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Descriptors:
Municipalities; Geography Instruction; Area Studies; Field Studies; Learning Activities; Instructional Design; Program Descriptions; Human Geography

Abstract:
Growing up in Loretto, Tennessee, population 1,700, people called it "going to town" when they went to any city big enough to have a McDonald's, Walmart, or a movie theater. If someone is not from a small town, they may not know what type of economic activities a small town can support. Will the town have a police department? Will there be enough students for a secondary school? Will there be a grocery store? These are the types of questions students will need to think about when completing the "Going to Town" lesson. This lesson introduces the concepts of "threshold" and "range" and has students apply them to Loretto. Students will give their best guess as to which city near Loretto has a specific service. They will need to determine when someone in Loretto needs to "go to town" or can stay home. (Contains 5 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Global Approach; Global Education; Higher Education; Area Studies; Interdisciplinary Approach; Public Agencies; Federal Government; United States History

Abstract:
No one doubts that globalization is one of the most important trends of today. As American universities expand their global footprint with branch campuses in Singapore, Abu Dhabi, and elsewhere, many faculty are concerned about oppressive governance, human-rights violations, and lack of academic freedom abroad. Meanwhile administrators grapple with how these new ventures--and globalization in general--will change teaching and research in the United States. As higher education seeks new audiences, will it be able to maintain the significance and character of the liberal arts, which have played such a crucial role in the educational mission of the American university? Similarly educators increasingly agree that all undergraduates ought to pursue some study abroad. But should it involve language study and full cultural immersion? Or short-term travel and networking through internships and other kinds of programs? What does "global" really mean? It took a world war to propel Americans to make a serious commitment to global study. At the dawn of the World War II, the United States was the only allied great power without a formal and central institution to collect global "intelligence," and universities were notoriously deficient in studying parts of the world outside Europe and North America. When Franklin D. Roosevelt recruited William J. (Wild Bill) Donovan in 1941 to be his first coordinator of information, Donovan established the Research and Analysis Branch in Washington, D.C., and started hiring top academics. The fledgling office was reborn as a key unit of the Office of Strategic Services (OSS), itself established a few months after Pearl Harbor. As the United States joined the Allied war effort, Donovan hired several senior, and a great many younger, academics, principally from the Ivy League, to coordinate the collection, sorting, and analysis of material relevant to the war. Although academics were initially recruited by discipline (like history, anthropology, geography, economics, politics), Donovan's "dean" of the OSS, the Harvard historian William L. Langer, soon recognized the need for area-specific interdisciplinary teams. That represented a major departure, as interdisciplinary research was still largely undeveloped in universities in the years before the war. Now, without a world war or a cold war, people have the luxury to move to the global in a more deliberative, engaged, disciplined, and intellectually serious (and less directly politicized) way than when area studies began. The future depends on understanding the new demands of globalization. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Doctoral Dissertations; Area Studies; Social Sciences; Journal Articles; Humanities; Rural Environment; Rural Education; Regional Characteristics; Rural Economics; Rural Development; Geographic Regions; Architecture; War; Mass Media; Rural Population; Music; Political Influences; Religious Factors; Rural Sociology; Females; Annotated Bibliographies

Abstract:
This classified, comprehensive bibliography for Appalachian studies includes books, journal articles, government documents, and selected newspaper articles published in 2010, plus relevant titles indexed in ProQuest Dissertations & Theses Database. Also, a number of earlier citations not included in the previous bibliography are listed here. Emphasis is on the humanities, social sciences, and education; highly technical and scientific studies are excluded. A brief gloss, in brackets, has been inserted in many entries to explain or clarify content. Longer clarification is attached to the end of the citation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Field Experience Programs; Area Studies; Curriculum Development; Latin Americans; Geography; International Studies; Foreign Countries; Elementary Secondary Education; Geography Instruction; Academic Standards; Interdisciplinary Approach; Teacher Education; Study Abroad

Abstract:
Overseas experiences provide educators with exceptional opportunities to incorporate field study, firsthand experiences, and tangible artifacts into the classroom. Despite this potential, teachers must consider curricular standards that direct how such international endeavors can be integrated. Furthermore, geography curriculum development is more relevant when teachers link tangible local processes and events with those occurring in distant world regions. As such, this article demonstrates how a structured international field experience for K-12 educators incorporated geography curricular standards, and population geography as a common theme, to develop widely transferable curricular materials that advance students' understanding of Chile and Latin American area studies. (Contains 2 tables, 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Higher Education; Instructional Materials; Second Language Learning; Area Studies; Private Agencies; English (Second Language); Federal Aid; International Education; Expertise; Modern Languages; Public Agencies; Federal Legislation; Surveys; Educational Research; Second Language Instruction; Organizations (Groups); International Studies

Abstract:
The International Research and Studies Program supports surveys, studies, and instructional materials development to improve and strengthen instruction in modern foreign languages, area studies, and other international fields. The purpose of the program is to improve and strengthen instruction in modern foreign languages, area studies and other international fields. Eligible applicants are public and private agencies, organizations, institutions, and individuals. Funds awarded may not be used for the training of students and teachers. No cost-sharing is required. Congress finds that systematic efforts are necessary to enhance the capacity of institutions of higher education in the United States for: (A) producing graduates with international and foreign language expertise and knowledge; and (B) research regarding such expertise and knowledge. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; College Faculty; Student Financial Aid; Languages; Area Studies; Curriculum Development; Social Sciences; Graduate Students; International Education; Humanities; Study Abroad; Grants; Second Language Learning; Undergraduate Students; Advanced Students; Intensive Language Courses; Elementary School Teachers; Secondary School Teachers; Modern Languages; Program Descriptions

Abstract:
The Fulbright-Hays Group Projects Abroad program provides grants to support overseas projects in training, research, and curriculum development in modern foreign languages and area studies by teachers, undergraduate and graduate students, and faculty engaged in a common endeavor. Projects may include short-term seminars, curriculum development, group research or study, or advanced intensive language programs that focus on the humanities, social sciences, or languages. This program holds an annual competition, except the language projects, which compete every three years. Eligible applicants are institutions of higher education, state departments of education, and private, nonprofit educational organizations. A participant in the group must be a citizen, national, or permanent resident of the United States and also: (1) A faculty member in modern foreign languages or area studies; or (2) A teacher in an elementary or secondary school; or (3) An experienced education administrator responsible for planning, conducting, or supervising programs in modern foreign languages or area studies at the elementary, secondary, or postsecondary level; or (4) A graduate student, or a junior or senior in an institution of higher education, who plans a teaching career in modern foreign languages or area studies. A list of the expenses covered by the award is provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Area Studies; Second Language Learning; Language Skills; Fellowships; Grants; Eligibility; Participant Characteristics; College Faculty; Faculty Development; Second Language Programs; Teacher Exchange Programs; Study Abroad; Global Education

Abstract:
The Fulbright-Hays Faculty Research Abroad program provides grants to colleges and universities to fund faculty to maintain and improve their area studies and foreign language skills by conducting research in other countries for periods of three to 12 months. This program holds an annual competition. Institutions of higher education in the United States are eligible to apply for grants under the Fulbright-Hays Faculty Research Abroad Program. An individual is eligible to receive a fellowship if he or she meets all of the following criteria: (1) Is a citizen, national, or permanent resident of the United States; (2) Is employed by an institution of higher education; (3) Has been engaged in teaching relevant to his or her foreign language or area studies specialization for the two years immediately preceding the date of the award; (4) Proposes research relevant to his or her modern foreign language or area studies specialization, which is not dissertation research for a doctoral degree; and (5) Possesses sufficient foreign language skills to carry out the research project. Faculty may propose research for three to 12 months. This fellowship may not be renewed. A final report is due from each fellow 90 days after the end of the grant period. Faculty should contact their institution's project director for electronic reporting instructions. Lists of the terms and conditions of the grant and the expenses covered by the award are provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Doctoral Dissertations; Area Studies; Fellowships; Grants; Graduate Students; International Education; Doctoral Programs; International Educational Exchange; Global Education; Eligibility; Research Projects; Student Research; Second Language Learning; Second Language Programs; Study Abroad

Abstract:
The Fulbright-Hays Doctoral Dissertation Research Abroad program provides grants to colleges and universities to fund individual doctoral students to conduct research in other countries in modern foreign languages and area studies for periods of six to 12 months. This program holds an annual competition. Institutions of higher education in the United States are eligible to apply for grants under the Fulbright-Hays Doctoral Dissertation Research Abroad Program. Students must apply through their institutions. A student is eligible to receive a fellowship if he or she meets all of the following criteria: (1) Is a citizen or national of the United States or is a permanent resident of the United States; (2) Is a graduate student in good standing at an institution of higher education in the United States who, when the fellowship begins, is admitted to candidacy in a doctoral program in modern foreign languages and area studies at that institution; (3) Is planning a teaching career in the United States upon graduation; and (4) Possesses adequate skills in the language(s) necessary to carry out the dissertation project. Students may propose research for six to 12 months. This fellowship may not be renewed. A final report is due from each fellow 90 days after the end of the grant period. Students should contact their institution's project director for electronic reporting instructions. Lists of the terms and conditions of the grant and the expenses covered by the award are provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Higher Education; Area Studies; Nonprofit Organizations; Federal Aid; Foreign Countries; Grants; Consortia; International Education; International Educational Exchange; Research; Financial Support

Abstract:
The American Overseas Research Centers Program provides grants to overseas research centers that are consortia of U.S. institutions of higher education to enable the centers to promote postgraduate research, exchanges, and area studies. Eligible applicants are those consortia of U.S. institutions of higher education centers that: (1) Receive more than 50 percent of their funding from public or private U.S. sources; (2) Have a permanent presence in the countries in which the centers are located; and (3) Are tax-exempt nonprofit organizations described in Section 501(c)(3) of the Internal Revenue Code of 1986. Grants may be used to support: (1) Faculty and staff stipends and salaries; (2) Faculty, staff and student travel; (3) Operation and maintenance of the overseas center; (4) Teaching and research materials; (5) Acquisition, maintenance, and preservation of library collections; (6) Visiting scholars to teach or to conduct research at the center; (7) Conferences; and (8) Publication and dissemination of outreach materials. Duration of grant is four years. Since the inception of the American Overseas Research Centers Program in 1994, the U.S. Department of Education has awarded grants to centers in Africa, Central Asia, the Middle East, South Asia, and Western Europe. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (106K)

Descriptors:
Graduation Rate; Canada Natives; Eskimos; Educational Change; Foreign Countries; Minority Groups; Eskimo Aleut Languages; Educational Improvement; Indigenous Populations; Minority Group Students; Graduation; Languages; Area Studies

Abstract:
The education of minority students is of considerable interest within the literature. Ensuring that all children receive quality programming and that they successfully graduate from school is of concern for parents, educational stakeholders, and society alike. In Canada, the indigenous populations of First Nations, Metis, and Inuit (FNMI) students have fallen significantly short of acceptable graduation rates. In an attempt to address this issue, results from 16 selected projects funded by the Alberta Initiative for School Improvement (AISI) that focused upon FNMI Education will be discussed. A comprehensive review of the projects suggests that by involving Aboriginal parents and Elders in meaningful ways and by focusing upon Aboriginal language, culture, and history not as an "add-on" but an integral part of Canadian history and culture, Aboriginal students are more likely to remain in school. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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