News


From LICE Website:

The London International Conference on Education (LICE) is an international refereed conference dedicated to the advancement of the theory and practices in education. The LICE promotes collaborative excellence between academicians and professionals from Education.

The aim of LICE is to provide an opportunity for academicians and professionals from various educational fields with cross-disciplinary interests to bridge the knowledge gap, promote research esteem and the evolution of pedagogy. The LICE-2010 invites research papers that encompass conceptual analysis, design implementation and performance evaluation.

The topics in LICE-2010 include but are not confined to the following areas:

  • Academic Advising and Counselling
  • Art Education
  • Adult Education
  • APD/Listening
  • Acoustics in Education Environment
  • Business Education
  • Counsellor Education
  • Curriculum, Research and Development
  • Competitive Skills
  • Continuing Education
  • Distance Education
  • Early Childhood Education
  • Educational Administration
  • Educational Foundations
  • Educational Psychology
  • Educational Technology
  • Education Policy and Leadership
  • Elementary Education
  • E-Learning
  • E-Manufacturing
  • ESL/TESL
  • E-Society
  • Geographical Education
  • Geographic information systems
  • Health Education
  • Higher Education
  • History
  • Home Education
  • Human Computer Interaction
  • Human Resource Development
  • Indigenous Education
  • ICT Education
  • Internet technologies
  • Imaginative Education
  • Kinesiology andLeisure Science
  • K12
  • Language Education
  • Mathematics Education
  • Mobile Applications
  • Multi-Virtual Environment
  • Music Education
  • Pedagogy
  • Physical Education (PE)
  • Reading Education
  • Writing Education
  • Religion and Education Studies
  • Research Assessment Exercise (RAE)
  • Rural Education
  • Science Education
  • Secondary Education
  • Second life Educators
  • Social Studies Education
  • Special Education
  • Student Affairs
  • Teacher Education
  • Cross-disciplinary areas of Education
  • Ubiquitous Computing
  • Virtual Reality
  • Wireless applications
  • Other Areas of Education

All the accepted papers will appear in the proceedings and modified version of selected papers will be published in special issues peer reviewed journals.

International Journal for Cross-Disciplinary Subjects in  Education International Journal for Infonomics International Journal  for Digital Society (IJDS) Literacy Information  and Computer Education

Click Call for Papers for information on submitting a paper!

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Thanks to Mousumi Mukherjee for the link:

CALL FOR PAPERS
New Voices in Labour Studies: Emerging Perspectives on Workers and

Workplaces October 15-16, 2010 York University, Toronto, ON After thirty years of neoliberal economic policies, employer offensives, and global economic restructuring, worker power has been seriously undermined both in Canada and globally. Workers today face a hostile organizing climate, the proliferation of precarious employment, and severe job instability. Yet, as in the past, workers and their allies are rising to these challenges through innovative union campaigns, community organizing,

and political action. We invite paper proposals that address the changing nature of work in the
contemporary global economy, the current challenges faced by workers and their organizations, and forms of collective action undertaken to resist neoliberalism.  We also invite paper proposals that place these processes in historical perspective, using history to shed light on contemporary problems.

The conference is designed to provide an interdisciplinary venue for “new voices in labour studies”. Preference will be given to senior Ph.D. students and scholars who completed their Ph.D. in the last six years. We do, however, encourage a range of junior scholars to submit. The conference will take place at York University, Toronto on October 15-16, 2010. The two-day event will include thematic panels, workshops to discuss teaching and research issues (e.g. labour in the classroom, funding labour
research, working with labour and community partners), and an informal evening social event to be held in downtown Toronto. Recent graduates will have the opportunity to meet emerging voices in the field and interact with more senior scholars.

Depending on budgetary approval, the conference committee is hoping to cover all meals, conference materials, and to defray the cost of accommodations.  Participants without an academic appointment will be prioritized for subsidy. Proposal Submission: DUE DATE MARCH 31, 2010 * Title of paper and a 100-150 word outline of the paper to be presented *
List of degrees, including discipline and starting with the most recent
(maximum four lines) * List of positions, starting with the most recent
(maximum ten lines) * Publications, starting with the most recent (maximum
ten lines)

http://www.yorku.ca/crws/events/


Diane Ravitch, the education historian who  served in the first Bush administration’s Education Department, is now changing her positions on relation to the  educational reform philosophy of  school reform in US, while criticizing the  privatization in the public system and assessment measure trends that relegate the teaching of social contents in the curriculum.

From New York Times, March 2,  2010 by Sam Dillon:

Once outspoken about the power of standardized testing, charter schools and free markets to improve schools, Dr. Ravitch is now caustically critical. She underwent an intellectual crisis, she says, discovering that these strategies, which she now calls faddish trends, were undermining public education. She resigned last year from the boards of two conservative research groups.

It makes sense, after all  there is mounting evidence that seems to point out that those strategies of reform undermine public education.

“School reform today is like a freight train, and I’m out on the tracks saying, ‘You’re going the wrong way!’ ” Dr. Ravitch said in an interview.

Dr. Ravitch is one of the most influential education scholars of recent decades, and her turnaround has become the buzz of school policy circles.

“What’s Diane up to? That’s what people are asking.” said Grover J. Whitehurst, who was the director of the Department of Education’s research arm in the second Bush administration and is now Dr. Ravitch’s colleague at the Brookings Institution.

Among the topics on which Dr. Ravitch has reversed her views is the main federal law on public schools, No Child Left Behind, which is up for a rewrite in coming weeks in Congress. She once supported it, but now says its requirements for testing in math and reading have squeezed vital subjects like history and art out of classrooms.

It is also very interesting to observe on  the type of international exemplars that she uses to justify her change of positions.

“Nations like Finland and Japan seek out the best college graduates for teaching positions, prepare them well, pay them well and treat them with respect,” she said. “They make sure that all their students study the arts, history, literature, geography, civics, foreign languages, the sciences and other subjects. They do this because this is the way to ensure good education. We’re on the wrong track.”

read full article here

An article, by Jesse McKinley at  New York times describes the current wave of protest on cuts in education at California’s public education system. The article describe the rationale for this cuts in the following terms

California’s public education system has been racked by spending cuts because of the state’s financial problems, which include a looming $20 billion budget deficit. Layoffs and furloughs have hit many districts and school systems, along with reductions in course offerings and grants.

In a post last year, “California university regents approve 32 percent tuition increase” , I point out  that this could be signaling a point of not return for forms of affordable access to quality university education in the United States. The fact that the article also points out other scattered protest in other  states seems to indicate that this has become a national trend. For instances the article also points out tuition protests,

with at least 16 people arrested at the University of Wisconsin, Milwaukee, when protesters tried to force their way into administration offices and threw ice chunks at campus officers, according to a university spokesman.

This point out to a long trajectory of increasing reduce investment in public education by states, now exacerbate by the economic crisis. In California this seemingly acquire  dramatic proportions indicating a point of not return in the public system. As a graduate student, at the protest  indicate, “I plan to be a teacher, but it’s not my job prospects [what] I’m worried about[….]It’s the whole system.” . This is rather dramatic if we consider the role that education play in social policies, and the current  situation of economic depressed areas such as “Richmond, near San Francisco, where unemployment is 17.6 percent and violent crime and poverty are common”, where those cuts have more acute effects. The literature describe the US as a wealthy “advance industrial society” but we see situations, now exacerbate by the economic crisis,   resembling those of a struggling developing country in which teachers describe the situation in terms such as

“Kids come to school hungry; some are homeless,” said Mary Flanagan, 55, a third-grade teacher from Richmond. “How can we deal with problems like that with as many as 38, 40 kids in a class?”

Public education, in California, and the  affordable access to public higher education,  for a long time a feature of US welfare state policies are now confronting a terminal crisis without easy solutions.

Reference:

McKinley, J. (March 5,2010). Thousands in California protest cuts in education. New York Times. Retrieved from http://www.nytimes.com/2010/03/05/education/05protests.html?hpw

JournalStudentAff.gif NASPA – Student Affairs Administrators in Higher Education is pleased to announce the inaugural issue of Journal of Student Affairs Research and Practice (formerly NASPA Journal).

Articles for the first numbers of the journal can be found at: http://journals.naspa.org/jsarp/)

Special Features

Underlying Paradigms in Student Affairs Research and Practice
Florence M. Guido, Alicia F. Chávez, and Yvonna S. Lincoln

Innovations in Research and Scholarship Features

Melvene Draheim Hardee: A Touchstone of the Profession
Sally E. Click and Michael D. Coomes

College Men’s Experiences as Men: Findings and Implications from Two Grounded Theory Studies6
Frank Harris III and Keith E. Edwards

Innovations in Practice Features

The 2008 Amendments to the Americans with Disabilities Act: Implications for Student Affairs Practitioners
Lisa A. Burke, John Friedl, and Michelle Rigler

Building Bridges: Community College Practitioners as Retention Leaders10
Michael J. Stebleton and LeAnne Schmidt

International Features

Student Transfer Policies and Practices in the United States and Europe: Mobility without Loss of Credit
Megan M. Chase

Media Features and Reviews

Review of College Organization and Professional Development: Integrating Moral Reasoning and Reflective Practice
Frank Shushok Jr.

Demystifying Social Media
Frank Michael Muñoz and Katherine C. Strotmeyer

Review of Learning as a Way of Leading: Lessons from the Struggle for Social Justice
Jessica White

The Toolbox Newsletters, http://sc.edu/fye/toolbox/index.html
Jennifer L. Bloom

Review of Working-Class Students at Radcliffe College, 1940-1970: The Intersection of Gender, Social Class, and Historical Context
Will Barratt
About this journal
The mission of Journal of Student Affairs Research and Practice is to publish the most rigorous, relevant, and well-respected research that makes a difference in student affairs practice. Formerly known as NASPA Journal, Journal of Student Affairs Research and Practice fosters open and critical discourse within and across disciplines from the perspective of student affairs in higher education. Journal of Student Affairs Research and Practice is indexed in Educational Indexes/Abstracts and ERIC.

Thanks to Mousumi Mukherjee

CALL FOR PROPOSALS

The Canadian Modern Language Review

SPECIAL ISSUE 2012

The Editors of the Canadian Modern Language Review invite proposals for the
annual special issue of the journal. Proposals should identify a
contemporary topic which will allow for the exploration of recent advances
in theory, research, and practice in second language learning and teaching.
The proposed topic should also be one that will attract diverse
perspectives, research methodologies, and pedagogical applications.

The special issue of the CMLR is an open call for papers; guest editors
therefore manage the submissions, following the standard double blind review
process. At least one of the editors should be fluent in both English and
French.

Proposals will be evaluated by the CMLR Editors and members of the Editorial
Board. The criteria will include: relevance to the mandate of the journal;
significance of the topic to the field; and the qualifications of the two
editors. The successful proposal will be announced in the spring of 2010.

Guest editors should refer to the Guidelines for Special Issue Proposals on
the CMLR website for the details of the submission requirements.

http://www.utpjournals.com/cmlr/cmlr.html

Due date for proposals: January 5, 2010

I always wondered why teacher training seem, for the most part,  specifically design to avoid the teaching of controversial issues in the curriculum or to provide critical outlooks of the realities of society in US. It is not difficult to answer that question when one reads on reactions such as the current attacks against proposals of change. For instances, the current debates against proposals at the University of Minnesota school of education to  broaden future teachers perspectives, by including  issues such as understanding the importance of “cultural identity”.

The chronicle of higher education reported last week on the debate taking place over the  the Teacher Education Redesign Initiative at the University of Minnesota and the attacks on their proposal of cultivating professional dispositions of teachers . Apparently the training of teachers to cultivate dispositions to interact in a diverse, multicultural society, requiring the critical dealing of controversial issues is under attack because it  may curtail “student’s academic freedom”.  The ACTA blog provide some useful comments on the critics by observers that deem the proposal as a heavy handed ideological approach. On the other hand, I should point out that students are increasingly require  to cultivate dispositions to deal with  globalize, multicultural settings in order to be economically competitive. This type of schooling requires of teacher prepare to deal with those issues.

The critics on the proposal are divided in two categories. First, those criticizing the heavy handed approach suggested, an not necessarily  the content of the proposal . Second, those criticizing the content of the proposal. The later are for the most part easy to identify. They   tend to launch diatribes such as “the University of Minnesota Adolf Hitler School of Education”,  etc.

Finally, I should indicate that  teacher training, and traditional schooling  in  general,  is usually ideologically charge though it is an ideology cultivating dispositions  towards conformity  rather than critical thinking.

From Chronicle of Higher education:

The University of Minnesota-Twin Cities has come under pressure to reject a faculty panel’s proposal to require students in its education school to doubt the United States is a meritocracy and to demonstrate an understanding of concepts such as “white privilege.”(…)

The controversy over the Minnesota proposal echoes a recent debate over whether it is appropriate for colleges of education to require prospective teachers to display certain professional “dispositions” showing an ability to work with diverse students — a requirement that schools view as ensuring teachers are effective, and critics regard as thinly disguised ideological litmus tests. In response to such criticisms, the governing board of the National Council for Accreditation of Teacher Education voted in 2007 to stop suggesting that teacher-preparation programs take their students’ views on “social justice” into account. (full article here)

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