closet in Dix) for mailing
- check in with program coordinator when an inmate is finished.
Personal qualities of
volunteers
-Desire to help build connections between parents and children in
broken families
- Love of books and reading
- Ability to conduct relaxed conversation and to help people (inmates)
feel at ease in a situation in which people are sometimes nervous or
self-consciousness
- Ability to offer brief, practical suggestions -- not in heavy-handed
or pedantic fashion -- to help people achieve the best results in
reading aloud
- Ability to restrain a desire for perfect results; ability to tolerate
less-than-ideal recording situations (background noise, time limits,
etc). -conviction that prison inmates and their families are worthy of
your attention, respect, time, and patience
Time commitment for
volunteers:
Preparation
1. One full day to attend New Employee Orientation (required by the
Department of Corrections for everyone working with inmates). This
class is usually offered one Monday a month. (see below for more
details)
2. One trip to prison property to have photo taken for computer system
that allows access to buildings (photo can be taken weekdays and
evenings).
3. One short, one-on-one meeting with Books Beyond program coordinator
Mary Lhowe for instruction and preparation (can be evenings or weekend)
Doing the work
1. After inmate is assigned, it takes an average of 3 or 4 meetings of
60 to 90 minutes per meeting with inmate to read and record books.
(Number of meetings may be higher for longer books -- i.e., young adult
novels -- going to older children). These meetings are scheduled by the
volunteer and prison counselors. Can be week-days, evenings, or
weekends, depending on availability of volunteer and inmate. Meetings
are scheduled by phone, working through counselors.
Requirements before
beginning work
To be eligible, volunteers must complete a one-day New Employee
Orientation (NEO) provided by the Department of Corrections and receive
approval to enter prison facilities. The NEO is offered one Monday a
month from 8 a.m. to 4 p.m. on the prison property. Orientations are
scheduled on Mondays, November 20, December 18.
You must sign up for a New Employee Orientation by calling Donna
Kenyon, supervisor of interns and volunteers, at 462-2537 at least 3
days ahead. Also please tell me, Mary Lhowe, when you are ready to sign
up for NEO. If you want to volunteer, please contact Mary Lhowe,
program coordinator, by phone (401-739-5565) or email at
Lhowe@cox.net
Additional Background and
discussion:
More than 3,500 children in RI have a father or mother in prison.
Despite the problems of maintaining ties between parent and child, the
effort proves well worth it. Children are at increased risk of
abuse or neglect as their living situation changes rapidly and perhaps
frequently, loss of financial support, feelings of abandonment by the
parent, and subjection to social stigma.
Over time, these problems may develop into a host of other troubles,
ranging from decreased academic performance, delinquency, substance
abuse, or psychological disturbances related to trauma.
Maintaining contact with the incarcerated parent may mitigate some of
these tragic consequences for the children. Furthermore, there are
positive effects on the parents themselves.
Research has shown that maintaining family ties during incarceration
decreases the risk that the offender will turn to drugs or return to
prison. Studies show that parents with regular contact with their
children are more likely to contribute to paying child support. New
children's books were purchased for the program with funds from the
national Reading Is Fundamental program. All labor is volunteer.
learning
opportunities
Providence Public
Library events
- http://www.provlib.org/branchout/current.html
funding
opportunities - large and less large
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 Supporting
Children's Health, Education and Inner-city Services -The
Teammates for Kids Foundation accepts proposals for grants from
nonprofit organizations that specialize in working with children in the
areas of health, education and inner-city services. Maximum Award:
$50,000. Eligibility: 501 (c) (3) organizations with a record of
effectively delivering programs and services that improve the lives of
needy children. Deadline: February 1, 2007. http://www.teammates4kids.com/apply_for_grant/format_grant.htm
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
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/
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
The
Pawtucket School Department Adult Education Program is looking for a
GED teacher to work two nights per week, with Monday, Wednesday and
Thursday as possible options. Salary is $20 per hour including
paid prep time. Position to start as soon as possible. If
interested please call Mary at 729-6293; fax her at 721-2137 or e-mail
to parellam@psdri.net.
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
online
discussion:
During the week of November 6, the Adult Literacy Professional
Development (PD) Discussion List will be hosting a guest discussion on
Peer Mentoring and Peer Coaching in Adult Literacy Professional
Development. Subscribers on the PD List specifically asked to
hear success stories of practitioners involved with peer coaching or
peer mentoring, from the coach or mentor, and/or from the teachers who
benefited from this method of professional development. If you
are a practitioner who has such a success story, will you share your
story with us?
During October 10 – 25, we are collecting success stories. If several
are submitted, then they will be compiled into one document and shared
with PD List subscribers prior to the guest discussion. Stories should
be 1-3 paragraphs in length, or as a general rule of thumb, above the
fold' on your computer monitor. For your convenience, we've provided
some guiding questions below that you may find helpful in writing your
success story. To Submit Your Story: Email your story directly to
Jackie Taylor: jataylor@utk.edu I will place your story in the
ALE Wiki at http://wiki.literacytent.org/index.php/Peer_Mentoring/Peer_Coaching_Success_Stories
(try: http://tinyurl.com/z8mey)
OR post it there yourself. To learn how to add to the ALE Wiki,
visit: http://wiki.literacytent.org/index.php/Ale30minute
Your story will be available to you on the ALE Wiki (should you wish to
edit or revise) until October 25th, after which time it will be moved
to the NIFL web site. The link to the stories will be emailed to PD
List subscribers prior to the discussion. You are also invited to join
the PD List and participate in the discussion! We would like to hear
your recommendations for providing and improving this method of
professional development. If you would like to subscribe and
participate, please let me know at your earliest convenience.
Please see below for guiding questions. Thanks for your interest and
support! All the best, Jackie Taylor, Adult Literacy Professional
Development List Moderator, National Institute for Literacy,
jataylor@utk.edu http://www.nifl.gov/mailman/listinfo/Professionaldevelopment
Stories of Success with
Peer Mentoring and Peer Coaching in Adult Literacy Professional
Development Guiding Questions
Please tell us your success story with peer mentoring/coaching.
Success is how you define it. The success stories can be 1-3 short
paragraphs (or as a general rule, 'above the fold' on your computer
monitor). Questions or ideas you might address could include (but
are not limited to) any one or more of the following:
What was the focus of your peer mentoring/coaching experience?
Were you a mentor or coach, or were you being mentored/coached? How did
you get involved? (appointed, self-selected)
For Practitioners who were Mentored or Coached:
What questions did you address or change did you make?
What did you do differently (or what attitudes or feelings changed with
respect to your adult education practice) as a result of your
participation in peer coaching/mentoring?
Did your changes in thinking or acting affect learner outcomes? If so,
how did you know?
Would you suggest to other practitioners that they get involved with
peer mentoring/coaching? Why or why not?
For Peer Mentors or Peer Coaches:
What worked about the mentoring/coaching experience, and how did you
know it worked? What changes did you help to bring about, that
may not have occurred otherwise? What did you learn from the
experience? How did you benefit as a professional? Did you
produce an article, write a report, or do a presentation for
others? What did you value most about the experience? Do
not feel you need to answer all questions. These are just discussion
points from which you might selectively choose.
The latest issue of
the CAELA Currents,
the quarterly newsletter of the Center for Adult English Language
Acquisition, is on line at http://www.cal.org/caela/esl_resources/ccoct06.html
Two meetings held in Washington, DC, this past month are highlighted.
The purpose of the first, the Forum on Adult Literacy Education in
Immigrant Communities, was to address the need for a strategy to
increase access to quality English language learning among immigrant
adults and consider what that strategy should include. This forum was
attended by stakeholders from local and national immigrant, literacy,
and education advocacy and service provider groups from government,
labor, social justice, corporate, and nonprofit sectors. To read about
the forum, go to http://www.cal.org/caela/esl_resources/ccoct06.html#FORUM
The purpose of the second, the Symposium on Transitioning Adult
Learners to Community Colleges was to "stimulate a national discussion
on the challenge and pay-off of ABE-to-college transitions approaches
in research, policy, and practice to make ABE more effective in
promoting successful college transitions." The participants in the
symposium included service providers and researchers from adult basic
education programs and community colleges, researchers, staff in
national and state departments of education, foundation
representatives, and those who provide technical assistance to staff
working with adult learners. To read about the forum,go to
http://www.cal.org/caela/esl_resources/ccoct06.html#TRAN - Miriam Burt,
CAELA, Center for Applied Linguistics 4646 40th Street NW
Washington, DC 20016 (202) 362-0700 miriam@cal.org
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
The
Pew Hispanic Center has posted a new resource on its website, A Statistical Portrait of Hispanics at
Mid-Decade. The information is based on the Center's tabulations
of the 2005 American Community Survey, which was fully implemented by
the Census Bureau for the first time this year. The 2005 ACS,
released August 29, 2006, has a sample of about 3 million addresses.
Presented as a series of tables, the tabulations by the Pew Hispanic
Center provide the most up-to-date statistical portrait of the Latino
population in the United States. It can be accessed at the Center's
website, www.pewhispanic.org.
The Center also posted a transcript of a conference - Rethinking Global
Migration: New Realities, New Opportunities, New Challenges -- that was
held earlier this year at NY University. The conference, which brought
together scholars of immigration for two roundtable discussions, was
sponsored by the Center, Immigration Studies at New York University and
the David Rockefeller Center for Latin American Studies, Harvard
University. The publication includes an introduction to the conference
as well as edited transcripts of speeches by two policy makers: Mary
Robinson, former president of Ireland and former U.N. High Commissioner
for Human Rights and the foreign minister of Mexico, Luis Ernesto
Derbez Bautista. A link to a video of the conference is also provided.
The Pew Hispanic Center, a nonpartisan research organization, is a
project of the Pew Research Center and is funded by The Pew Charitable
Trusts.
Teacher's Guide to the Occupational Outlook
Handbook describes hundreds of jobs. For each job, it tells what
workers do, working conditions, the training and education needed,
earnings, and expected job prospects. Job search tips,
information about the job market in each state, articles about specific
occupations and industries, and additional career information are
included. http://www.bls.gov/oco/teachers_guide.htm
The
following is posted on behalf of The National Center for Education
Statistics:
The Health Literacy of
America's Adults: Results from the 2003 National Assessment of Adult
Literacy (NAAL) The health literacy findings from the Health
Literacy component of the 2003 NAAL are based on the first large-scale
national assessment designed specifically to measure the health
literacy of adults living in America. This report measures health
literacy among American adults including their ability to read,
understand, and apply health-related information in English.
Findings include: The majority of American adults (53 percent) had
Intermediate health literacy. Fewer than 15 percent of adults had
either Below Basic or Proficient health literacy; Women had higher
average health literacy than men.; Adults who were ages 65 and older
had lower average health literacy than younger adults. l Hispanic
adults had lower average health literacy than adults in any other
racial/ethnic group.
To download the publication as a PDF file: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006483
To view other NAAL reports and for more information, visit http://nces.ed.gov/naal- Jaleh
Behroozi Soroui, Education Statistics Services Institute (ESSI-Stat),
American Institutes for Research, 1990 K Street, NW Suite 500 ,
Washington, DC 20006, Phone: 202/403-6958 email: jsoroui@air.org
A new article in the
on-line journal Exploring Adult Literacy at http://literacy.kent.edu/cra/new.html,
Intergenerational Literacy Programs for Incarcerated Parents and Their
Families: A Review of the Literature by William R. Muth, Ph.D. The
article reviews what research has found out about the effects of family
literacy activities on incarcerated parents and their children.
NCSALL by Role http://www.ncsall.net/?id=787
This new section of NCSALL's Web site offers a variety of professional
development ideas on: adult multiple intelligences, adult student
persistence, authentic context, General Educational Development (GED),
and reading
Professional developers and program administrators access guides for
facilitating half-day seminars and multi-session study
circles. Policymakers read relevant research articles and
reflect on policy-related questions.
Teachers and tutors access self-studies that invite them to (1) read
the related research, (2) reflect on this research and their practice,
and (3) focus on an aspect of their practice. - Kaye Beall, Outreach
Coordinator/ NCSALL Dissemination Project, World Education, 4401 S.
Madison St., Muncie, IN 47302, Tel: 765-717-3942 Fax:
208-694-8262 kaye_beall@worlded.org
Resource on Immigration
Immigration - it's right now, it's emotional, it's complex, and it's
the theme of the new issue of The Change Agent publication
aimed at helping readers sort through the current debate about
immigration. Each of the key immigration policy options is presented
from different viewpoints accompanied by discussion questions. Other
articles are dedicated to understanding immigration's connections to
racism, human rights, and the global economy. Personal stories help
bring policy issues to life. The paper's 56 pages include lessons,
provocative articles, writings by adult learners, cartoons and
true/false quizzes. As public debate about immigration is growing
more and more intense we hope adult educators across the nation will
engage their colleagues and students, immigrants and non-immigrants
alike, in discussions about the policies and their implications that
are being considered. A complimentary set of 25 copies will be mailed
to all new 1-year bulk subscribers. The subscription will go into
effect with the March 2007 issue. Order copies at http://www.nelrc.org/changeagent
or call 617-482-9485 x 491. The mission of The Change Agent is to
inspire and enable adult educators and learners to make civic
participation and social justice part of their teaching and
learning. It is published twice a year in March and September.
Each issue focuses on a different theme, such as social values,
building peace, transitions, and housing. It is a publication of
the New England Literacy Resource Center at World Education.
Change Agent: CALL FOR ARTICLES Theme: Caring for Our Children
In today's world there are many stresses on families. Parents,
especially working parents, are juggling lots of
responsibilities, often without enough support. How are parents
managing? How are kids managing? We are often so busy in our day
to day living that we don‚t have time to think about whether
others are having the same struggles and what to do about them˜both
individually and collectively. This issue will explore how we
care for our children, who is caring for our children, how the
government helps, and what more it could do. We will also explore the
existence of different kinds of families, programs that help
families and kids learn together, and value that society gives to
raising children today.
Questions for students and teachers to think about: (Please choose one
question to write on.)
What support do you need to take care of your children? What
support do you have?
What responsibility does the government have to help us take care
of our children?
How do you help your children to grow and learn?
Who cares for your children? What do you think about child care
in this country?
What counts as a „family‰ to you? What do you think about
different kinds of families?
Are you involved in your children‚s education? How?
All articles must be
received by November 10, 2006.
All articles will be considered. Suggested length is 500-1,200 words.
Final decisions are made by
The Change Agent editorial board.
A stipend of $50 will be paid to each adult education student whose
work is accepted for publication in this issue. Please send
material (preferably by email) to:
Angela Orlando, Editor
New England Literacy Resource Center/World Education
44 Farnsworth St., Boston, MA 02210
Phone: 617-482-9485 fax: 617-482-0617 email: aorlando@worlded.org
The mission of The Change Agent is to provide news, issues, ideas, and
other teaching resources that inspire and enable adult educators
and learners to make civic participation and social justice
concerns part of their teaching and learning. It is published by the
New England Literacy Resource Center.
http://www.nelrc.org/changeagent
The International Classroom and School Virtual
Visit (Virtual School) project is beginning its eighth
year, linking classrooms across the world to enable students to meet
each other virtually, share information about their cultures,
classrooms, and communities, and to build cultural understanding.
Classes can include English as a Second or Other Language (ESOL/ESL),
Adult Basic Education (ABE, GED), elementary or secondary
education, or family literacy., students from age 7 to adult. As
in past years, we hope classes will engage in lively written
discussion, and possibly choose a film, book or current event to
discuss. This year we have set up a free wiki, so classes don't
have to create their own web pages, and we will help teachers to
use free Internet telephony so their classes can talk to each
other if they can find a time that works to do that.
If you would like to participate in this year's project,
1. Sign up on the I.C.V.V. e-list by going to: http://lists.literacytent.org/mailman/listinfo/icvv
Scroll down the page to choose an ID and password. That's
it, easy and free.
2. Once you receive confirmation that you are on the ICVV e-list,
send an e-mail to icvv@lists.literacytent.org
indicating your interest in participating this year.
Be sure to describe your class, when it will begin, and what age
group or nationality you would prefer to partner with. If you
would like to look at classroom virtual visit projects from
previous years go to: http://www.otan.us/webfarm/emailproject/school.htm
and then choose
http://www.otan.us/webfarm/emailproject/school2003.htm
We look forward to your joining the project. Let one of us know
if you have questions. All the best,
David J. Rosen djrosen@comcast.net and Susan Gaer sgaer@yahoo.com
[and] ....for those interested in the International Classroom Virtual
Visit Project. One of the new project features this year is that
participants in one class, matched with participants in another class
(usually in a different country) can use Wikimapia. Each class
could label the important buildings and geographic features of their
community on a wikimap -- including writing about each feature in the
wikimap label window, and maybe linking to a digital photograph they
take of that feature. (They could in some cases label their own house,
and in the window include a link to a photo of their family, although
not everyone will want to put a family photo on the web. In other
cases they could label an historical feature which is important to
their community, and include a photo and even an historical
essay.) The 2 matched classes will then share their
community maps and talk about their communities. The community
maps -- especially if bilingual -- could also be used for other
education-related purposes. The ICVV project includes in-school
classes, too, so there could be a cross-generational match.
It will be interesting to see what adults think is important and what
kids think is important in their communities. To see - and,
if you like, label -your neighborhood, go to
http://www.wikimapia.org Zoom in to your community, and add labels.
The Adult Literacy
Education (ALE)
Wiki now has 30 topics, a newly designed front page, over 730
pages of content, and more than 600 subscribers. Every week
adult literacy educators add new content.
The ALE Wiki is a community of practice and a professional development
treasurehouse. http://wiki.literacytent.org/index.php/Main_Page
ALE Wiki soon to be two years old To improve practice in our
field, teachers need to quickly and easily find the results of
research and professional wisdom. This is a practical, everyday
concern.
A teacher has a question that needs an answer, such as What are
effective ways to increase student persistence?. How do you
handle a multilevel classroom? What is the optimum class size for
beginning ESOL or basic literacy? What assessments are used in
our field? Does my state offer free professional development or
training? Does getting a GED lead to increased earnings? or How
can I be an effective advocate for adult literacy? Suppose there
were one place to find answers to these questions,
organized by topic -- and within each topic by teachers'
questions -- and with lists of web-accessible research and professional
wisdom sources. Suppose the topic area included some of the
best discussions in the field. Suppose that this gold mine of
professional development, designed to be accessed "just-in-time", were
free. That's what the Adult Literacy Education Wiki is
becoming. Some topics are nearly there, while others have
just scratched the surface. Increasingly, it is becoming
the "go to" place for teachers, researchers, administrators, and
grant writers, both those new to the field and old hands.
Launched in December, 2004, at the Meeting of the Minds I
practitioner-researcher Symposium in Sacramento,
California, it will have is second birthday this year at Meeting
of the Minds II, November 30- December 2.
The ALE Wiki now has 31 topics, 14 topic leaders, over 700 registered
users -- 65 of whom have posted a brief bio statement,
and nearly 800 pages of text. It was presented at an
international conference on Wikis at Harvard this year. A
chapter of a new book on communities of practice will be
devoted to the ALE Wiki. It includes the work and the writing, or links
to writing of many of the top people in our field from across the
world. Not bad for a two year old, especially one that was
created and raised entirely by volunteers. You can use the ALE Wiki.
http://wiki.literacytent.org You can contribute to it -- it's
easy! Go to:
http://wiki.literacytent.org/index.php/New_Here%3F
You might want to be a Topic Leader.
http://wiki.literacytent.org/index.php/Topic_Leaders If so,
e-mail me. (djrosen@comcast.net) And, of course, the
volunteer "wikiteers" appreciate your comments.
What is useful? What would you like to see to be added or changed?
David J. Rosen
Career Voyages – US Dept of Labor
website exploring career options in advanced manufacturing, automotive,
construction, energy, financial services, health care, hospitality,
information technology, retail, and transportation industries, as well
as in emerging industries -- biotechnology, geospatial technology, and
nanotechnology. Learn which industries are growing, how to qualify for
a good job, and where to get started. http://www.careervoyages.gov/index.cfm
Includes video (with subtitles) illustrating a number of occupations.
Study Circle Guide: Adult Student
Persistence
Newly revised to include the second phase of the NCSALL research on
adult student persistence, this guide provides comprehensive
instructions for facilitating a 10.5 hour study circle. It explores
research about adult student persistence and ideas for how to apply
what is learned in classrooms and programs. The guide is based on a
review of the NCSALL research on adult student persistence conducted by
John Comings and others, summarized in an article entitled Supporting
the Persistence of Adult Basic Education Students and other studies on
student motivation and retention. It includes articles, resources, and
action research reports to help practitioners consider strategies for
increasing adult student persistence. The guide provides all necessary
materials and clear instructions to plan and facilitate a 3-session
study circle with an option for a fourth. Each session lasts 3
and-a-half hours. To download the guide, go to: http://www.ncsall.net/?id=896
- and –
The National Institute for Literacy and the National Center for the
Study of Adult Learning and Literacy present Persistence Among Adult Education Students
Panel Discussion This 30 minute video focuses on persistence in
ABE, ESOL, and GED programs, and features a NCSALL study entitled,
"Supporting the Persistence of Adult Basic Education Students." Dr.
John Cummings presentation examines student persistence in adult
education programs. He presents a working definition of persistence,
examines existing research, and describes NCSALL's 3-phase study of the
factors that support and inhibit persistence. Other panelists include
practition-ers, Kathy Endaya and Ernest Best. Online: http://www.nifl.gov/nifl/webcasts/persistence/persistence_cast.html
You may need to cut and paste the whole web address in your
browser, or you could try this shorter version: http://tinyurl.com/s6tcu
Macintosh users will need to select the
Quicktime format for viewing the presentation.
The DVD of the panel will be available within the next two months, for
more information, contact info@nifl.gov. To read the Special
Topics list discussion with Dr. Cummings, for more information, go to:
http://www.nifl.gov/pipermail/specialtopics/2006/000088.html
Jo Maralit, National Institute for Literacy mmaralit@nifl.gov http://www.nifl.gov/
Practitioner Research
Training Guide: Research-based Adult Reading Instruction -
provides comprehensive instructions for facilitating a 31-hour training
that guides practitioners through an investigation of a problem related
to reading. Practitioners conduct the research in their own classrooms.
The guide provides all necessary materials and clear instructions to
plan and facilitate a four-session practitioner research training. The
sessions vary in length. To download the guide, go to
http://www.ncsall.net/index.php?id=1143 - and -
Training Guide: Study Circle Facilitators - provides comprehensive
instructions for preparing experienced adult education practitioners to
facilitate NCSALL study circles. The training focuses on the NCSALL
study circle, Research-based Adult Reading Instruction http://www.ncsall.net/?id=892
. However, the training can be adapted to
prepare facilitators for NCSALL study circles in general or on another
topic. The guide provides all necessary materials and clear
instructions to plan and facilitate a one-day, study circle
facilitators training. The training is six hours in length. To
download the guide, go to http://www.ncsall.net/index.php?id=1137
Oregon has been engaged in a collaborative 2 year Science and Math
professional development initiative for ABE/GED and ESL teachers. We
are thrilled to share with other states that two Oregon adult literacy
instructors were chosen to go on Teacher at Sea Expeditions to the
Mariana Arc and the Antarctic with the National Oceanic and Atmospheric
Administration. These are amazing opportunities for the field of adult
education and for our instructors, many of whom are part time.
Students, instructors, and the general public can follow the second
expedition to the Antarctic from July 3 - August 15, and learn about
the scientific research at the Polar Science Station website
http://literacynet.org/polar; The website includes background
information, photos, learning activities, links to other resources
about Antarctica, and journal logs sent from the ship during the
expedition. You can write to Marian Tyson or other scientists
while they are at sea by using the "Contact Marian" button on the Polar
Science Station website, or directly to mtyson@literacyworks.org. This
project builds a special connection between a trained ABE instructor
and all adult education professionals and their students. For more
details and to download a flyer on this initiative, go to
http://www.coabe.org
Announcing a website on Learning
and Violence http://www.learningandviolence.net
In the aftermath or presence of violence, too many people believe they
cannot learn. This innovative interactive site is a resource to support
learning. Join us to: Build an Understanding of the scope of the
problem and of different forms of violence and their impact on
learning; Explore Possibilities to learn differently, help
yourself and others learn, and take care of yourself;
Create Change by learning about new initiatives in every sector
of education and finding others working on this issue;
Imagine a Future by dreaming with us about a world without violence
and inequality.
The website is beginning. Bookmark it and come back often to watch
it evolve. Help build it. Add your voice: share your
knowledge from learning,
teaching and research in words and images. Contact Jenny Horsman jenny@learningandviolence.net
This website is an initiative of Spiral Community Resource Group/ and
Parkdale Project Read, developed with start up funding from the
Adult Learning Knowledge Centre of the Canadian Council on
Learning
The International Adult Literacy Study (IALS)
is now available in a searchable database, permitting users to retrieve
prose, document and quantitative literacy data for each of the
countries listed in the table, and for a wide range of combined
intermediate variables. Users can produce estimates of mean
performance, and percentages of each proficiency level for each of the
IALS literacy scales by any combination of background variables. Each
estimate is accompanied by the appropriate measures of statistical
reliability. The IALS database home page: http://www.statcan.ca/english/freepub/89-588-XIE/ials-eiaa.htm
- access the database from there.
teaching resource: No Human is Illegal: An
Educator’s Guide for Addressing Immigration In the Classroom;
available at http://www.nycore.org
In the recent weeks HR4437 advocates have sought to
introduce
legislation that will radically change the legal, social, and economic
status of immigrant communities in the US. The debate rages on and we
have heard
opinions ranging from the conservatives to the democrats to the
left—and a powerful constituency has emerged stronger than ever before
in the 21st century—students. How will educators encourage these acts
of critical thinking, civic responsibility, agency, and above all—
student leadership in advocating for all human rights? How can
educators engage their students in these critical issues in the
classroom? How can we serve as the liaison between students andthe
mixed messages the media and politicians are sending?
This guide is for educators to take on the important
issues that
teachers and students alike have been tackling in
their activism from INSIDE the classroom. This resource can be
best used online as a web resource. – from Sally Lee, Founder, Teachers
Unite sally@teachersunite.net 646-206-4160, http://www.teachersunite.net
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
Registration for the 2006 COABE
regional Institute by the Bay
is now open, and will be accepted on a first come - first served
basis.
Several of the COABE strands are limited to the first 30 registrants,
you will need to make your first and second choice for training
strands.
The FINAL deadline for registration is October 2nd. No late
registration will be accepted and there is no registration at the
door.
The list of Institute Strand descriptions are available on the web
site.
Below is the list of available strands:
Administrative Leadership with Kathy Polis and Lennox McLendon, NAEPDC,
Adult Learning Disabilities with June Crawford, NIFL,
Assessment in the Adult Education Classroom with Ann Marie Barter and
Valerie Sullivan,
College Transitions Math with Pam Meader,
Differentiated Instruction with Donna Lee, USM faculty
ESOL: Is it LD or Something Else? with Robin Schwarz,
Public Policy and Advocacy with Bob Bickerton, Art Ellison, Silja
Kallenbach and Andy Nash, NELRC,
Reading: Vocabulary and Comprehension Instruction with Jane Meyer, STAR
trainer, Wilson Reading with Judy Storer,
Workplace Literacy with Melissa Dayton, Connecticut, CREC
Register and pay online - using either a Purchase Order or Credit
Card (MasterCard or VISA), register and pay using a hard copy of the
registration form. With this option you can pay by Purchase
Order, Credit Card, or Check. If using a check you must mail in
your registration form and payment. Each registrant MUST include an
e-mail address on the registration form. Confirmation of
registration will be sent by e-mail only!
To get information and/or register for the conference go to http://www.maineadulted.org/conferences.html
If you have any questions please contact your COABE Regional Institute
co-chairs: Connie Patton, COABE Region 1 representative,
cpatton@msad35.net; or Evelyn Beaulieu, COABE Institute co-chair,
evelyn.beaulieu@umit.maine.edu - Evelyn Beaulieu, Director Center for
Adult Learning and Literacy, 5749 Merrill Hall, UM Orono, ME
04469 (207) 581-2413 http://www.umaine.edu/call/
The 2006 National Even Start Association
Annual Conference, entitled Even Start Family Literacy:
Learning from the Past, Creating the Future, will be held October 15-17
at the Holiday Inn on the Bay in San Diego, CA. There will be one day
of pre-conference sessions and two days of general conference sessions.
Additional information will be available soon. http://www.evenstart.org/
October 27th and 28th : Bridges to
Opportunity conference at LaGuardia Community College in Long
Island City, Queens, NY.
Sponsored by the Center for Immigrant Education and Training and the
Center for Teaching and Learning of LaGuardia Community College, the
conference offers professionals from around the US an opportunity to
come together to strategize how to develop effective systems to support
workforce development for English Language Learners, share lessons we
have learned from our work, and build a knowledge base that can serve
as a resource in this field, and identify what works in workforce
development for English Language Learners and make recommendations for
next steps.
The conference is partially funded through the US DOL-ETA High Growth
Initiatives and the keynote speaker, Heide Spruck Wrigley, Ph.D., is
president of Literacy Work International, a small social science
research firm, specializing in issues affecting language minority
adults. She is currently key in two national literacy projects in the U
S and in Canada dealing with youth and adults who are struggling
readers. Dr. Wrigley is primary author of The Language of
Opportunity: Expanding the Employment Prospects of Adults with Limited
English Skills, a publication of the Center for Law and Social
Policy. For more information: http://www.lagcc.cuny.edu/ace/bridges/
- Suma Kurien, Director, Center for Immigrant Education and Training,
LaGuardia Community College
LESLLA 2006
The Literacy Institute at Virginia Commonwealth University and the
Washington D.C- based American Institutes for Research are organizing
an international forum, Research, Practice, and
Policy for Low-educated Second Language and Literacy Acquisition – for
Adults (LESLLA), to be held at Virginia Commonwealth University
in Richmond, Virginia, November 2-3. Over sixty renowned
researchers, practitioners, and policy makers will convene to develop
and gain consensus on an international agenda in these three areas
vis-à-vis the issues pertaining to the adult, low-educated,
second language/literacy learner. Presentations on latest
research findings relative to the topic will be highlighted.
If you have extensive experience or have conducted relevant research
with this population and have an interest in attending the forum,
please contact Nancy Faux at nfaux@vcu.edu or 800-237-0178, or Larry
Condelli at LCondelli@air.org. For more information about LESLLA,
please visit http://www.leslla.org.
The National External Diploma Program
Council (NEDPC) biannual conference: Holiday Inn on Atwells Avenue,
Providence, November 2 and 3. The National External
Diploma is a high school completion alternative option for
adults. This conference is mainly of interest to EDP
practitioners, but CASAS has recently assumed the rights to NEDP
and Pat Rickard, Executive Director will be present to discuss
improving the NEDP. For information / registration, contact
Donna Chambers, 401-364-2222 or donnaedp@cox.net.
Fall SCALE Conference, November 3-4:
Each year SCALE – Student Coalition for Action in Literacy Education -
hosts the Read. Write. Act. National Conference, the only national
conference devoted to the interests and concerns of campus-based
literacy programs. Participants come to share information, learn new
skills, challenge assumptions, and develop ideas to create more
participatory literacy programs. Learn more at:
http://www.readwriteact.org/rwa/conference.html
The Commission on Adult Basic Education
(COABE) and the Pennsylvania Association for Adult Continuing Education
invite you to submit a proposal for presentation at the 2007 COABE National Conference to
be held in Philadelphia March 25-28, 2007.
The Conference Request for Proposals
is available through the conference website: http://www.coabe2007.org/rfpo7.htm
Proposals are due no later than November 18, 2006. The conference
committee is interested in outstanding and innovative practices in all
aspects and areas of adult education, and is looking for presentations
based on successful implementation, current research, and sound
practice. The planning team would like to encourage anyone with
innovative ideas or resources related to adult education to come to
Philadelphia and share their expertise.
From Erik Jacobson,
Chair, J. Michael Parker Award Committee - The National Reading Conference's
(NRC) 56th Annual Meeting will take place in Los Angeles, from November 29 to December 2.
The conference covers a range of
literacy related topics, including adult literacy. Information is
available at http://www.nrconline.org/.
I encourage adult literacy researchers to join the dialogue at
the meeting and to consider submitting proposals. In addition, to
encourage research on adult literacy, NRC has established the J.
Michael Parker Award, given to graduate students and
untenured professors who present research on adult learning or
education at the annual meeting. Information and submission
guidelines at http://www.nrconline.org/pdf/2006callforproposals.pdf
November 30-December
2, 2006 A MEETING OF THE MINDS II SYMPOSIUM
The National Center for the Study of Adult Learning and Literacy, the
California Department of Education Adult Education Office, and the
California Adult Literacy Professional Development Project of the
American Institutes for Research announce a Meeting of the Minds II: A
National Adult Education Practitioner-Researcher Symposium.
Scheduled for November 30-December 2, at the Sheraton Grand hotel in
Sacramento, California, the symposium is designed to provide
opportunities for adult education practitioners and researchers to
share and discuss current research findings and practitioner wisdom. It
will engage practitioners and researchers with questions related to
goals, accountability, and efficacy and efficiency in policy, practice,
and research. The ultimate goals of the symposium are to highlight
systemic changes that can enhance literacy practice and increase
student learning gains. The theme of this symposium is Systemic Change
and Student Success: What Does Research Tell Us? As in the first
Meeting of the Minds Symposium that was held in 2004, each session of
the 2006 Symposium will be structured so that the research presentation
is followed by a panel of practitioners who will discuss implications
for practice or policy. In addition, conference attendees will have
opportunities for small group interaction and networking with
researcher-presenters to discuss not only how research can inform
practice and policy, but also how practice and policy can inform and
suggest a research agenda.
Nationally recognized adult education researchers will discuss their
studies in reading, learner persistence, ESL instructional strategies,
technology innovations, transitioning adults to college, authentic
materials, health literacy, adult numeracy, family literacy, social
justice, innovations in statewide assessment, practitioner inquiry,
professional development, and many more. In addition, a featured
concurrent session consists of a panel of adult literacy
learners. Presenters include Kathleen Bailey, Hal
Beder, Alisa Belzer, Beth Bingman, Larry Condelli, Ros Davidson, Ron
Glass, John Fleishman, Daphne Greenberg, Kathy Harris, Erik Jacobson,
Jere Johnston, Tara Joyce, Cheryl Keenan, Mark Kutner, Susan Levine,
Myrna Manly, Dennis Porter, Paul Porter, Steve Reder, Pat Rickard, Rima
Rudd, Maricel Santos, Robin Schwarz, Renee Sherman, Heidi
Silver-Pacuilla, Cristine Smith, John Strucker, Robin Waterman, Cynthia
Zafft, and others. Throughout the symposium, each research presentation
will be followed by a panel of practitioners who will respond to the
presentations, and then by group discussions among participants who
will share their reactions and explore implications from their
perspectives as practitioners, researchers, and policy makers.
The opening plenary session features presentations by John Comings on
Advice from NCSALL Research on Building High Quality Programs and by
Mark Kutner on results of the National Assessment of Adult Literacy
(NAAL) and the Health Literacy survey. A second plenary session
features a panel discussion on the topic of how research influences
policy in adult literacy education.
To register online: http://www.researchtopractice.org.
Registration is limited to the first 300 people. - Mary Ann
Corley, Ph.D. CALPRO Director and Symposium Coordinator
American Institutes for Research
The National Center
for Family Literacy 16th Annual National Conference on Family
Literacy,
March 4 - 6, 2007, Orlando, Florida. For further
information,
please visit http://www.famlit.org/Conference/index.cfm
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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