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Descriptors:
Scientific Literacy; Science Education; Educational Change; Language Arts; Questioning Techniques; National Organizations; Evidence; Science Instruction

Abstract:
"Science literacy for all" is the central goal of science education reforms, and there is a growing importance of the language arts in science. Furthermore, there are strong calls for teacher professionalism and self-directed professional learning that involve evidence-based best practices. This raises questions about whether science teaching journals' recommendations are anchored to high-quality evidence. We found that (a) most National Science Teacher Association journals' science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research. We concluded that all participants in the knowledge production cycle and transfer process--authors, editors, and reviewers--need to encourage evidence-based practices anchored to ongoing reforms and to literacy and science education research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teacher Education Programs; Accreditation (Institutions); Change; Federal Programs; Federal Aid; Teacher Certification; Teacher Salaries; Distance Education; Academic Degrees; Student Financial Aid; Alternative Teacher Certification; Student Attrition; Educational Trends; National Organizations; Educational Researchers; Criticism; College Administration

Abstract:
The purpose of this study is to identify the many challenges currently faced by traditional teacher education programs and to identify what they can do to survive and succeed. This phenomenological study is the result of the Investigator's journey as the longest serving member of a state's teacher education association and his involvement in state and national teacher education policy making, combined with experiences as a teacher education division chair, school of education associate dean, unit accreditation director, and assessment director. The Investigator identifies 10 areas challenging traditional teacher education programs and applies his personal journey as a teacher education association leader, policy maker, and teacher education administrator, along with relevant articles and stories, to each of them. Beyond discussion in each of the 10 areas the Investigator offers recommendations for each, regarding how traditional teacher education programs can survive the challenges and succeed. 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:
Academic Achievement; Academic Standards; State Standards; Video Technology; Public Service; Community Centers; National Organizations; Teacher Associations; Workshops; Parent Attitudes

Abstract:
Backers of the common-core academic standards have worked for years to secure the support of a diverse collection of elected officials, academic scholars, and school employees. Now they're ramping up efforts to court a different and potentially critically important audience: parents. A number of national organizations are churning out written and online materials, videos, and even public service announcements aimed at explaining the Common Core State Standards to parents, in plain language, and building support for the new guidelines, which have been adopted by 46 states and the District of Columbia. Some of those organizations, including the National Parent Teacher Association, are also staging workshops for parents in schools, community centers, churches, colleges, YMCAs, and other settings around the country. The PTA, which has 5 million members, says that it has already sponsored presentations for about 35,000 parents and members of the general public. Another organization engaged in the parent outreach, the Council of the Great City Schools, in Washington, plans to produce written guides to the standards, called "parent road maps," in 10 languages--including Korean, Russian, Arabic, Haitian Creole, and Mandarin--spoken in the districts it represents. Road maps in English and Spanish are already circulating in the big-city districts served by the organization. As those efforts roll forward, the organizations are also tailoring their messages to address parents' fears and misgivings about the common core: that its standards are too high or too low, that it will skew test scores or hurt students' academic progress, or even that it will hinder their chances of getting admitted to college. 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:
Bullying; Homosexuality; National Organizations; Educational Experience; Prevention; At Risk Persons; National Surveys; Trend Analysis; Middle School Students; High School Students; Teaching Methods; Clubs; Educational Strategies; Parent Child Relationship

Abstract:
Recent research suggests that lesbian, gay, bisexual, and transgender (LGBT) youth are at high risk for bullying. These high levels of victimization may negatively impact their educational experiences and well-being. This article demonstrates how the LGBT youth experience has changed in the past decade and provides an overview of effective strategies to prevent bullying of LGBT youth and ameliorate its negative consequences. Using data from a biennial national survey on school climate for LGBT youth, the authors examine changes over time from 1999 to 2009 in experiences of bullying and the availability of positive resources for LGBT youth in their schools, specifically, supportive educators, Gay-Straight Alliances, comprehensive anti-bullying policies, and positive curricular resources. They discuss implications for professionals in the fields of youth development and education and highlight how families, community-based agencies, and national organizations with a local reach can provide LGBT youth with invaluable resources and supports. (Contains 3 figures.) 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; National Standards; Guidelines; Second Language Instruction; Second Language Learning; Expertise; Language Proficiency; National Organizations; Benchmarking; Outcomes of Education; Student Evaluation; Curriculum Development; Program Descriptions; Cultural Awareness; Intercultural Communication; Comparative Analysis; Competition; Correlation

Abstract:
Despite research showing the broad impact that the study of foreign languages has on the cognitive development of young people, and despite the importance of language expertise for America's economic and geopolitical interests in the twenty-first century, the teaching of world languages has been marginalized within the American educational system at both the K-12 and postsecondary levels. Although some universities believe they (and their students) can do without language expertise, the economy and the national government clearly cannot do without it. The trend to eliminate or outsource world language instruction comes at a time when the American Council on the Teaching of Foreign Languages (ACTFL) has established, through its Proficiency Guidelines and Standards for Foreign Language Learning, both performance benchmarks for the assessment of learning outcomes and guidelines for curricula development--achievements not observed in some other academic disciplines that are considered more "mission central" by many institutions. In "Standards for Foreign Language Learning in the 21st Century," the National Standards for Foreign Language Education Project (2006) presents a set of standards that constitute a remarkably accurate reflection of the Essential Learning Outcomes established through the Liberal Education and America's Promise (LEAP) initiative of the Association of American Colleges and Universities (2007). The ACTFL standards identify the following five content areas for foreign language study, called "the five Cs": (1) Communication; (2) Cultures; (3) Connections; (4) Comparisons; and (5) Communities. This article describes how each of these areas of focus for the world languages curriculum correlates with the LEAP goals. The redesign of world language curricula in accordance with the vision for postsecondary education reflected in both the Standards and LEAP can only strengthen the place of world language instruction in America's colleges and universities, enhance the lives and postgraduate livelihood of students, and support the nation's economic and geopolitical interests. 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:
Biographies; Profiles; Board Candidates; National Organizations

Abstract:
This article profiles the candidates for the 2012 NCME election of board of directors. This includes the candidates for the office of the vice president and positions representing testing organizations and members at-large.

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Descriptors:
Media Literacy; Social Studies; Position Papers; National Organizations; Democracy; Citizen Participation; Citizenship Education; Critical Theory

Abstract:
The National Council for the Social Studies Position Statement on Media Literacy argues that media literacy can facilitate participatory democracy if students' interest in media is harnessed. The statement conceives of media technology as neutral and under-conceptualizes socializing aspects of media technologies that foster atomized individualism. Narrowly grounded in New Media Literacies, Critical Media Studies, and Medium Theory scholarship, it offers a limited understanding of media as merely conduits for message transmission and concludes that media technology will create a more democratic society if students are encouraged to participate in it. The authors' pragmatist reconceptualization examines media not only as transmission but also as a space where common meanings are constructed. The authors offer a critical review that advances an alternative direction for media literacy in which learning for participatory democracy includes analyzing not only medium, messages, and content but also media forms and their relations to transactional tendencies within the broader society. 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:
Freedom; Social Justice; United States History; Visual Aids; Integrity; Imagery; Childrens Literature; Authors; Editing; Cooperation; National Organizations; Geography; Interviews

Abstract:
Ann Bausum is an award-winning author who has published more than eight books with National Geographic Society. Passionate about the pursuit of social justice, Bausum channels much of her energy into researching and writing books that help educate young readers about injustices and corruptions that have plagued the country. Her book, "Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement," is the product of a 4,000-mile research journey and multiple years of reflections and work. Although the majority of her books focus on dark issues found in American history, she leaves the reader well informed and full of hope for tomorrow. National Geographic Society is approaching its 125th anniversary, and its reputation, especially in the world of visual media, is one of esteemed integrity. Jennifer Emmett, Editorial Director for Children's Books, has been chief editor of all of Bausum's projects. Their collaboration spans more than a decade exemplifying National Geographic's notoriety in the areas of visual imagery and literary scholarship. In this interview, Bausum and Emmett shared their thoughts and perspectives concerning the publication of "Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement." 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:
Foreign Countries; Career Development; National Programs; Lifelong Learning; Labor Force Development; Delivery Systems; Standards; Access to Information; Research; Evidence; Leadership; Government (Administrative Body); Government Role; State Government; Industry; Role; National Organizations

Abstract:
The Career Development Association of Australia (CDAA) congratulates the Commonwealth Government on the development of the National Career Development Strategy Green Paper. This is a timely and important document that provides a framework to demonstrate the central contribution that career development services play in supporting individuals, building skilled and dynamic workforces, and improving the opportunities for all Australians. The CDAA is Australia's largest and only national cross-sectoral association of career development professionals. CDAA supports the development of effective policy and its successful translation into practice in key sectors including education and employment. This article presents a summary of CDAA suggestions and recommendations. It also describes key priorities and the proposed direction for the National Career Development Strategy. Possible direction for the commonwealth government and ongoing and future role for the state and territory governments are discussed. 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:
Foreign Countries; Career Development; National Programs; Public Policy; Stakeholders; Role; Responsibility; National Organizations; Leadership; Skill Development; Research; At Risk Persons

Abstract:
The National Career Development Strategy Green Paper paper proposes a strategy that is committed to these principles: (1) quality through Career Industry Council of Australia (CICA) benchmarking, quality frameworks and processes and as a risk management strategy; (2) lifetime access to career development services; (3) development of career self-management skills and opportunity awareness; (4) integration through the establishment of a national career services, well marketed to achieve wide public appeal. The Career Industry Council of Australia is the national peak body for the career industry and has a vital interest in a successful outcome of an effective national strategy that results in a stronger national career development system that is good for individuals of all ages and good for the country. The Green Paper provides a useful summary of many of the issues that have been evident since the completion of the OECD review of career policy and programs more than a decade ago. The timing of this paper is particularly important because commitment to career development by the Australian Commonwealth Government has reached a low point, particularly since its location under the umbrella of the National Partnership on Youth Attainment and Transition. This article talks about the Career Industry Council of Australia and presents comments on key priorities and proposed direction for the National Career Development Strategy as proposed in the Green Paper. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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