|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
November 9, 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
Providence Public Library will be
hosting Photo Historian and Author, Maureen Taylor, this Sunday,
November 11 at 2 pm. Join us!
(For more information: http://www.provlib.org/calendar.asp?id=65637
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
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 New Practitioner
Orientation sessions will be offered on November 30th and December 1st at
the Genesis Center, on Friday, and at the Swearer Center for Public
Service, at Brown University on Saturday – both days from 9:30 to 4. In
addition to readings before the orientation, participants will be asked
to complete assignments, totaling approximately sixteen hours
(including time at the orientation and time reading/reflecting before
and after the two sessions). To learn more, or to register, please contact
Janet Isserlis at 863-2839 or send email to firstname.lastname@example.org by
November 19th. All new program staff - teachers, administrators,
directors - are encouraged to participate. Additional
sessions will be scheduled between January and June, 2008.
BEST Plus Training Workshop Description
BEST Plus is an individually administered, face-to-face oral interview
designed to assess the English language proficiency of adult English
language learners. It assesses interpersonal communication using
The BEST Plus training workshop prepares participants to administer and
score the test. The trainer will provide the workshop participants with
an overview of the development and purpose of the BEST Plus.
Participants will then be guided through scoring benchmarks and will
practice scoring. Finally, participants will have opportunities to
practice administering the test and scoring responses, and the trainer
will clarify participants’ questions regarding test administration and
scoring. Participants who successfully complete the training workshop
will be approved by the trainer to administer BEST Plus to adults
learning English, score their responses, and interpret their scores.
This training workshop is designed for individuals who intend to become
BEST Plus test administrators. Individuals not intending to become test
administrators may audit the training, provided that CAL is notified.
Training Workshop Materials and Technical Support
The training workshop includes: A 6-hour workshop (6 contact hours with
time for breaks and lunch) and aterials for each participant:
BEST Plus Test Administrator Guide
Administrator Practice CD
Test CD (including the Administration Program and the Score Management
BEST Plus Scoring Rubric
Access to ongoing user support
BEST Plus Refresher Training Workshop Description
Due to length of time between test administrations, lack of confidence
in scoring accuracy, and other personnel and program-related factors,
from time to time it is a good idea for BEST Plus test administrators
to recalibrate, or realign, their scoring to the original scoring
rubric and benchmarks (see BEST Plus Test Administrator Guide). A
five-hour BEST Plus Scoring Refresher Training Workshop is designed for
adult English as a second language (ESL) programs that use BEST Plus
for assessing adult ESL students’ oral English language proficiency and
would like to review and recalibrate the test administrators’ scoring
skills in a group setting. The Refresher Training complements, but does
not replace, the initial six-hour BEST Plus training that all test
administrators must attend prior to using the test. All refresher
training participants must have been previously trained to administer
Workshop Materials and Technical Support
The training workshop includes A five-hour workshop (5 contact hours
with time for breaks and lunch) including facilitated discussion of the
Scoring Refresher Video and participant workbooks
For more information about these workshops, please contact Janet
Isserlis at email@example.com, (863-2839) or BEST Plus User
Support at the Center for Applied Linguistics at 1-866-845-2378 or via
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
The program meets at 175 Main Street Pawtucket,
RI. For more information, Anyone interested in attending the
Transition to College January Evening session should call 722-9800 or
contact Sharon Pontarelli by email at firstname.lastname@example.org.
The Literacy President
campaign has been in action for the past year.
http://www.litpresident.org/ The campaign has been raising the issue of
adult education with all of the candidates for President in both
parties. The primary goal of the campaign is to make adult education
and literacy one of the top three education priorities for the next
President. Listed below are the links to two great resources that have
been developed by the Literacy President folks. The link to the
Literacy President Website will connect you with lots of information
about each campaign. The link to the candidate’s web page will allow
you and your students to connect to the Web Pages for any and all of
the candidates. You can use this link to communicate with a particular
candidate’s campaign with questions related to the candidate’s position
on adult education. You will notice that the Edwards and Obama
campaigns have issued detailed positions papers on their support for
adult education. I hope that this material will be useful to you
and to the adult education teachers and students in your state.
Please let me know if you have any questions.
Art Ellison, Co-chair, Policy Committee, National Council of State
Directors of Adult Education
The adult literacy field is asking presidential candidates for their
positions on adult literacy issues.
So far, two candidates have responded. We need every candidate to
respond. Here is how you can help.
Use the matrix to contact a candidate who has not yet submitted a
response to Literacy President’s Questions for Candidates. (
Let the candidate know who has responded to our questions so far. Give
the direct link to the candidates’ responses.
Ask the candidate if he or she will respond to these questions also:
To submit his or her response, email: jataylor_1yahoo.com
Each candidate’s responses will be published on the Literacy President
Web site and shared with hundreds of thousands of adult learners and
adult literacy practitioners nationwide.
Candidate Responses to
Literacy President Questions
John Edwards: http://www.litpresident.org/johnedwards.html
Barak Obama: http://www.litpresident.org/barakobama.html
Literacy President (via David Rosen), an effort by VALUE, Voice of
Adult Literacy United for Education, the national adult learner leader
(Volume 7, Issue 2, of VALUE Update, November, 2007, on the Value
Web site at http://valueusa.org/)
Sign the Literacy
As a partner in the Literacy President campaign, VALUE is sponsoring a
petition urging all of the presidential candidates to respond to five
questions about adult literacy policy under the next Administration.
Add your name to the petition by going to
http://www.ipetitions.com/petition/litpresident. The purpose of the
Literacy President campaign is to make adult education and
literacy one of the top three education priorities for the next
President. John Edwards and Barak Obama are the first candidates to
share their views. Responses from all candidates will be posted to http://www.litpresident.org.
This web site also includes training materials for involving adult
learners and literacy practitioners in Literacy President activities.
Let's show candidates how important adult literacy is to voters across
the U.S. by getting as many people as possible to sign this online
petition! Our plan is to deliver this petition to candidates on or
about December 17, so please get everyone you know to sign the petition
before that date.
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.
Call for Writings by Adult Basic/Literacy
Education Students -- Writers must be adult literacy/basic education
students attending classes or working with a tutor. Women's
Perspectives #3 (2008) / Women & Money : http://www.litwomen.org/perspectives.html
Women's Perspectives #3: Women and Money will
showcase writings by adult literacy/basic education students across all
levels. Student writers are encouraged to reflect and to write on the
theme of women and their experiences with finances, class, security,
income, and other everyday issues related to women’s lives as affected
Criteria for Selection: Originality, Creativity, Clarity, and Relevance
to the theme.
All forms of writings accepted. Original artwork about this theme will
also be accepted.
Lesson Planning Ideas & Worksheet also available: http://www.litwomen.org/perspectives.html
* Students have an opportunity to share their creativity, opinions,
insights, and courage with a national audience.
* Student writings make a significant contribution to supporting
student leadership and peer role modeling.
* Students whose writings are selected for publication, and their
teachers, will receive a printed copy of Women's Perspectives.
* Some writings will be selected to receive Honors or Honorable Mention
Awards. (Awards will include partial scholarships to attend the WE
LEARN Conference and/or cash award.) All students who send writing will
receive a certificate of participation. Deadline: January 18, 2008
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: email@example.com
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 firstname.lastname@example.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)
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,
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
Rhode Island Family Literacy
(RIFLI) 2007-08 schedule 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
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
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
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
The CAELA Guide for Adult
ESL Trainers was prepared for professional developers and
training staff to use in training novice and experienced teachers of
adult English language learners.
This guide contains resources for preparing and implementing
professional development activities such as coaching, peer mentoring,
study circles and workshop for local program staff. It also
provides information on using the CAELA Web site as a resource for
professional development activities; and references for additional
Topics selected for inclusion in the CAELA Guide are based on the needs
articulated by the 24 states that participated in the CAELA initiative
– funded by the U.S. Department of Education,
Office of Vocational and Adult Education - to increase state
capacity for providing professional development to local adult ESL
program staff. The materials were developed, piloted, and revised
over a 3-year period (2004–2007). To access the complete guide in pdf
format, go to http://www.cal.org/caela/scb/CAELAGuide.pdf
To access sections of the guide in pdf format, go to
Finally, the focus of the guide is on providing technical assistance on
the content and strategies practitioners need when teaching adult
English language learners, rather than all adult learners.
- Miriam Burt Center for Adult English Language Acquisition
The California Adult Education Learner
Persistence Project - produced
by CALPRO, under funding from the California Department of Education
(CDE), presents the outcomes of a multi-year initiative on enhancing
adult learner persistence. It addresses three distinct but related
efforts on learner persistence: (1) the adult learner persistence Web
site developed by the CDE, (2) a field-based research initiative (FBRI)
on learner persistence, and (3) site-based study circles on learner
persistence. The purpose of each of these efforts was the same: to make
available to California adult educators information about current
research findings on learner persistence and to invite them to use the
findings to design and implement interventions to enhance the
persistence of their adult learners. Together, the three efforts make
up the Adult Learner Persistence Project, which is part of a larger
effort—the California Research-to-Practice Initiative.An announcement
of the publication is on the CALPRO Web site at http://www.calpro-online.org.
To access the full document on the CALPRO
Web site, click on Resources, then Publications, or to access the
document directly, go to http://www.calpro-online.org/documents/PersistencePub10012007.pdf
- Amy Park, CA Adult Literacy Professional Development Project
(CALPRO), American Institutes for Research
New Online Resources For EL/Civics English
Literacy/Civics education (EL/C) teachers have an online
opportunity that helps them use U.S. history to teach English
language literacy to adults. The course was created with funding
from OVAE and the U.S. Citizenship and Immigration Services’ Office of
Citizenship, and features tutorials on lesson planning and adapting
Online courses in U.S. government, naturalization, and rights and
responsibilities of citizens are expected this spring. http://www.elcivicsonline.org/
from Thursday notes,
Lumina Foundation –
Latino students: Only 25% of college-age Latinos actually enroll in
college, according to the Lumina Foundation's summary of research
Lumina's new report, Camino de la Universidad: The Road to College for
Latino Students <http://www.CaminodelaUniversidad.org.>
, features user interaction and animation (http://www.luminafoundation.org/latinos/).
Also: a report on college readiness of Latino students <http://www.act.org/path/policy/pdf/CollegeReadinessLatino.pdf>
links to fast facts on financial aid, and the top 25 institutions
awarding degrees to Latinos. http://www.edexcelencia.org/research/top_25_institutions.asp
Colleges Help Military
Families Tidewater Community College in Hampton Roads, Va., has
teamed up with Freedom Calls Foundation to provide
videoconference service to Camps Taji, Fallujah, Victory, and Taqaddum
as well as Al Asad Air Base in Iraq (https://www.tcc.edu/secure/forms/freedomcalls.php
<file://localhost/secure/forms/freedomcalls.php> ). Local
families separated by war can communicate via free “video call” from
the college's campus. Coastline Community College in Fountain
Valley, CA, expanded its Military Outreach Program
<http://military.coastline.edu> to include dependent
military spouses by offering them reduced tuition, free textbooks,
accelerated eight-week online courses, and a reduced residency
requirement. http://military.coastline.edu/ No matter where deployments
take them, spouses can continue their education.
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
email@example.com 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 firstname.lastname@example.org
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 email@example.com
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
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 | firstname.lastname@example.org
Ramona George - 417.447.8861 | email@example.com
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
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.
WE LEARN 5th Annual (Net)Working Gathering
& Conference on Women & Literacy Building Alliances /
March 7- 8, Fordham Univ. at Lincoln Center, New York, NY
Co-Sponsored with WE LEARN by Fordham Graduate School of Education
WE LEARN seeks presentation proposals from students (at all levels),
teachers, researchers, and community activists addressing related theme
issues & topics.
Women continue to be separated by culture, language, literacy,
geography; our differences are profound. The daily lives of women in
adult basic/literacy education remain especially complex
due to inequities based on race, class, gender, and other diversities.
This year’s conference will explore the differences that divide women
and look to ways of building alliances across those differences. DEADLINE: Nov. 30
Please apply using the Internet form.
advertiser, and exhibitor information also available:
Registration and hotel information will be available by the end of
November. Thanks. We look forward to your participation. - Mev Miller,
On March 26 Bristol Community College will
hold an event to recognize the power of community-based efforts. In
recognition of the 50th anniversary of Dollars for Scholars, the
College is planning a conference entitled From Dream to Reality:
Grassroots Empowerment for Student Success. The focus of the
conference is on community efforts that are attempting to make a
difference in student success and persistence in education from
kindergarten through higher education. A recent report by the Bill and
Melinda Gates Foundation concluded that: "High dropout rates are a
silent epidemic afflicting our nation’s high schools;" a recent
article in Community College Journal referred to the over 1.5 million
students who failed to graduate high school in 2006 as the 'lost
generation.' We know also that this problem exists on all levels of
We invite you to consider making a presentation showcasing your own
best practices of grassroots efforts. We hope to feature a number of
workshops from individuals and community groups who are working in a
variety of ways to combat student attrition and encourage persistence
on all levels of education. We would also welcome workshops dealing
with research on this matter as well as ideas for classroom practice
related to this topic. The conference will also include guest speakers
and performance artist Brooke Haycock from the Education Trust.
For the workshop presentation form or for more information, contact
Denise DiMarzio at Bristol Community College at
Worlds of TESOL: Building Communities of
Practice, Inquiry, and Creativity New York City, April 2-5,
Registration opens December 3;
$265 members (advanced registration)
$460 non-member (advanced registration).
Read, Rattle and
Roll: National Community literacy Leadership Conference, Memphis, March
12-14. Conference goals: to build on the national community
literacy discourse that is uniting communities and promoting the vision
of 100% literacy through 100% community engagement; to demonstrate
strategies that business, local government, funders and educational
stakeholders can use to support the creation of highly literate
communities; to share models, resources and success stories from a
diverse group of coalitions, and to
inspire community leaders and coalition board members through a process
of enquiry and education to build the capacity of collaborative
community efforts through literacy infusion.
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