Contact LR/RI
| The Rhode Island Adult Education Professional Development
Center 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. To learn more about professional development opportunities, please contact the RI AEPDC at (401) 456 -2838 or (401) 863-2839 October 23, 2007 Bulletin #253 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,
Janet Isserlis
ESOL share November 19th at 3:00 pm, Genesis Center, 620 Potters Avenue, Providence. Please bring ideas and questions. This is an open discussion group – practitioners with an interest in adult ESOL are all welcome to attend. The focus of this session will be on vocabulary and on pursuing our own professional development. Resources that may be useful: Professional Development for Adult ESL Practitioners: Building Capacity, a CAELA brief, http://www.cal.org/caela/esl_resources/briefs/profdev.html (as well as this bibliography: http://www.cal.org/caela/esl_resources/bibliographies/profdev.html). The next round of the New Practitioner Orientation,sessions will be offered on November 30th and December 1st at the Genesis Center, from 9:30 to 4. In addition to readings before the orientation, participants will be asked to complete assignments between sessions, totaling approximately sixteen hours over the course of the two week period. To learn more, or to register for this round, please contact Janet Isserlis at 863-2839 or send email to janet_isserlis@brown.edu by November 23rd. All new program staff - teachers, administrators, directors - are encouraged to participate. Additional sessions will be scheduled between January and June, 2008. Transition to College is designed to serve non-traditional adults returning to academic life. This comprehensive program prepares students for college success with career exploration, instruction in reading, writing, math, and computer skills, and mentoring workshops. In addition, the program provides academic advising and counseling and assistance with financial aid and college application preparation. Students experience the college environment by taking a class together at the Community College of Rhode Island; as needed, to ensure success, they receive support and tutoring from TTC instructors. During success workshops, students learn to better understand themselves through the Myers-Briggs Personality Assessment and other activities designed to build confidence in their ability to succeed in college. Finally, they develop a personal, academic, and career life-plan. Upon completion of TTC, students who apply are matched with an individual mentor who guides them through their first semester of college, and often beyond. Two evening sessions and a new weekend program are offered in the spring and fall. This college preparation initiative is funded through the Nellie Mae Educational Foundation and the Rhode Island Department of Education. The program meets at 175 Main Street Pawtucket, RI. For more information, contact MarieCrecca-Romero@riral.org, Program Director at 401722.9800. NEXT INFORMATION SESSIONS: Thursday, October 25 at 11:00 am; November 1 at 11:00 am; November 11 at 5:00 pm. 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 board 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 is in the process of collecting ideas for the successful teaching of adults who have low literacy skills. We welcome your ideas for strategies, materials, lesson plans and resources that have been useful to you in teaching adults who 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 a 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 campaigns? - 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 12, 2007. 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: cpeters@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 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 cpeters@worlded.org 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 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 (http://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, cpeters@worlded.org 617-482-9485 learning opportunities ProLiteracy America is hosting five short, facilitated, online courses in November/December that may be of interest : Young Adult Education: Strategies and Materials (November 5-16) Young Adult Education: Program Design (November 26-December 3) Applying What We Know About Student Persistence to Your Classroom (November 12 - December 7) Facilitating Adult Learning: Conducting the Training Event (November 12 - December 7) Managing the Multilevel ESL Classroom (November 12-December 17) Complete course information is included below. Registration for these courses will be availiable Friday, October 12. more information: http://www.newreaderspress.com/default_prolit.aspx Rhode Island Family Literacy Initiative (RIFLI) 2007-08 schedule of classes. An English version and a Spanish version of the schedules are available at http://www.rifli.org . Classes are offered in Cranston, East Providence, Pawtucket and Providence. Questions? Please contact Karisa Tashjian, Literacy Program Coordinator 401-455-8185 funding 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. http://foundation.verizon.com/02008.shtml - 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 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 janet_isserlis@brown.edu. Center for Teacher Education, Training, and Research Department of Language Teacher Education, School for International Training Distance Education Facilitator The American Center/Burma Project - This is a two-year contract position. Location: The American Center, Rangoon Burma Reports to: Project Manager, The American Center/Burma Project, based in Brattleboro, Vermont General Description: The Distance Education Facilitator at the American Center, Rangoon, will support the distance education activities of the center. The position involves all activities and support related to the students’ successful completion of a two-year associates degree. The position will involve recruitment of students as well as the development of a support system to aid students in pursuit of the degree; In addition, the distance education facilitator may be called upon to work with the outreach coordinator in the training of teachers as well as other duties of the American Center Responsibilities include: Act as a mentor/advisor/TA for the program participants. Register and work with Indiana University on student enrollment and retention Convene and facilitate weekly 2-hour discussion classes for participants Keep office hours during which students can seek individual help with their work Hold pre- and mid-term seminars on such things as writing research papers, using the Internet, research, etc. Ensure that students are keeping up with the work, act as academic counselor Report on students’ progress to the PAO Be responsible for disbursing the students’ stipend monies Be responsible for distributing materials and books to students Do other work as necessary in support of the program and the American Center Required Qualifications: MA degree in TESOL or MA in a related field with documented TESOL experience Minimum of 3 years fulltime ESL/EFL teaching experience Recruitment of students to program Minimum of 3 years overseas work experience Experience in field-based teacher training and educational outreach with teachers Ability to work independently and as a team player Desirable Experience in South East Asia, Expertise with distance education and support, Teaching EFL and /or Training teachers Experience in an academic institution In addition to standard World Learning benefits, a housing allowance and site differential will be provided for Rangoonl Contact Alison Simmons, Project Manager, Center for Teacher Education, Training and Research, School for International Training, Brattleboro, Vermont 05301 alison.simmons@sit.edu 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 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 online / resources available talk about it: In honor of Health Literacy Month, the health/literacy list will host a discussion on communication between patients and health care providers. The panel will include adult learners, literacy teachers, health care providers, and a health educator. They will discuss the challenges and supports to communicating with health care providers for adults with lower literacy skills. They will also discuss how literacy teachers can collaborate with health systems and help to prepare their students for more effective health communication. For more information: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.html The health literacy discussion list is in the middle of a discussion about communicating clearly between patients and health care providers (including doctors, nurses, radiologists, nutritionists, pharmacists and many others.) I have always believed that health care providers could learn a lot from teachers who work with adult learners, and from adult learners themselves. So I want to invite you all to share your thoughts and experiences in communicating about health and medical care, and propose an activity to do with your classes to explore these communication issues. We would like to share stories from adult learners with the health professionals on the discussion list. These can be about experiences communicating with health care providers, or challenges in navigating the health system and environment. We will at some point have a follow-up to this discussion and highlight more student/patient stories. We are also collecting them for the Health Page on the ALE Wiki. You can see what we have so far at this link: http://wiki.literacytent.org/index.php/Health_Literacy (Click on "Stories from learners and patients") Here is a link to information about this week's discussion and guest speakers: http://www.nifl.gov/lincs/discussions/healthliteracy/07healthcommunication.html You can find out more about the health literacy discussion list, read the recent discussion, and subscribe for free at this link: http://www.nifl.gov/mailman/listinfo/healthliteracy Below are some questions to ask yourselves and your learners, and some guidelines for a writing activity. Please feel free to send in your thoughts or stories to this list, or you can join the health list briefly to join the discussion. The discussion goes through Monday the 22nd, but as I said, we will have a week of follow-up at some point, so let me know if you are working on thsi with your class, and I will give you more information. Thanks so much, Julie McKinney, Discussion List Moderator World Education/NCSALL jmckinney@worlded.org These are questions to think about: 1. When you walk out of a doctor’s office after an appointment, how do you feel about what the doctor told you? 2. What makes it hard for you to understand what your doctor is saying? 3. Do you ask the questions that you want to ask your doctor? Why or why not? 4. How well do you understand the written brochures that you get from doctors? Do you use them by looking at them later? Why or why not? 5. What helps to make all of these things easier? 6. If you could make a list of suggestions for your doctor, or for the clinic or hospital, what would you say? (These are suggestions for how they could make it easier for you to understand what is happening with your health, and what you need to do to stay healthy.) guidelines for a class writing activity: To write a story: 1. Introduce yourself. You can decide what to say, but here are some ideas of what you could include: • where your home is • what you do • who lives with you • why you care about your family’s health • how long you have been studying English or reading and writing. 2. Think of an experience when you were in an appointment, and you walked out feeling like you did not really understand what happened, or what you were supposed to do. It could be a doctor’s appointment, or some other specialist. (For example, getting some kind of test or x-ray, or meeting with a nutritionist.) Write about what happened, and why you feel that the information was not clear to you. This doesn’t have to be long, and you can have your teacher or someone else help with the writing, but it should be your writing and your own words. It doesn’t have to be perfect! (No one will check the spelling and grammar. We just want to hear about your experience.) Here are some ideas for teachers to write about: 1. In what ways can you, as an ABE or ESOL teacher, help your students to communicate more effectively in an encounter with a health professional? 2. Have you ever addressed health commmunication ( or vocabulary, etc.) in your classes? 3. How do students respond to health as a content area? 4. Have you ever collaborated with a health care professional or a community health clinic or hospital? If so, how did it go? 5. What advice would you give to others who are less used to communicating with people who are learning English or literacy skills? Thanks again! Please let me know if you do this activity and how it went! online training website, http://GCFLearnFree.org - a free program, funded by Goodwill Industries of Eastern NC, designed to provide learning opportunities for people so they can acquire the skills they need to be succeed. This training includes topics such as Open Office, Computer Basics, Internet Basics, and Microsoft Word, PowerPoint, Excel, and Publisher. We’re currently in the process of revitalizing our computer training curriculum to include video lessons along with our text-based lessons. Just this week we launched a new project, which we call Everyday Life, geared toward adult basic education, ESL students, and learners that need to acquire functional literacy skills. Some initial lessons include how to use an ATM, complete a bank deposit slip, use bus maps, and complete a job application. Our interactive lessons are not intended to teach vocabulary and reading skills, but rather to provide learners with a safe environment where they can practice new skills without real-world consequences and the fear of failure. Our goal with these lessons was to create a realistic environment that learners would relate to. Some of the lessons are intentionally easy, and we will be adding lessons in the future to increase the difficulty level. So far, we’ve used local literacy centers as a resource and as a source of user testing. If you have a moment, please take a look at our Everyday Life curriculum and let me know what you think. You do have to create an account on our website to view the lessons; however, it is free and the only personal information we ask is your email address. We don’t share your information with others and only send information about the site if you opt-in for the newsletter. I’m interested in any feedback you have about our Everyday Life project and hope that it will be a resource you can use with your learners. - Kelly Potter at kelly@gcflearnfree.org The Council for Advancement of Adult Literacy (CAAL) has released a Policy Brief by senior analyst Julie Strawn of the Center for Law and Social Policy. 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 http://www.nationalcommissiononadultliteracy.org/pandp.htm It is also available in bound version from CAAL (for pricing and ordering instructions, bheitner@caalusa.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 information 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: 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. 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 djrosen@comcast.net amd Susan Gaer sgaer@yahoo.com from Thursday notes, October 11, 2007: DAEL Second Highest in Customer Satisfaction at ED - State Directors gave the Division of Adult Education and Literacy (DAEL) the second-highest customer satisfaction score of any program rated in the Department’s 2007 Grantee Satisfaction Survey. DAEL’s technical assistance score from state directors jumped to 83%, a statistically significant improvement over its 2006 score of 78% and the highest of any ED program rated. The National Reporting system and national meetings and conferences received the highest ratings for being relevant, up-to-date and useful. Watch the ED Web site for complete survey results soon. House Committee Members Offer WIA Reforms - House Education and Labor Committee members last week unveiled a postsecondary education and training agenda aimed at strengthening American competitiveness. The plan includes reforms in the Higher Education Act (HEA) and Workforce Investment Act (WIA), statutes that play a critical role in access to higher education and job training. The Workforce Investment Improvement Act (H.R. 3747) <http://republicans.edlabor.house.gov> focuses adult education on: delivering basic skills of reading, writing, speaking, and math ensuring that instruction is based on scientific research and increasing accountability for states and local providers to produce measurably improved results in basic skills gains, General Educational Development certificates (GEDs) earned, and learners entering higher education. The text of H.R. 3747 is available by searching using the bill number at http://thomas.loc.gov/ - and, from Art Ellison, director of adult education in New Hampshire and Co-Chair, Policy Committee, National Council of State Directors of Adult Education: The (preceding item from Thursday Notes refers to bills filed by Republican members of the House Education and Labor Committee. The WIA bill (H.R. 3747) that they filed has absolutely no chance of passage in this Congress. New Ivy Tech Grant Offers STEM Training - Indiana's Ivy Tech Community College recently received $3.178 million http://www.prnewswire.com/cgi-bin/stories.pl?ACCT=109&STORY=/www/story/10-04-2007/0004676260&EDATE= from the state's North Central Workforce Innovation in Regional Economic Development (WIRED) program to boost the number of emerging or incumbent workers training in science, technology, engineering and math (STEM). Ivy Tech is the state’s designated pathway for persons seeking employment in STEM fields who cannot enter a four-year program directly. Ivy Tech will serve a 14-county area, piloting efforts to build a more competitive workforce statewide and train about 44,000 people in North Central Indiana over the next five years. The college’s partners include the Indiana Department of Workforce Development, Office of the Governor, and WIRED. http://www.prnewswire.com/cgi-bin/stories.pl?ACCT=109&STORY=/www/story/10-04-2007/0004676260&EDATE 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. google 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 States: Video Interviews from Amman, Jordan and Damascus, Syria.You can view them, and supporting text at http://arabperceptions.wordpress.com Journal of Online Mathematics and its Applications offers articles, learning modules, "mathlets" (single-purpose learning tools), reviews of online resources, and a developers' area. Search contents of the journal by type of resource (e.g., article), by subject (e.g., number concepts, data presentation, plane geometry), or both. The journal makes extensive use of graphics, animations, video clips, and other media. Articles and other materials are peer reviewed. (Mathematical Association of America, National ScienceFoundation) http://free.ed.gov/resource.cfm?resource_id=1875 The U.S. Citizenship and Immigration Services (USCIS) - 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 disabilities, 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 xnguyen@uscridc.org or at 202-347-3507 ext 3056. Resources from EdChange family of Web sites: A new Classism and Poverty Awareness Quiz http://www.edchange.org/multicultural/quizzes.html ; Newly designed Social Justice News Service site http://mail.socialjusticenews.net/mailman/listinfo/news_socialjusticenews.net- email-based news service, periodic email digests of links to articles related to equity, social justice, and multiculturalism from sources all over the world. New essays and links to essays http://www.edchange.org/publications.html New essays in the Multicultural Education Research Room http://www.edchange.org/multicultural/papers.html CAELA's online resource collection,Working with Literacy-Level Adult English Language Learners. is now available at http://www.cal.org/caela/esl_resources/collections/literacy.html The collection includes links and annotations to many resources related to working with adult English language learners, who have had limited access to formal education. - Lynda Terrill, Center for Adult English Language Acquisition, Center for Applied Linguistics, 4646 40th St, NW, Washington, DC 20016 lterrill@cal.org Radical Math is a resource for educators interested in integrating issues of social, political, and economic justice into math curriculum and classes… RadicalMath.org has the goals of raising mathematic literacy and simultaneously developing ways to address a range of community issues. The website supports educators to teach many different types of math within the context of studying social, political, and economic justice issues. RadicalMath.org also contains teaching materials on important financial topics for youth such as owning a credit card, paying for college, and avoiding subprime lenders, as well as materials on Ethnomathematics. Visit http://www.radicalmath.org/ for more or email info@radicalmath.org Google Scholar enables searches for scholarly literature, including peer-reviewed papers, theses, books, preprints, abstracts and technical reports from broad areas of research. Use Google Scholar to find articles from a variety of academic publishers, professional societies, preprint repositories and universities, as well as articles available across the web. Google Scholar orders search results by how relevant they are to your query, so the most useful references should appear at the top of the page. This relevance ranking takes into account the full text of each article as well as the article's author, the publication in which the article appeared and how often it has been cited in scholarly literature. Google Scholar automatically analyzes and extracts citations and presents them as separate results, even if the documents they refer to are not online. This means your search results may include citations of older works and seminal articles that appear only in books or other offline publications. http://scholar.google.com/ Living in Poverty slideshow does the math: what does it take to live at the poverty level. http://www.nccbuscc.org/cchd/povertyusa/tour2.htm RI Foundation online scholarship directory - searchable by city/town, intended field of study, current high school, and more. http://scholarship.rifoundation.org/ YouthBuild USA Learning Network has links to Web sites and full-text documents, and includes a section on "Authentic Materials/Engaged Learning/Constructivism/Contextual Learning/Project-based Learning." http://www.youthbuild.org/learningnetwork/professionaldev.html Providence Community Resource Network (PCRN) http://www.provplan.org/pcrn Spanish language version of PCRN is up and running. You can access the site from the PCRN home page, http://www.provplan.org/pcrn, or go to http://www.provplan.org/pcrnespa. The Web pages, online instructions, and the content of the database have all been translated. conferences and workshops - conferences and workshops are listed chronologically and are updated with each bulletin Rhode Island - Training/events around employment issues for people with disabilities http://www.ric.edu/uap/training.html 17th Annual National Conference on Family Literacy Call for Proposals Literacy Grows Families and Communities, March 30/April 1, 2008, Louisville, KY 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. information http://www.famlit.org/Conference 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 | jgeary@coabeconference.org Ramona George - 417.447.8861 | rgeorge@coabeconference.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 details, http://www.collegetransition.org/novconference.html Cynthia Zafft, Director, National College Transition Network at World Education nctn@worlded.org WE LEARN invites your program -- students, teachers, tutors -- to participate in an exciting and innovative writing workshop. Undoing the Silence: Bringing New Writers to Powerful Voice. Facilitated by Boston-based author and teacher, Louise Dunlap will base this workshop on her newly published book: Undoing the Silence: Six Tools for Social Change Writing. Friday, Nov. 2, 9:30 - 3:00 pm, Lunch provided. Simmons College, 300 The Fenway, Kotzen Room, Boston Space is limited; pre-registration is required. This writing workshop has been adapted especially for adult basic/literacy education student writers and will support their preparation to write for Women's Perspectives #3 on Women and Money. The Call for Writing will be released in late October. Because we know that classes for many literacy programs end on or before 2:30, Louise has planned the workshop so that those who must leave early can still benefit from the key components of the day. Louise will share practical writing tools to help reluctant writers to get past their internal censors. This “You Can Do It” approach makes social-action writing achievable for everyone. Since this event is open both to ABE students and teachers AND the local community, students will also have the added learning opportunity to enhance their writing and ideas with supports from experienced writers in the community.In this workshop, students, teachers, and writers will: - Learn about pre-writing activities to establish safe space and discover authentic voice; - Hear from a “Panel of Experts” — Boston-based writers, educators, and activists providing important information and perspectives related to women and money; - Develop support through writing and discussion in small groups; and - Leave with a draft and a plan to continue the process after the workshop. Tools like talking, rewriting, and working with others will bring your draft to completion. If students are unable to attend, we invite teachers to participate in this event as professional development to enhance your teaching of writing. Cost: ABE Programs -- $50 for 1 teacher and 5 students (or $10 each person);10% discount for WE LEARN member organizations (yes, you may become a member to get benefit of the discount - http://www.litwomen.org/membership.html Purchase Orders Accepted WE LEARN is working to do some fundraising for this event. If your program is not able to meet the full registration cost, please contact Mev Miller, Director, WE LEARN. Co-sponsored by Simmons Institute for Leadership and Change; Gustavus Myers Center for the Study of Bigotry and Human Rights; Cooperative Economics for Women; Survival News - Mev Miller, Ed.D., Director WE LEARN Women Expanding: Literacy Education Action Resource Network http://www.litwomen.org/welearn.html email: welearn@litwomen.org Lexia Learning Systems is hosting an education event entitled Best Practices in Reading Improvement on December 6 in Seekonk, MA. Speakers and topics will include theory and practice of reading acquisition including software designed to supplement instruction. Lexia will demonstrate their new web-enabled software and a panel of local educators will discuss how they have successfully integrated Lexia into their daily classroom activity. There is no charge for the event, but registration is required. Please call 800-435-3942 (x228) or register online at http://www.lexialearning.com/go/ugsk Learning Disabilities Association of America's 45th Annual International Conference, Hilton Chicago February 27 – March 1, focusing on research and findings in learning disabilities including workshops on Adults, Adult Education/GED, Transition, ESL, Corrections, Medical, Mental Health, Professional Preparation, Public Policy, and much more. Featured speakers include Dale Brown, Andy Imparato, Nancie Payne, Anne Ford and Harry Sylvester. Please log on http://www.ldaamerica.org/ for additional information and to view the entire program. Or contact us via email (info@LDAAmerica.org) or phone (888-300-6710) to receive the advance registration book. Multiple copies of the book are also available for distribution. 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
breathe - everyday yoga at your desk. http://www.mydailyyoga.com/yoga/everyday_yoga.html
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