|The Rhode Island Adult Education Professional Development
Center produces a bulletin roughly every
to three weeks in order
to inform area practitioners of news, events, and
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.
To learn more about professional development
contact the RI AEPDC at (401) 456 -2838 or (401) 863-2839
October 3, 2007
and conference and workshop
and other resources. To post information, and/or to receive
the bulletin via email,
please contact the AEPDC or leave a message at
- Tuesday, October
23rd at 3:00, Genesis Center, 620 Potters Avenue,
Providence. Please bring ideas and questions. This is an
open discussion group – all are welcome to attend.
The first New Practitioner
Orientation, a two-session professional development
opportunity, will be offered on Saturday October 20th and
Saturday November 3rd at the Genesis Center, from 9:30 to 4.
In addition to readings before the orientation, participants
will be asked to complete assignments between the sessions, totaling
approximately sixteen hours over the course of the two week period.
To learn more, or to register for the session, please contact
Janet Isserlis at 863-2839 or email@example.com by October 15th.
All new program staff - teachers, administrators, directors -
are encouraged to participate. Another two-series session will be
offered later in November/December, and three more sessions will
scheduled between January and June, 2008.
New England Literacy Resource Center (NELRC) Board Vacancy: The NELRC's
mission is to strengthen adult literacy services in the region by
developing and facilitating collaborations and special projects among
adult literacy practitioners, state literacy resource centers and
policy makers. http://www.nelrc.org/
NELRC takes its direction from its diverse
constituency groups. Each state has 4 representatives on the governing
board: the State ABE director, the SLRC or staff development director
and two practitioners.
In addition, NELRC convenes work groups composed of practitioners and
board members who help plan and implement the organization’s work in
the chosen priority areas. Board members help develop,
approve and monitor annual work plans; approve budgets; develop policy
and operating principles for NELRC; serve as advocates for NELRC; help
identify funding and support for NELRC projects and meet
quarterly in different locations in New England.
There is a vacancy on the board to represent Rhode Island. If you are
interested in contributing to the work of the NELRC as a board member
(for at least a two-year term), please send a letter of interest and a
resume briefly describing your experience in adult education and
literacy to Johan Uvin, Dept. of Education, 255 Westminster Street,
Providence RI 02903, by October 31. A selection committee of current
members will be formed to determine the RI representative. The next
NELRC board meeting will be held in Boston on December 10th.
The Learning Disabilities Work Group
in the process of collecting ideas for the successful teaching of adults who have low
literacy skills. We welcome your ideas for strategies,
plans and resources that have been useful to you in teaching
are reading in the EFL levels 1 and 2. Please send your ideas to Nancy
Fritz at Nancy@gencenter.org
and she will share them
with the LD group.
Change Agent CALL FOR ARTICLES Theme:
Voting and Advocacy
Voting is one of the most fundamental ways to participate in democracy.
Even those who cannot vote can still be a part of elections in other
ways. Speaking up about issues that matter to you is also an
important part of civic life. We are interested in hearing from
teachers and adult learners about their experiences with voting or
advocating to change public policy. The writings will be considered for
non-partisan edition on Voting and Advocacy that aims to provide adult
educators and learners with re-usable materials that encourage
activism, advocacy, and informed voting.
Questions for students and teachers to think about (please choose one
question to write on):
- Have you recently voted in an election? What motivated
you to do so? Why vote?
- Have you ever been involved in calling, writing or
visiting your elected representatives? What was the situation? How did
you feel? What difference did it make?
- If you can’t vote but you’re politically active, tell us
what you do to get involved in elections or support candidates or
- Have you ever spoken up for something you believe in?
What was it? What was your experience? What other channels (besides
voting) have you used to make your voice heard?
- What do you think about the U.S. electoral system? Feel
free to comment on any relevant elements, such as representative
democracy, the electoral college, the two-party system, etc.
- Some people are not allowed to vote, such as those who
are under 18, those who do not have citizenship, and (in some states)
those who have committed felonies. What do you think about this?
- Teachers, are you organizing your students to vote or
advocate for changes in the program, the community, the state, or the
nation? Tell us what you are doing, what progress you’re making, and
how students are responding to these activities.
- Write to us about successful lessons you’ve used in your
classroom on voting or advocacy.
Send us a lesson plan or lesson description that other teachers could
use. All articles must be received by November
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:
Cynthia Peters, Editor New England Literacy Resource Center/World
Education 44 Farnsworth St., Boston, MA 02210 Phone: 617-482-9485 fax:
617-482-0617; email: firstname.lastname@example.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 at World Education. http://www.nelrc.org/changeagent
Are you an Adult Education Student who is also an Artist Illustrator
Cartoonist Graffiti Artist Computer Graphic Artist or Calligrapher ?
The Change Agent iss looking for artwork, illustrations, and innovative
designs to accompany articles in upcoming issues. Please submit a
sample of your work. We will keep your name and work on file and we
will call you to solicit your help with designing and illustrating
future articles. If we use your work, we will pay a stipend of $50.
Contact Cynthia Peters at email@example.com or 617-482-9485. Send
your samples to The Change Agent, 44 Farnsworth St., Boston, MA 02210.
Learn more about The Change Agent at http://www.nelrc.org/changeagent
ANNOUNCING -- A brand new
issue of The Change Agent -- Taking Action to Stay in School
How do students support each other to stay in school? How do they work
together to find personal and collective solutions to the problems that
make it hard for them to stay in school?
How do they inspire, motivate, and encourage each other to balance a
multitude of demands so that they can stay in school? In this issue,
you'll find powerful writings by students and teachers,
ready-to-use lesson plans, poetry, math, policy analysis, hands-on
activities, and more. There are several cartoons that are great to use
at any level but are especially helpful in the ESOL classroom.
SUBSCRIBE NOW by visiting our web site (www.nelrc.org/changeagent) or
calling 617-482-9485 ext. 491.
SUPPORT THE ONGOING WORK of The Change Agent to make social justice
part of the adult education classroom. - Thank you. Cynthia Peters,
National Council of State
Directors is sponsoring advocacy training for adult educators interested in focusing their
efforts on influencing policies and funding at the state level. The interactive
workshops range in length
from 2 hours to a full day depending on the needs of the
participants. The training is usually held in conjunction with the
State's Adult Education Professional Association conference or the
sponsored by the State Adult Education Office either as part of
the conference or as a pre-conference session.
Major topics covered in the workshops with a 55 page packet of
handouts are: Reading a political biography, understanding the
political system, identifying the most important
people in the process, understanding the importance of timing,
agreeing on the message, packaging the message, finding allies to help
carry the message, closing the deal,
involving of students and staff in the effort, the concept of
political literacy as it relates to adult education programs, action
planning for your specific state effort and making
advocacy an ongoing part of adult education in the state. This
training is provided to states by the Policy Committee of the National
Council of State Directors of Adult
Education. Under the existing guidelines each state requesting
the training provides the travel expenses for the trainer while the
trainer's time is covered by the Council or other
organizations. If you would like to participate in a
training in Rhode Island, please contact firstname.lastname@example.org by October 12th, so that we can
inquire into availability
– dates and times – for a workshop to be held here.
LEADERSHIP FOR A FUTURE 2008
LFAF is a four month leadership training program
that builds the capacity of adult grassroots leaders in lower-income
and minority communities to make positive change in Rhode Island.
The program aims to build practical leadership skills, knowledge, and
personal connections. 2008 DATES
Friday, February 8th - Sunday, February 10th Overnight Leadership
Saturday, February 23rd History of Communities and Labor
Saturday, March 8th Community and Online Organizing
Saturday, March 29th Collaboration and Building Relationships
Saturday, April 12th Lobby for Change/Media Communications
Saturday, April 26th Public Speaking
Saturday, May 10th State Government (Budget, Finances & Taxes)
Saturday, May 17th Rhode Island’s Economy and Political Overview
Friday, May 30th Graduation at the State House
For information, please contact Carolina Bernal at (401) 463-9900 or
or Nanda Shewmangal at (401) 467-1717 ext. 103 or email:
LFAF is a collaboration of: the Institute for Labor Studies and
Research and RI for Community and Justice.
Announcement: On October 1 - 5,
Marian Thacher will be joining the NIFL Technology and
Literacy Discussion List
to lead a discussion on the new online technology self-assessment for
teachers at AdultEd Online, http://www.adultedonline.org.
Marian is the director of OTAN (http://www.otan.us) a California adult
education project that provides information and technology integration
support for adult educators in California.
Prior to her five years with OTAN, she taught ESL and was involved in
workplace education and media projects in San Diego and Chicago.
In addition to sharing information about the self-assessment and the
professional development plan that accompanies it, Marian will share
the development process and resources that were
used to create the tool.
Questions related to technology integration are:
1. What are the skills an adult education teacher should have in order
to use technology effectively with learners?
2. What is the role of a professional development plan, and how should
it be used?
3. How do we keep up with the fast pace of technology change? What are
our learning strategies?
What other questions would you like to discuss about technology
integration competencies, professional development plans, and the
challenge of keeping up?
- Mariann Fedele, Director, NYC Regional Adult Education Network,
Literacy Assistance Center Moderator, NIFL Technology and Literacy
Creating Engaging ESOL Activities Using
- More and more of today's jobs require computer skills. Students who
can effectively use computers have expanded career options. And here's
good news for instructors: Research shows that interesting, engaging
learning activities using productivity software are motivating and
effective in helping students learn English!
Course Description In this course you will learn to integrate
productivity software (ex. word processing, spreadsheets, presentation
software) into your ESOL instruction. You'll identify the steps
necessary to incorporate computers and software applications into
lesson plans, including analyzing specific language and computer
skills. You will finish the course having developed, tested, and
refined a learning activity for your own classroom.
Course Format and Schedule Course dates: October 15 - 26, 2007
Estimated completion time: 4 hours
During this two-week course you will engage in activities, readings,
and online discussions-all at your own pace. The course will close with
a scheduled webinar on October 26, 2:00 - 3:00 p.m. (EST).
Facilitator Diana Satin, World Education, Inc. Course Fee $59
(ProLiteracy America members receive a 15% discount.) Questions? Please
call 315-422-9121 ext. 283, or e-mail email@example.com. To
register, go to
The National Literacy
Summit.3 Webcast will convene global thought leaders to discuss and
demonstrate how technology drives the definition of literacy and
required in a competitive global economy.
Monday, October 15, 2007
1:00 p.m. - 5:00 p.m. ET
KEYNOTE SPEAKER DR. FAREED ZAKARIA "Competitive Learning in a Global
Economy" Widely respected for his ability to spot economic and
political trends around the world, Dr. Fareed Zakaria has
developed an international reputation as a global thinker. Dr. Zakaria
is editor of Newsweek International and was named "one of the most
important people of the 21st century" by Esquire. Indian-born and
trained as an academic at Yale and Harvard Universities, Dr. Zakaria,
at age 28, became the youngest managing editor in the history of
Through this Webcast, participants will: Examine the global context
that drives the urgency to improve literacy and educational achievement
in America; Define the literacy skills that are driven and enabled by
technology, and that are required for competitiveness in the U.S. and
global economies; Establish a clear definition of the "literate
community," and Demonstrate resources and technology-driven
solutions that enable communities to increase access and achievement to
empower today's workforce. For more information, click here
EVENT SPONSORS American Library Association, Georgetown University,
National Center for Family Literacy, National Coalition for Literacy,
ProLiteracy Worldwide and Verizon Foundation
to register: http://client.uvault.com/verizon/101507/
Rhode Island Family Literacy Initiative
(RIFLI) 2007-08schedule of classes.
An English version and a Spanish version of the schedules are available
Classes are offered in Cranston, East Providence, Pawtucket and
Questions? Please contact Karisa Tashjian, Literacy Program
STAR Releases Teacher Resources The Student
Achievement in Reading (STAR) project has released two issue papers
useful to reading teachers - the Role of Instructional Leadership in
Implementing Evidence-based Reading Instruction by Sandy Strunk and
Managed Enrollment and Evidence-based Reading Instruction
by John Strucker. (in PDF at http://www.startoolkit.org/) A
new STAR outreach video of testimonials also has been posted. http://www.startoolkit.org/intro_video.html
opportunities - large and less large
Building More Literate Communities - Verizon
Foundation Literacy grants are available to organizations committed to
basic literary skills in the United States.
Verizon has invested in a network of collaborative literacy partners,
offering programs with a focus on e-learning. Verizon's leadership in
technology and communications provides the distribution network.
Maximum Award: varies. Eligibility: 501(c)3 organizations. Deadline: November 30.
- other grants
from the Public Education Network: http://www.publiceducation.org/newsblast_grants.asp
- The federal government's new one stop grant site:
The Poverty & Race Research
(PRRAC) announces another round of education reform grants in areas of
social science research. PRACC is particularly interested in
such as high
classroom turnover/mobility and its disproportionate
on low-income, minority, and farm worker students. However, other
issues will be considered as well. To apply, send PRRAC a
the planned research and methodology, the advocacy work it is
designed to support, a budget, timeline, and qualifications of the
Maximum grant: $10,000.
No application deadline. http://www.prrac.org/grants.php
Funding Solutions for Small
A collection of resources to help small nonprofit organizations
including ways to motivate your board, sample fundraising letters,
advice, and tips to improve your
employment opportunities are generally sent as they
arrive via email; if you would like to receive this bulletin, and those
updates by email please contact
opportunity: English for Action seeks a passionate, energetic and
creative full-time executive director to provide leadership to the
organization as it seeks to increase
sustainability and community
impact. Full description: http://www.idealist.org/en/job/211090-138
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
you would like your name added to the general
please see contact LR/RI. The list needs to be updated so that it
can function more usefully for teachers and programs hoping to
Rhode Island Community Jobs (RICOMJOB) is a
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
can join the list. Any non-profit, government or private sector
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
Rhode Island Community Jobs is supported by the Swearer
Service at Brown University and the Rhode Island Campus Compact.
If you have questions about this service, please
contact us at
/ resources available
New and Upcoming from CAELA
Problem-Based Learning and Adult English Language Learners (April,
2007) In this brief CAELA staff member Julie Mathews-Aydinli discusses
learning aligns with research on second language acquisition. The brief
gives guidelines for teachers and administrators on implementing
problem-based learning in classes or programs
for adults learning English as a second language (ESL), and outlines
the benefits and challenges of using a problem-based learning approach
with adult English language learners.
The brief is available at http://www.cal.org/caela/esl_resources/briefs/problembased.html
Coming soon: CAELA briefs Workplace Instruction and Workforce
Preparation for Adult Immigrants, Adult ESL Professional Development:
State Capacity Building
CAELA FAQ What are factors to consider when planning for, setting
up, and evaluating a workplace program for immigrant workers?
CAELA Online Resource Collection Helping Adult English Language
Learners Transition from Adult ESL Programs into Other Adult Education
Programs, Vocational Programs, and Postsecondary Education
The CAELA Guide for Adult ESL Trainers - This comprehensive guide gives
professional developers guidelines and specific strategies for
conducting workshops and study circles on a number of topics of
importance in adult ESL instruction including conducting needs
assessments, planning lessons for multilevel classes, instructional
strategies for working with literary-level learners, and teaching
reading and writing.
From Thursday notes,
Math Outlook Up for Low-Skilled Adults
MPR Associates, the University of Tennessee, Rutgers University, and
Technical Education Research Centers received an $800,000 three-year
contract from OVAE to improve adult math instruction nationwide.
Together they will convene a work group of nationally known mathematics
researchersand practitioners to identify math content and reasoning
skills that promote success, competence and deep understanding of
math fesearchers and policy-makers. The brief was developed in
suggestions on topics of concern to the field from the Center for Adult
English Language Acquisition's Technical Work Group. http://www.cal.org/caela/esl_resources/briefs/work.html
Help in Planning Mentoring
Programs - planninor low-skilled adults. The contractors
will create a publication to disseminate the new research and work of
the National Math Panel among groups providing and engaged in adult
learning, and will use the work group to help plan and execute a sound
professional development model to enhance adult math instruction
throughout the country. The model will include field testing of
the Teachers Investigating Adult Numeracy (TIAN) strategies that
several states have participated in developing.
College Education For
Civic Involvement A report from the College Board, Education
Pays: The Benefits of Higher Education for Individuals and Society,
shows that a college education can pay off more than just
financially. The report, a follow-up to the original 2004
publication, uses data from the Dept of Education, the Census Bureau,
and surveys by other higher education groups. It suggests that
college graduates may be more engaged citizens and make healthier
decisions than those who do not have a college degree, and argues that
higher education has a high rate of return for society and not only for
individuals’ lifetime earnings. A more educated workforce means
greater tax revenue, greater productivity, lower demands on social
support programs, and greater levels of civic participation, per the
Workplace Instruction and Workforce Preparation for Adult Immigrants,
an OVAE-sponsored workplace literacy brief on English language learning
, outlines strengths of and challenges for workplace, vocational, and
standard classroom approaches. It also provides good background
for rg tools and hints for designing and implementing a mentoring
program that could help adult students. Information organized by
topic is available online covering planning and design, program
management, operations and evaluation as well as special topics such as
mentoring at work or for immigrant youths. E-mentoring programs
can access online toolkits in English and Spanish, technical
requirements, and tips for online implementation
special edition, Thursday notes on Monday, October 1, 2007
Executive Order Supports
President Bush signed Executive Order 11030 on Sept. 27 to strengthen
adult education in America. The order tasks Secretary Spellings
with leading an Interagency Adult Education Working Group to coordinate
a joint approach to addressing the education needs of adults. The
working group will bring together all relevant federal agencies to
strengthen existing programs aimed at improving adult participation in
postsecondary education. “College access is not just about access for
high school students,” said Spellings, “it’s about access for adult
Secretary Spellings recently announced four discretionary grants from
OVAE totaling more than $2.8 million to support states and colleges
working to increase adults’ access to a first postsecondary
credential. The Ready-for-College: Adult Education Transitions
Program grants went to: Colorado Community College System Foundation,
Essex County College in New Jersey, North Carolina Community College
System, and Kansas Board of Regents. Funding began Oct. 1, 2007.
The Council for Advancement of Adult Literacy (CAAL) has released a
Policy Brief by senior analyst Julie Strawn of the Center for Law and
This publication, Policies
to promote adult education and postsecondary alignment, was
prepared for the 3rd meeting of the National Commission on Adult
Literacy on August 20, 2007. As introduced by its author, the
publication focuses on "helping adults with lower skills and/or limited
English proficiency earn postsecondary credentials that open doors to
family-supporting jobs." It examines obstacles to moving toward this
goal -- with major attention to lack of alignment between federal and
state adult education efforts, job training services, and postsecondary
education policies. It also draws attention to the financial, personal,
and family challenges that prevent adults from seeking and completing
programs. Numerous policy and action recommendations are given for
Commission consideration. The publication is available for download, at
It is also available in bound version from CAAL (for pricing and
ordering instructions, firstname.lastname@example.org).
The International Classroom Virtual Visit (Virtual
School) project is beginning its ninth year, linking classrooms across
the world to enable students to meet each other virtually, share
about their cultures, their classrooms, and their 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 can be from age seven to adult.
We hope classes will engage in lively written discussion, and possibly
choose a film, book or current event to discuss. We have 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. To participate in this year's project, 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.
Once you receive confirmation that you are on the I.C.V.V. e-list, send
an e-mail to: email@example.com 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. To see classroom virtual visit projects from
previous years go to: http://www.otan.us/webfarm/emailproject/school.htm.
Let one of us know if you have questions. - David J. Rosen
firstname.lastname@example.org amd Susan Gaer email@example.com
from Pen Weekly Newsblast, September 14, 2007 :
LOWER RATES OF VIOLENT CRIME & INCARCERATION
The Justice Policy Institute led off their four-part research brief
series, announcing that states investing more money in both their K-12
and higher education systems have lower rates of violent crimes and
incarceration, and likewise save billions in crime-related expenses.
The brief notes that increased graduation rates have a significant
impact on public safety, as a five percent increase in males graduating
high school produces almost $5 billion dollars in savings on
crime-related expenses. Additionally, states that are able to get
students farther along the educational pipeline had lower crime rates
than the national
average. Similarly, states with higher college enrollment rates
experienced less violent crimes, and those states with the biggest
increased expenditures on higher education saw decreases in violent
Across the country, the difference between white and minority students’
educational opportunities are stark. Conse-quently, minority students
are more likely to be incarcerated but also more likely to face
violent crimes in their daily lives. The next three research briefs
will focus on the effect housing, employment, and drug treatment have
on public safety and crime. http://www.justicepolicy.org/content.php?hmID=1811&smID=1581&ssmID=61
CHILDREN'S HEALTH HAS
SOMETHING TO DO WITH ACADEMIC SUCCESS?
The connection between good student health and academic success is no
news for teachers, who see its critical importance everyday in their
classrooms, or to researchers who have studied it.
Self-reported physical health problems are associated with school
failure, mostly because health problems contribute to school
absenteeism, trouble with homework, and student-teacher bonding, writes
educational psychologist Gerald Coles in a blog entry on the District
Administration website. Asthmatic children in the US miss approximately
14 million days of school, but the rate of school absenteeism
is twice as high among poor and minority asthmatic children living in
urban areas. Health insurance makes a difference! A California study
showed that after obtaining health care, children who had been in
poor health improved their school attendance, attention in class, and
the extent to which they kept up with school activities. Of course
these changes contributed to improved academic performance. A
University of Missouri study found that children who enrolled in the
state's health insurance program had 39% school absences. Uninsured
children with asthma miss more school days. Educators can make a
difference in taking one important step to help poor children's health
and education. Go to the Campaign for Health Care:
http://www.childrenshealthcampaign.org - sign a petition to Congress
and the president
that calls for health coverage for all children, find information on
how to call your senators and urge them to support the State Children’s
Health Insurance Plan (SCHIP) and how to recruit family and friends in
this effort. Both the House and Senate bills would provide additional
funds to provide health insurance for millions of children. Given the
realities of current domestic policy, both bills and the final
bill will be a critical victory for many poor children. http://www.districtadministration.com/pulse/commentpost.aspx?news=no&postid=48079
- To view past issues of the PEN Weekly NewsBlast, visit: http://www.publiceducation.org/newsblast_past.asp
- To subscribe or unsubscribe, visit: http://www.publiceducation.org/subscribe.asp
Research Utilization in
the Field of Adult Learning and Literacy: Lessons Learned by NCSALL About Connecting Practice, Policy,
and Research By Cristine Smith, Beth
Bingman, and Kaye Beall
This occasional paper is a summary of what the staff of the NCSALL
Dissemination Initiative learned about how to connect research, policy
and practice in ways that
promote evidence-based practice in the field of adult learning and
literacy. Go to http://www.ncsall.net/?id=26#utilization
to download the paper.
literacy site: http://www.google.com/literacy/
outstanding resource: http://www.youthliteracy.ca/
- Youth Literacy work in Canada
Shannon Gavin, a senior graduating from Brown this year, has developed
a new website, as her capstone project in Middle East Studies,
called Arab Perceptions of the United
Video Interviews from Amman, Jordan and Damascus,
Syria.You can view them, and supporting text at http://arabperceptions.wordpress.com
of Online Mathematics and its
articles, learning modules, "mathlets" (single-purpose learning tools),
reviews of online resources, and a developers' area. Search
contents of the journal by type of
resource (e.g., article), by subject (e.g., number concepts, data
presentation, plane geometry), or both. The journal makes
extensive use of graphics, animations, video clips, and other
media. Articles and other materials are peer reviewed.
(Mathematical Association of America, National ScienceFoundation)
The U.S. Citizenship and Immigration Services (USCIS) - The U.S.
Civics and Citizenship Online: Resource Center for
Instructors is available online at: http://www.uscis.gov/portal/site/uscis/menuitem.eb1d4c2a3e5b9ac89243c6a7543f6d1a/?vgnextoid=b36e663784bcd010VgnVCM100000d1f1d6a1RCRD&vgnextchannel=b36e663784bcd010VgnVCM100000d1f1d6a1RCRD
The U.S. Committee for Refugees and Immigrants (USCRI), Assisting
Refugees with Disabilities Program has produced a Resource Guide for
Serving Refugees with Disabilities
- available at http://www.refugees.org/DisabilityGuide
The guide, written for refugee case managers
and those serving refugees with disabilities, includes 139 pages of
information about resources for serving adults and children with
housing for refugees with disabilities, assistive technology,
medical resources, citizenship and disability, benefits for refugees
with disabilities and more.
If you have any questions or technical assistance needs, please
contact Xuan Nguyen, Director of USCRI Health and Human Services at
firstname.lastname@example.org or at 202-347-3507 ext 3056.
Resources from EdChange family of Web
A new Classism and Poverty Awareness Quiz http://www.edchange.org/multicultural/quizzes.html
Social Justice News Service site http://mail.socialjusticenews.net/mailman/listinfo/news_socialjusticenews.net-
email-based news service, periodic email digests of links to articles
related to equity,
social justice, and multiculturalism from sources
all over the world.
New essays and links to essays http://www.edchange.org/publications.html
New essays in the Multicultural Education Research Room http://www.edchange.org/multicultural/papers.html
resource collection,Working with
Literacy-Level Adult English
Language Learners. is now available at http://www.cal.org/caela/esl_resources/collections/literacy.html
includes links and annotations to many resources related
to working with adult English language learners, who have had limited
access to formal education. - Lynda Terrill, Center for Adult English
Language Acquisition, Center for Applied Linguistics, 4646 40th St, NW,
Washington, DC 20016 email@example.com
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.
for more or email firstname.lastname@example.org
Scholar enables searches for
peer-reviewed papers, theses, books, preprints, abstracts and technical
reports from broad areas of research. Use Google Scholar to find
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
to your query, so the most useful references should appear at the top
the page. This relevance ranking takes into account the full text of
article as well as the article's author, the publication in which the
appeared and how often it has
been cited in scholarly literature. Google Scholar automatically
and extracts citations and presents them as separate results, even if
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
does it take to live at the poverty level.
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
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
Spanish language version of PCRN is up and running.
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
all been translated.
and workshops - conferences and workshops
listed chronologically and are updated with each bulletin
Rhode Island - Training/events around
for people with disabilities http://www.ric.edu/uap/training.html
Vocabulary Strategies that Work
MATSOL's RI Special Interest Group will hold a one day event with
Michael Graves from the University of Minnesota:
Saturday, October 13th, Second Floor Student Union Building at RI
Opening Session: Designing a Comprehensive
Vocabulary Program for English Learners.
Break Out Sessions Please
choose one of three workshops to attend for your breakout session.
Please state your choice of breakout session when you register.
- Vocabulary Building Strategies for Adult ESL Learners Sherry
Lehane and Chris Bourret, Lead Teachers, Rhode Island Family Literacy
- Strategies for Academic Vocabulary Development in Middle and
High School Erin Papa, ESL Teacher,Calcutt M.S., Central Falls, Kelly
Healey and Jennifer Walker, ESL Teachers, Jenks
Junior High, Pawtucket
- Word Study for Elementary ELLs Linda Iannetta, ESL Teacher,
• Registration Fee $5.00 for RI SIG of MATSOL Members $10.00
Non-Members R.S.V.P by October 5, 2007 and state your breakout session
to email@example.com or
firstname.lastname@example.org or go to http://my.memberclicks.com/matsol
8:45-9:15 Book Exhibit, Registration, Greeting and Networking,
9:15-10:30 Opening Session: Dr. Graves Designing a Vocabulary Program,
10:30-10:45 Coffee Break/Book Exhibit,
10:45-12:00 Breakout Sessions: Choose One
12:00-12:30 Book Signing/Raffle & Exhibits
REGISTER FOR SCALE'S 2007
CONFERENCE! OCTOBER 26 - 27.
17th Annual National Conference on Family
Literacy Call for Proposals
Literacy Grows Families and Communities, March 30/April 1, 2008,
The National Center for Family Literacy invites proposals for
presentation at the National Conference on Family Literacy. NCFL
is interested in session presentations that share successful, specific
outcomes and strategies that work well for the diverse populations
family literacy serves. Proposals (accepted online only) hare welcome
from literacy practitioners and are encouraged from professionals in
administration, policy and research.. NCFL encourages presenters to
carefully read the criteria and guidelines before submitting proposals.
Deadline for submission of
concurrent proposals is October 26;
deadline for submissions
for literacy showcase poster session is December 7.
COABE and the
Missouri Association for Adult, Continuing and Community Education
(MAACCE) invite you to submit a proposal for presentation at the 2008 COABE National Conference in
St. Louis, Missouri, April 28 - May 1, 2008 at the Adam's Mark Hotel.
The conference committee is interested in outstanding and innovative
practices in all aspects of adult education including basic literacy,
basic numeracy, workforce development, family literacy, English as a
Second Language, volunteer/community-based literacy, correctional
education, and all other areas. The program committee is looking
for presentations based on successful implementation, current research,
and sound practice. Access further information and the Call for
Presenters form online at http://www.coabeconference.org/call_for_presenters.html
Proposals are due no later than October 31, 2007. Presentation
Co-Chairs: Janet Geary - 816.413.5461 | email@example.com
Ramona George - 417.447.8861 | firstname.lastname@example.org
Join us for two days
of workshops on Effective Transitions
in Adult Education, November 8-9, 2007 in Providence, RI.
Our keynote speaker, Dr. JoAnn Crandall, will kick off the event with a
discussion of transition for English language learners. For more
Cynthia Zafft, Director, National College Transition Network at World
other events and
TESOL worldwide calendar of events http://www.tesol.org/isaffil/calendar/index.html
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html