Folder: Peace Education
Peace Education and Evaluation
Page Contents
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A
_____. (Apr 1994). Fostering Peace: A Comparison of Conflict Resolution Approaches for Students (K- 12)., 35p. This compilation of 12 conflict resolution models is an attempt to provide a comparable overview of approaches that teach conflict management and peacemaking skills to K-12 students, teachers, counselors, and administrators. They have been selected for inclusion because they have been used in many schools around the United States. Each is classroom oriented, and each seeks to enhance responsibility and problem-solving skills. Many teachers and counselors are familiar with more than one approach and often combine elements of various models when teaching. Some models focus more on process, others more on communication skills or on respecting and understanding others as well as oneself; some link personal conflict situations with issues of international concern. All models foster peacemaking skills by developing respect for differing opinions, teaching empathy, and by developing collaborative problem solving skills. They empower students to find their own innovative approaches to conflict management and thus to develop self-esteem and decision making skills. (KM) ED368993
_____. (August 2000). International Conflict. The Journal of Politics, 62(3), 916-920(915). Books reviewed in this article:Geller, Daniel S. and Singer, J. David Nations at War: A Scientific Study of International ConflictRay, James Lee Democracy and International Conflict: An Evaluation of the Democratic Peace PropositionHarvey, Frank P. and Mor, Ben D. (eds.) Conflict in World Politics: Advances in the Study of Crisis, War and PeaceBlack, Jeremy War and the World: Military Power and the Fate of Continents, 1450-2000
American Technical Assistance Corporation. Evaluation Group., & Chafkin, S. H. (1968). The management of program and training information in the Peace Corps. [Washington, D.C.: American Technical Assistance Corporation].
Anderson, A., & Christie, D. J. (1 June 2001). Some Contributions of Psychology to Policies Promoting Cultures of Peace. Peace and Conflict, 7(2), 173-185(113). Psychologists have a long history of contributing to the development, implementation, advocacy, and evaluation of public policies, but not always in the interest of peace and social justice. This article advances 9 psychologically based principles to guide policy development and activism in the interest of peace and social justice. The principles include: debunking biological determinism as a cause of violence, war, and other problems that have substantial cultural and structural roots; reducing the wealth gap as a means of promoting human well-being; distinguishing conflict from violence and attaching inevitability only to the former; delegitimizing the use of violence at all levels of society; promoting nonviolent social action to redress injustices; stepping-up communication in the face of enmity; putting the struggle for social justice at the center of psychology; promoting equality between men and women; and emphasizing the prevention of violence over intervention.
Anderson, N. J. (1993). Handbook for Classroom Testing in Peace Corps Language Programs. Manual T0068., 36p. This manual provides instructors in Peace Corps language training programs with information about two kinds of classroom testing: formative, ongoing testing and summative testing that occurs at the end of an instructional period. The first of the manual's four chapters on the purposes of language testing, discusses language testing within a competency-based curriculum, language testing generally and within the Peace Corps, and the effect of testing on teaching and learning. Chapter 2 provides a progressive sequence of formative testing activities for the classroom. The role of language learners in providing feedback about their learning and self-assessment as an assessment tool are discussed in Chapter 3. How Peace Corps language instructors can prepare language learning portfolios is addressed in the last chapter. A list of language testing texts for use in classroom testing and four self-assessment checklists that could be of use within Peace Corps language training programs are appended. (Contains 12 references.) (JP) ED357641
Anderson, N. J. (1993). Manual for Classroom Testing in Peace Corps Second Language Courses. French and Spanish Language Editions., 76pp. The French and Spanish versions of the English text in ED 357 641 are here combined. The manual is designed to help Peace Corps language teachers design simple evaluation procedures that will: (1) help them select appropriate classroom activities; (2) encourage students to self-monitor their progress and take responsibility for learning; and (3) give insight into student aptitudes. An introductory chapter examines the relationship between testing and instruction, particularly in the context of the Peace Corps. It also defines different test types: placement, diagnostic, mastery, performance, and aptitude. The second chapter outlines a sequence for classroom formative testing, beginning with tests that emphasize listening and progressing to other language skills and drawing increasingly on student participation and creativity. Oral skill classification is also discussed. Chapter 3 looks at what students can learn by discussing their test results, and the role of self-evaluation in learning. The final chapter presents a method for preparing student language portfolios documenting student progress and achievement. Appended materials include a list of references, a brief bibliography on language testing, rating scales for communicative competence and linguistic aptitude, and two sample student self-rating scales, one relating to language skills concerning food and the other to skills for interpersonal conversation. (MSE) ED363140
Arrigo, B. A. (1997). Recommunalizing Drug Offenders: The "Drug Peace" Agenda. Paper presented at the Journal of Offender Rehabilitation, 24, 3-4, 53-73 1997. Examines the manner in which substance-using shelter tenants, many of them ex- offenders, who lived in an urban, single- room-occupancy neighborhood, engaged in the process of recommunalization. Identifies and describes eight developmental stages of recommunalization, and links recommunalization to proposals for solving the war on drugs. (RJM) EJ551721
Aubel, J. (1995). Participatory Program Evaluation. A Manual for Involving Program Stakeholders in the Evaluation Process., 77p. This manual was designed for Catholic Relief Services staff who want to improve the health and nutrition component of maternal and child health programs. The methodology presented had already been used in two country programs in Africa, and the experiences in those program evaluations made this guide to participatory evaluation useful for other evaluation situations. Chapters 1 and 2 discuss a number of concepts that underlie a participatory approach to evaluation, setting the stage for the discussion of practical evaluation steps in chapter 3. These include: (1) preplanning meetings; (2) the evaluation planning workshop; (3) field data collection and analysis; (4) a workshop to formulate the lessons learned; (5) development of an action plan; and (6) the finalization and dissemination of the evaluation report. Chapter 4 presents some conclusions about the use of participatory evaluation. It stresses the importance of careful planning and the availability of certain human and other resources. Chapter 5 presents some cautions related to the use of the participatory methodology, and chapter 6 contains a list of 19 practical references for evaluators. (SLD) ED421509 Available from: Peace Corps, Information Collection & Exchange, 1990 K Street, N.W., Washington, DC
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Baden, N. (1995 Length: 43 Page(s); 1 Microfiche). School Violence in Context., An excerpt from this report appeared in the Spring 1995 issue of the newsletter of the National Coalition of Education Activists, "Action for Better Schools." Funding provided by the Angelina Fund. This booklet is intended to help parents and teacher activists think critically about the problem of violence in their schools and about how to respond. The booklet offers a framework for analyzing violence prevention programs that may already be in place in the schools, and it provides ideas for improving programs or starting new ones. The framework begins with the premise that much of what is being labeled as "violence prevention" in schools and communities is not nearly comprehensive enough, or deep-rooted enough, to make a difference in the lives of children at risk of violence. Many school districts have completed reactive programs, and programs that merely react to violence just don't work. A comprehensive community-based initiative that focuses on identification of and attention to the root causes of violence, such as the Violence Prevention Project organized by D. Prothrow-Stith in Boston (Massachusetts), is required. The assumptions of peer mediation, conflict resolution, risk awareness approaches, and the peaceable schools approach are examined, and suggestions are provided for developing meaningful violence prevention programs tailored to the needs of a particular school and community. Suggested resources and tools are outlined, and questions to aid the program assessment process are listed. A "Safer Schools Resource List" is attached. (SLD) ED428158
Bainton, R. H. (1960). Christian attitudes toward war and peace; a historical survey and critical re-evaluation. New York,: Abingdon Press. Bt736.2 Bt736.2 b3
Banta, T., et al (1996). Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.
Barton, J. H. (1981). The politics of peace: an evaluation of arms control. Stanford, Calif.: Stanford University Press. Jx1974.b325 327.1/74 Jx1974.b325 norlin JX1974.B325 c.2
Benninga, J. S., Ed. (1991). Moral, Character, and Civic Education in the Elementary School., 290pp. Foreword by Kevin Ryan. This collection of essays addresses the debate over moral education. The contributors deal with whether educators should influence children's value orientation through a direct program advocating restraint and higher moral standards, or whether educators should teach students to cope and adapt by providing a variety of alternatives from which the students themselves can choose. In "Part 1: Introduction," chapters include: "Moral and Character Education in the Elementary School: An Introduction" (Jacques S. Benninga); and "Doing Justice to Morality in Contemporary Values Education" (Larry P. Nucci). "Part 2: The Developmental or Indirect Approach to Moral Education" includes the following chapters: "Lawrence Kohlberg's Influence on Moral Education in Elementary Schools" (Robert W. Howard); "An Integrated Approach to Character Development in the Elementary School Classroom" (Thomas Lickona); "Democracy in the Elementary School: Learning by Doing" (Ethel Sadowsky); and "Development and Practice of Democracy in a K-8 School" (Robert J. Weintraub). "Part 3: The Character Education or Direct Approach to Moral Education" includes the following chapters: "Moral Literacy and the Formation of Character" (William J. Bennett); "Character and Academics in the Elementary School" (Edward A. Wynne); "Character Development in Small Rural Schools: Grades K-8" (JoAnne Martin-Reynolds, Bill J. Reynolds); and "Character Development at Fort Washington Elementary School" (Richard K. Sparks, Jr.). In "Part 4: Focusing on Citizenship and Social Problem Solving" chapters include: "Promoting Civic Understanding and Civic Skills through Conceptually Based Curricula" (Alita Zurav Letwin); "Educating for Citizenship in the Early Grades" (Carolyn Pereira); "Developing Social Competence in Young Handicapped and Withdrawn Children" (James J. Fox, Mary A. McEvoy, Robert Day); and "Teaching Peace and Conflict Resolution" (Robert E. Valett). "Part 5: Epilogue" contains the final chapter, "Synthesis and Evaluation in Moral and Character Education" (Jacques S. Benninga). Contains an index. (RJC) ED396970
Bloom, E., & Reed, S. (Dec 1991). Pictorial Apprenticeship Program Handbook: A Project Planning Strategy for Preliterate Communities. Women in Development., 138pp. Illustrations by Curt Middleton. Intended for community development professionals and volunteers who work with preliterate communities, this illustrated handbook accompanies a library of visual aids that allow rural people to formulate their own projects. (The curriculum, called Pictorial Apprenticeship, transfers the process of project design into visual forms that literate and preliterate villagers can use to design and evaluate their own projects). The handbook is organized in three sections. Following an introduction describing the development, purpose and target readership of the manual, the second section, "Getting Started," introduces the Pictorial Apprenticeship materials, suggests ways a field-based facilitator can construct a presentation board and compile a library of illustrations, and teaches how to build a curriculum to fit specific community needs, monitor activities, and evaluate lessons. In the third and longest section, the five units of the Pictorial Apprenticeship Program are presented. They concern: recognizing community problems and determining needs; developing alternative solutions and defining objectives; determining project beneficiaries; project implementation; and project monitoring and evaluation. Each unit is divided into session plans that provide information on purpose, objectives, materials needed, facilitator preparation, and participant activities, and include a cautionary note highlighting potential difficulties. Appendixes comprising over one-half of the manual include a project design card index, project record sheets, and project design cards consisting of easy-to-understand line drawings that have been prepared for five common Peace Corps Projects in water resources, formal/nonformal education, grain mills, vegetable gardening, and health. (YLB) ED358297
Blumenfeld, S., United States. Agency for International Development. Office of Nutrition., USAID/Philippines., United States. Agency for International Development. Bureau for Asia. Evaluation Division., & United States. Agency for International Development. Office of Food for Peace. Title II. (1982). PL 480 Title II: a study of the impact of a food assistance program in the Philippines. [Washington, D.C.?]: Bureau for Asia U.S. Agency for International Development. S 18.52/4:6
Boatwright, M. T. (1980). Tacitus and the Wealth, Enrichment and Impoverishment of the Roman Upper Classes. The dissertation offers a detailed study of the historian Tacitus' treatment of wealth, enrichment and impoverishment among the Roman upper classes. Tacitus' writings in this regard, examined chronologically, reveal a pronounced evolution, an evolution which contributes to our understanding of the historian's originality. The introductory chapter defines the problem presented by Tacitus' discussion of wealth and politics under the Principate--how to distinguish between tradition and innovation in his historical writings. The method here is examination in the individual works of Tacitus' thematic uses of financial affairs among the senatorial and equestrian classes in Rome. Chapter II investigates the theme of wealth in the Roman historical tradition before Tacitus. His predecessors, especially Sallust and Livy, portray the financial status and activities of the elite in indefinite terms of luxury and avarice, terms which became established early in the Romans' traditionally moral interpretation of history. Chapter III analyzes the theme of wealth in Tacitus' three early works. In the biography Agricola Tacitus presents financial information only to document Agricola's praiseworthy political and military career. In the ethnographical work Germania he introduces notices of Roman financial practices and attitudes as a way to stress native German integrity. In both, his use of financial reports and commentary is consistent with that of the earlier historiographical tradition. But in transferring such material to these specialized genres, Tacitus introduces a definite historical and ethical tone to the two works. In the Dialogus, Tacitus specifically uses financial information to bring out the social and political consequences of treason trials, as well as their moral implications. Chapter IV argues that the Historiae contains two approaches to the representation of wealth. In the history of the Civil War Tacitus reports only a general kind of financial information: we often hear of the leaders' "financial vices" of avarice and luxury. This approach is consonant with the Roman historical tradition. But in his extant history of the Flavian peace he provides more specific financial information, offering many details of the financial workings of delation, and these particulars serve to illustrate a historical interpretation that is social and political as well as moral. Chapter V demonstrates in the Annales the further development of this tendency detected in the Historiae. Tacitus' last work is richer in financial particulars than any of his previous writing. Here the information falls into three categories. First, Tacitus presents those monetary transactions that were customary to Republican politics. Second, he describes the different way in which wealth served politics in the Principate, as individuals tried to influence the Princeps and his court. Finally, Tacitus gives a great deal of financial information to support his interpretation of the ways in which the Principate corrupted the social relationships and moral condition of the Roman upper classes. But here too he employs financial details to single out and commend individuals for their moral, political, and social behavior. The concluding chapter offers a general evaluation of the changes in Tacitus' treatment of the theme of wealth. In his earliest writings, he employed financial notices in ways traditional to Roman historiography. In his later work, Tacitus exploits such information in increasing detail and variety, and uses it to interpret the social and political, as well as moral, history of peace under the Principate.
Bowman, B., & And, O. (Nov 1992). Teaching English as a Foreign Language to Large, Multilevel Classes., 230p. This guide, designed for Peace Corps volunteers teaching English as a Second Language, is a collection of teaching suggestions, lessons, and activities geared to the varied conditions under which instruction may take place. The ideas include: current approaches to teaching large, multilevel classes; helpful classroom management tips collected from experienced teachers; suggestions for assessing student needs, appreciating student preferences, and designing lessons to meet a variety of learning styles; information about planning and implementing a content-based, thematic curriculum relevant to the school and community setting; descriptions and samples of whole-class, paired, small-group, and individual study activities; information about ways to assess language skills; and listings of recommended resources and sources of support. The content is indexed. (MSE) ED358702
Boyett, C. K. (1998). "Jerusalem: A City of Diversity"A Play. Fulbright-Hays Summer Seminars Abroad, 1998 (Israel and Jordan). One of the primary themes of this drama unit is to help students develop an appreciation and respect for diverse traditions. The unit focuses on Jerusalem in the state of Israel, where Jews, Moslems, and Christians find religious inspiration within the walls of the Old City. According to the unit, it is important that students be able to distinguish among the various religious traditions based upon historic precedent. A second theme of the unit is to understand the impact that the formation of Israel in 1948 had on the various groups living in the region at the time, and its implication for conflict today. The unit cites specific lesson objectives, lists materials needed, outlines a sequence of teacher activities, and gives evaluation procedures. The 4-scene play outlined in the unit takes place in the Old City of Jerusalem in October 1998 and contains five characters from diverse cultures. (Contains a list of 13 additional sources and the addresses of 3 organizations concerned with the peace process.) (BT) ED437296
Braus, J. A., & Wood, D. (Aug 1993). Environmental Education in the Schools: Creating a Program that Works Manual M0044., 513p. This book is a manual that enables teachers to formulate an effective program of environmental education across multiple grade levels and cultural settings. A section provides tips for using the book, followed by nine chapters dealing with different aspects of developing and implementing an environmental education program. Chapter 1 presents a brief overview of what environmental education is all about. Chapter 2 focuses on developing an environmental education plan by addressing the environmental issues in the community. Chapter 3 discusses how to tailor an environmental education program to fit the needs of the school system and community. Chapter 4 focuses on how children develop intellectually and morally and how to use child development theories to develop a more effective environmental education program. Chapter 5 looks at how to develop an environmental scope and sequence. Chapter 6 focuses on lesson plans, learning styles, learning strategies. Chapter 7 presents methods of creating effective environmental education activities and includes over 50 sample activities. Chapter 8 examines strategies for implementing an environmental education program. Chapter 9 focuses on a variety of formal and informal strategies for evaluating environmental education efforts. An appendix includes additional resources, a bibliography and an index. (MDH) ED363520
Brown, D. R., & Consortium Graduate School of Social Sciences. (1998). Evaluation, learning and Caribbean development. Kingston, Jamaica: Canoe Press University of the West Indies Consortium Graduate School of Social Sciences.
Brown, L. R., & And, O. (1993). State of the World 1993: A Worldwatch Institute Report on Progress toward a Sustainable Society., 284p. This tenth edition of "State of the World" is divided into ten sections, each written by a different author, concerning different environment related topics. Section one, titled "A New Era Unfolds," discusses the economic costs of environmental degradation, the slowing of growth in food output, the end of rapid gross national product (GNP) growth, the shape of a new world, and facing change. Section two, "Facing Water Scarcity," discusses signs of unsustainability, water- thrifty food production, industrial recycling, conserving in cities, and water security. Reef ecology is discussed in section three, "Reviving Coral Reefs." "Closing the Gender Gap in Development," section four, discusses the dimensions of gender bias, sustenance from the commons, cash crops versus food security, the loss of forest resources, female poverty and the population trap, and framework for development. Section five, "Supporting Indigenous Peoples," discusses the state of the nations, homelands, stewards, and rising from the frontier. Section six, "Providing Energy in Developing Countries," presents the energy dilemma, the potential revolution of energy efficiency, other energy supply choices, and energy policies for development. Section seven, "Rediscovering Rail," discusses the benefits of rail, the downhill slide of trains, signs of a rail revival, and investing in the future. "Preparing for Peace," is the topic of section eight. Section nine, "Reconciling Trade and the Environment," presents trade and the global resource base, the global factory, a question of scale, environmental trade barriers, and green trade. Section ten, "Shaping the Next Industrial Revolution," discusses a second industrial revolution, global challenges, new roles for government, reforming the corporation, and a green industrial strategy. (Contains 37 tables/figures, extensive notes comprising 57 pages, and an index.) (MCO) ED356971
Burnett, A. S., & And, O. (1990). Forefront. An Environmental Awareness Strategy for the United States Peace Corps. Paper presented at the Journal of Environmental Education, 22, 1, 5-8 Fall 1990. An environmental initiative designed to increase the skill and knowledge levels of Peace Corps staff and volunteers is described. The objectives, accomplishments, strategies, and evaluation of the program are discussed. (CW) EJ427665
Burns, C. A., Ed., & And, O. (1992). Colleague: An Annual Collection of Articles on Academic and Administrative Issues Facing Community Colleges of the State University of New York., 74p. This journal presents a cross-section of current ideas on how to teach and advise community college students and promote positive social interactions with the local community. The issue contains: (1) "Characteristics of an Excellent Teacher," by Cherie Corr, Joan Shack, and Anthony Walsh; (2) "Information Literacy: Progress and Prospects in the Community College Library," by Rosanne Kalick and Joseph Hankin; (3) "Serving the Community and Local Industry: Factory- Based ESL (English as a Second Language) Instruction," by Stephen M. Drinane; (4) "Assessing Student Development in a Community College Setting," by Howard Himelstein and Carol Stevens; (5) "Academic Advising Can Have a Positive Impact on Student Enrollment: The Results of an Integrated Admissions and Counseling Process on Student Enrollment," by Alan Seidman; (6) "Research Papers in History, Government and Economics at Dutchess Community College," by Christopher A. Robbins; (7) "A Rationale for Granting Academic Credit for College Success Courses," by Douglas A. Kenny; (8) "Educating for Peace: An Empowerment Approach," by Peter Sanzen; and (9) "Experiential Learning through Community Service: The Student Literacy Corps," by Richard Courage. (JSP) ED342454
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Carruthers, W. L., & And, O. (1996). Conflict Resolution: An Examination of the Research Literature and a Model for Program Evaluation. Paper presented at the Special theme issue: "Conflict Resolution: Part II.". Summarizes some of the common findings in the professional literature pertaining to conflict resolution (CR) curricula and peer mediation (PM) programs. Discusses theoretical, methodological and operational considerations that are relevant to conducting research and evaluation in school settings. Proposes a model to guide educators' decisions on how to conduct an evaluation of CR and PM programs. (KW) EJ538835
Carter, C. C. (April 21, 1999). Conflict Mediation at School: Peace through Avoidance?, Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). This study examined the outcomes of student conflict mediation at two urban middle schools in California. Data collection involved observations, interviews, and instrumentation with the Mediation Rating Profile (C. Carter, 1998), and a writing prompt. Several mediation agreements contained avoidance resolutions, such as "stay away from each other." Communication gaps existed in the typical conflict mediation intervention that allowed for reproductive resolutions; transformative resolutions were limited to the avoidance of violence. The conflict mediation intervention needs to help students attain a productive resolution, one that is just for all students and will improve their relations, especially when students' conflicts have the potential for recurrence and violence. (Contains 59 references.) (Author/SLD) ED433396
CBS News., & Inter-university Consortium for Political and Social Research. (1992). Cbs News/New York Times National Survey, June 3-6, 1991. Ann Arbor, Mich. (P.O. Box 1248, Ann Arbor, MI 48106-1248/(313)763-5010): Inter-university Consortium for Political and Social Research [distributor]. In addition to providing an ongoing evaluation of the Bush presidency, this survey polled respondents on a variety of social and political topics including political parties, economics, racism, the Persian Gulf War, patriotism, Mikhail Gorbachev and the Soviet Union, China, and health care policy. Respondents were asked whether they approved of George Bush's handling of the presidency, foreign policy, and the economy. Detailed queries on political topics included items on the most important problem facing the country and the party that could best handle it, and the party best able to control unemployment, reduce the federal deficit, keep the United States out of war, deal with foreign economic competition, and insure the prosperity of the country. Respondents were also asked which party was more concerned with the needs of people like themselves, which was more likely to make sure that United States military defenses are strong and that children get a better education in the public schools, which was more likely to improve the health care system, which party favored the rich, the middle class, and the poor, which party cared more about the needs and problems of women, men, Blacks, and Whites, and which was more likely to waste tax money. Economic questions focused on whether trade restrictions were necessary to protect domestic industries, what the condition of the national economy was, whether the United States was in an economic recession, and whether the economy was getting better. Questions concerning racism asked whether preference should be given to hiring Blacks where there had been discrimination in the past, whether preferential hiring or promotion of Blacks hurts Whites, and whether the respondent had ever been discriminated against. Questions focusing on the Persian Gulf War included whether the war to defeat Iraq was worth the cost, whether the results of the war would make the chance for peace in the Middle East more likely, whether the United States should have stopped fighting when Iraqi troops left Kuwait or continued fighting Iraq until Saddam Hussein was removed from power, if the respondent felt proud about what the United States had done in the Persian Gulf, and whether the United States made a mistake by getting involved in the war against Iraq. [Cf. http://www.icpsr.umich.edu for full text of summary] Inter-university Consortium for Political and Social Research [distributor]
Choura, A. (Dec 1993). Competency Based Language Education Curriculum Guide. Tunisian Arabic., 98p. This curriculum guide is designed for the Arabic language training of Peace Corps workers in Tunisia, and reflects daily communication needs in that context. An introductory section describes the materials' organization and competency-based approach, and lists the 28 specific competencies targeted and the constructions taught within each competency. Subsequent sections address the competencies individually, listing the lesson topic, competency, specific constructions (in Arabic) for the lesson in each language skill area (listening, speaking, reading, writing), vocabulary list, cultural notes, and additional references. Topics include greetings and introductions, self-identification, classroom communication, postal services, telephone use, shopping, food and restaurants, describing preferences, requesting directions, family and family life, seeking medical assistance, transportation, describing work, travel, obtaining needed papers, responding to incidents, housing, invitations, emergency assistance, clothing, appropriate response in political and religious discussions, health, kitchen utensils and cooking, responding to police identity checks, and bargaining. Brief notes on trainee evaluation are appended. (MSE) ED402755
Christie, D. J. (1991). The Measurement of Psychological Constructs in Peace Education., 28pp. Paper presented at the Annual Meeting of the American Psychological Association (98th, Boston, MA, August 10-14, 1991). Peace education research typically is designed to evaluate the effects of a single lesson or a group of lessons (unit) on some attitudinal or learning outcomes. The current research was designed to evaluate a set of procedures for identifying a mix of peace education lessons that desirably impact on students. Three curriculum consultants were employed to review and rate more than 300 commercially available lessons in terms of the expected impact of each lesson on four psychological constructs: ethnocentrism, political efficacy, conflict resolution skills, and prosocial orientation. Subsequently, the most highly rated lessons for each construct were assembled into four curricula (units) and then field tested with a sample of 1,398 eighth through twelfth grade students. Students were assigned to one of the curriculum groups or to a no-curriculum control group. Measures of the four psychological constructs were administered in a pre-posttest fashion. Critical thinking, political orientation (liberal- conservative) and other measures were also obtained. Results indicated that while all the psychological measures were affected by some of the lessons, curriculum consultants were unable to predict which particular measures would be affected by which particular lessons. Since well-trained and experienced curriculum consultants were unable to predict the impact of lessons on students, the results suggest that the outcomes of peace education instruction should be carefully evaluated. Psychologists and the emerging field of peace psychology can make a major contribution to peace education. A collaborative relationship between psychologists and peace educators is recommended with psychologists developing tools for measurement, assisting in program design and analysis, and providing theory guided peace education content. A list of 28 references is included. (Author) ED347105
Clement, M. (1997). New Treatment for Drug-Abusing Women Offenders in Virginia. Paper presented at the Journal of Offender Rehabilitation, 25, 1-2, 61-81 1997. Compares a new approach to treatment using traditional social work. Reports on the therapeutic regimen and Results/Kinesiology (RK), which addresses body-mind control, brain hemispheric integration, energy balancing, and stress elimination. Examination of 40 women addicted to alcohol and/or drugs indicated that RK helped with anxiety, peace/contentment, and self-esteem. (RJM) EJ555129
Clewell, B. C., & Villegas, A. M. (1999). Creating a Nontraditional Pipeline for Urban Teachers: The Pathways To Teaching Careers Model. Paper presented at the Journal of Negro Education, 68, 3, 306-17 Sum 1999. Reports evaluation data from the Pathways to Teaching Careers Program, which focuses on recruiting more diverse and older teaching paraprofessionals, uncertified/emergency certified teachers, and returned Peace Corps volunteers. Multiyear evaluation indicates that Pathways has exceeded its recruitment goals and graduated early cohorts of participants at rates higher than the national average. These graduates are performing well in urban schools. (SM) EJ620804
Collings, D., & Canadian Institute for International Peace and Security. (1994). Peace for Lebanon?: from war to reconstruction. Boulder: Lynne Rienner Publishers. Ds87.p43 1994 956.9204/4
Concerned Citizens for Human Rights (Samar Philippines), & Catholic Commission for Justice and Peace (Sydney N.S.W.). (1982). Samar Island and the Northern Samar Integrated Rural Development Project: development for the poor Samare–os? [Sydney?]: Catholic Commission for Justice and Peace.
Cope, J. A. (Oct 1995). International Military Education and Training: An Assessment. McNair Paper 44., 81p. This report presents results of a study team's analysis of the extent to which International Military Education and Training (IMET) serves U.S. interests. It describes whether IMET has done the following: (1) facilitated access to senior military and political leaders and promoted communication between the United States and recipient countries; (2) provided an effective introduction to U.S. political values; (3) contributed to improving political-military relations in recipient countries; and (4) served as an important asset for interoperability in coalition peace and humanitarian assistance operations. The analysis of IMET's effectiveness is organized in five parts: the legislative roots of the program and its relationship to foreign military sales; the structure of IMET in FY 1995, emphasizing the importance of IMET's original synergy of English language training, a professional course of instruction conducted in the United States, and the Department of Defense's Informational Program; an assessment of the effectiveness of international military educational and training made possible by IMET and other funding options; contributions toward achieving regional stability, improving multilateral cooperative military relationships with the United States, and supporting U.S. diplomatic interests overseas and economic interests at home; and making a good program better. The report concludes that IMET is one of the few foreign-aid initiatives that Congress continues to consider relevant, useful, and worthy of funding. (Contains 68 notes.) (YLB) ED406567
Craft, A. (1992). Quality Assurance in Higher Education. Proceedings of an International Conference (Hong Kong, 1991)., 250p. This conference proceedings presents 17 papers which examine quality assurance and evaluation in higher education, including methodologies, procedures, and ideas from various nations. The papers include: (1) "Quality Assurance in Higher Education" (Malcolm Frazer); (2) "Academic Standards Panels in Australia" (Kwong Lee Dow); (3) "The French Comite National d'Evaluation" (Andre Staropoli); (4) "The German Experience" (Edgar Frackmann); (5) "The Hong Kong Initiative" (Allan Sensicle); (6) "Towards an Indian Accreditation System" (Ashoka Chandra); (7) "The Netherlands: The Inspectorate Perspective" (Jan Kalkwijk); (8) "External Quality Assessment, Servant of Two Masters? The Netherlands University Perspective" (Ton Vroeijenstijn); (9) "Evaluation Criteria and Evaluation Systems: Reflections on Development in Sweden and Some Other OECD Countries" (Marianne Bauer); (10) "The UK Academic Audit Unit" (Peter Williams); (11) "The US Accreditation System" (Marjorie Peace Lenn); (12) "Engineering Accreditation in the United States" (Leslie Benmark); (13) "Mutual Recognition and Transfer of Credits: Developments in Europe" (Fritz Dalichow); (14) "The Experience of Validation at Hong Kong Polytechnic" (Diana Mak and Austin Reid); (15) "Quality Assurance at the Open Learning Institute" (Gajaraj Dhanarajan and Andrea Hope); (16) "External Examining at Hong Kong University" (Leung Wai-sun and Shen Chun- ming); and (17) "Conclusion" (David Bethel). An appendix contains abstracts of six additional papers. (MDM) ED371651
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Danner, M., Fort, L., & Young, G. (March 1999). International data on women and gender - Conceptualization, social indicators, and an empirical application. Women's Studies International Forum, 22(2), 249-259(211). The official document of the United Nations Fourth World Conference on Women-Platform for Action for Equality, Development and Peace-calls for the collection and improvement of gender-disaggregated data because of their importance for planning and evaluation toward achieving women's empowerment. This article examines the resources available and discusses the persistent issues surrounding the definition, production, compilation, and use of international data on women and gender. We also present an example of our critical use of these problematic data-the Social Indicators of Gender Inequality. Only by using data critically-aware of problematic assumptions and irregular collection practices-will the data be improved for the benefit of women.
de, A., Diane. (1999). Project Peace: The Evaluation of a Skill-Based Violence Prevention Program for High School Adolescents. Paper presented at the Social Work in Education, 21, 3, 137-49 Jul 1999. Describes a study of high school students who participated in a cognitive-behavioral violence prevention program. The basic premise was that changing behavior involves learning new behaviors, and thought processes mediate behaviors. Results indicated a significant improvement in students' sense of safety in the school environment, attitudes toward violence, and student behavior with respect to confrontations on campus. (Author/JDM) EJ600830
DeJong, W. ([1993). Building the Peace: The Resolving Conflict Creatively Program (RCCP)., 17p. The Resolving Conflict Creatively Program (RCCP) is one of a growing number of grade K-12 violence prevention programs that teaches young people how to resolve conflict peacefully. It is a school-based program taught by regular classroom teachers. This report was designed to introduce criminal justice professionals to the basic concepts and strategies of violence prevention and to inspire their involvement in finding new ways to prevent violent crime among youth. RCCP includes elementary, secondary, and special education curriculums, a student-led mediation program, a parents' program, and an administrators' component. RCCP focuses on all students, not just high-risk youth. Teachers are given professional training and ongoing technical assistance and support throughout the school year. This paper describes the program's philosophy and details the 12 units in the elementary curriculum as well as the 3 unitss in the secondary program. Other areas discussed include professional training, the student mediation program, mediator selection and training, parent training, program costs, and evaluation results. The report closes with a special note for criminal justice professionals and the violence prevention movement. Community programs in four different locales are discussed. Addresses for further information are provided. (RJM) ED379562
DiGuido, D. L., & And, O. (May 1997). Positive Social Interaction Strategies., 83pp. Action Research Project, Saint Xavier University and IRI Skylight Field- Based Master's Program. This action research project evaluated the impact of a 16-week intervention to improve primary school children's conflict resolution skills and to enhance their self-esteem. The targeted population consisted of one kindergarten class, one first-grade class, and one third-grade class at three different elementary schools in the same suburban Chicago school district. Teacher observation checklists, teacher and student surveys, individual and teacher interviews, and anecdotal records were used to document the problem. Three types of intervention were used: (1) providing lessons on self-esteem; (2) adapting a life skills unit; and (3) teaching conflict resolution strategies. The five themes for activities implemented twice weekly in 30-minute lessons and adapted to grade level were self-awareness, cooperation, individual responsibility, identification and expression of feelings, and conflict resolution. The impact of the intervention was assessed through observations of children's behavior by participating teachers, other faculty, and the building principals. Findings indicated that there was a decrease in the negative classroom behaviors of physical and verbal aggression and negative social interactions. Student surveys revealed more positive self-esteem and more insight into the feelings of others. Students were able to use the peace table and called on the teacher for mediation in solving disputes. Appendices include interview and survey forms, behavior checklists, conflict resolution skills, and sample activities. Contains 59 references. (Author/KB) ED410038
Dominelli, L. (1995). Women in the Community: Feminist Principles and Organising in Community Work. Paper presented at the Community Development Journal, 30, 2, 133-43 Apr 1995. Principles of feminist community actionworking against inegalitarian social relations, promoting egalitarian working relations, self-reflection; and evaluationare explained and demonstrated with the example of the Greenham Commons Women's Peace Movement in Britain. (SK) EJ500726
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_____. (1994). Education for International Understanding: The Case of Ethiopia., 35pp. Prepared by Ethio-Education Consultants. Paper presented at the International Conference on Education, (44th, Geneva, Switzerland, October 3-8, 1994). For related documents, see SO 024 780-781. This study reviews Ethiopia's efforts, experiences, and achievements with respect to developing education for international understanding over the past two decades in response to the United Nations recognition of the role education plays in promoting peace. It is an overture aimed at sharing ideas and experiences with all concerned for the promotion of peace and international understanding at home and abroad. It is possible to teach international understanding by emphasizing the removal of the sources of violence, conflict, and misunderstandings, the old patterns, and in their place creating a conducive environment for teaching peace and understanding by introducing new patterns. The spirit of education for international understanding urges people to appreciate their differences and to search and identify the common thread that ties them together enabling them to live and interact peacefully. This investigation consulted textbooks and curriculum only. Most of the books were from social studies, language, and civics classes at the primary and secondary school level. Ethiopia has made a great effort to advance international understanding and peace. Ethiopia has mediated internal conflicts between sister African countries of Sudan, Somalia, Morocco, and the Saharawi Republic (former Spanish Sahara). Ethiopia incorporates its foreign policy principles into the social studies curriculum. National objectives for international understanding are discussed, as are ways that Ethiopian society, business, and government support and promote peace and international cooperation. Contains 39 references. (DK) ED379202
Eisler, J. ([1994). Project Schools Teaching Options for Peace (STOP) Teen Mediation Project, 1993- 94. OER Report., 93p. Project STOP, a comprehensive conflict resolution program, was piloted in 15 middle schools in 1991-92. This report provides an overview of STOP's inception and results. The project incorporated three components to help schools deal more effectively with conflict: (1) student peer mediation; (2) classroom instruction in conflict resolution; and (3) parent training. The report is divided into four sections. An introduction gives a project overview and discusses evaluation issues and methodology. A second part describes the experiences and perceptions of participants and outlines the conflict resolution training and support. The largest section, section 3, gives particulars on project implementation and assessment and includes information on mediation, curriculum, parent training, and other facets of the program. Section 4 measures some of the successes of STOP and offers recommendations. In terms of success, some of the indicators of the program's viability included its endorsement by many in the school community, the incorporation of the STOP curriculum in instructional styles, a recognition of alternatives to violence and a place to go in the school where problems can be resolved peacefully, students mediating cases successfully, increases in the number of students who want to be mediators, and in the number of self-referrals to mediation. (RJM) ED380750
Embry, D. D. (1997). Does Your School Have a Peaceful Environment? Using an Audit to Create a Climate for Change and Resiliency. Paper presented at the Theme Issue: Violence in the Classroom. A school audit is described, based on the PeaceBuilders program, which helps to create a more peaceful school environment. A research-driven violence prevention program, PeaceBuilders has identified characteristics that help in creating this environment, such as common language, positive stories and behavior posters, daily rewards, group rewards, praise notes, social skills training, student responsibility, a schoolwide cue system, and praise by staff. (DB) EJ539263
Erickson, T. (Oct 1990). Statewide Needs Assessment Survey of the Continuing Education Needs of Minnesota Peace Officers: Phase One., 138p. A statewide needs assessment project was designed to identify the continuing education needs of Minnesota peace officers. Phase one measured perceptions of law enforcement administrators or training officers. The needs assessment committee conducted a literature review to identify items for the survey instrument and weighting formulas. A survey identified 65 training tasks that were highly representative of the most often cited training needs of peace officers. It was distributed to 97 percent of Minnesota's law enforcement agencies (n=525); 307 were returned. Data analysis resulted in a prioritization of training needs based on three criteria (time spent performing the task, harm resulting from inadequate performance, and need for additional training) and organized by demographic considerations. The amount of time and amount of harm did not appear to change the rank ordering significantly. Of the top 10 items, 2 were from the law-related group, 2 from the human behavior/communication category, and 7 from patrol procedure/investigation categories. Recommendations were made suggesting action strategies for the further evaluation of continuing education needs and future delivery of training courses. (Appendixes, amounting to two-thirds of the report, include the instrument, rank order tables, and additional needs identified by respondents.) (YLB) ED338888
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_____. (Feb 1994). Peace Corps. Status of the Educational Assistance Grants Demonstration Program. Report to Congressional Committees., 24p. The National and Community Service Act of 1990 (P.L. 101-610), enacted in November 1990, authorized the establishment of a program for minority students to receive financial assistance grants in preparation and exchange for Peace Corps service. Although more than 3 years have passed since the enactment of the authorizing legislation, the demonstration program has not yet been fully implemented. As of January 1994, nine college and universities have agreed to participate in the program; however, no students have been awarded grants. According to officials of the Commission on National and Community Service the Peace Corps' program was given relatively lower priority because it was smaller than many other programs authorized by the legislation. Peace Corps officials said the demonstration program could not be considered one of its high-priority programs given the funding level for the program. University officials raised some concerns. Officials at several schools targeted to participate in the program reported that in their opinion, the $5,000 institutional grants and the $1,000 per year student grants were too small, and that the Peace Corps needed to increase its visibility and presence on their campuses to help promote the program. (The following items are appended: a list of the colleges and universities targeted for the Peace Corps Preparatory Grant Program; comments from the Corporation for National and Community Service; and comments from the Peace Corps.) (YLB) ED366829
_____. (February 1998). Book Reviews. The Sociological Review, 46(1), 149-184(136). Skeggs, Beverley, Formations of Class and Gender Duncan, Simon and Edwards, Rosalind (eds), Single Mothers in an International Context: Mothers or Workers? Evans, Mary, Introducing Contemporary Feminist Thought Ferguson, Marjorie and Golding, Peter (eds), Cultural Studies in Question Gauntlett, D., Video Critical: Children, the Environment and Media Power Newman, F. and Holzman, I., The End of Knowing: A New Developmental Way of Learning Pawson, Ray and Tilley, Nick, Realistic Evaluation Layder, Derek, Modern Social Theory: Key Debates and New Directions Grint, Keith and Woolgar, Steve, The Machine at Work: Technology, Work and Organization Green, Judith, Risk and Misfortune: The Social Construction of Accidents Pile, Steve and Keith, Michael (eds), Geographies of Resistance Rolston, Bill, Drawing Support: Murals in the North of Ireland Rolston, Bill, Drawing Support 2: Murals of War and Peace Green, S.J.D. and Whiting, R.C. (eds), The Boundaries of the State in Modern Britain Bewes, Timothy, Cynicism and Postmodernity
_____. (February 1999). Adapting Environmental Education Materials. This publication provides Peace Corps volunteers Others who conduct environmental education activities in schools, environmental education centers, parks, and communities with the tools to adapt existing environmental education resources to local environmental issues, cultures, and audiences. Sections include: (1) the process of adapting materials, which includes review, evaluation, and steps for adapting; (2) specific examples in which good materials were adapted to be relevant to diverse settings; (3) a training design and several training plans that can be used to introduce and practice adaptation techniques in workshops for educators; and (4) selected readings and resources for further investigation of the topic. (CCM) ED432466
Feinstein, Osvaldo N., and Robert Picciotto, Eds. (2001). Evaluation and poverty reduction. New Brunswick, NJ: Transaction Publishers, The World Bank.
Frydenberg, P., & Norsk utenrikspolitisk institutt. (1964). Peace-keeping, experience and evaluation; the Oslo papers. Oslo,: Norwegian Institute of International Affairs.
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Gallin, A., Ed., & Gallagher, P. J., Ed. (1990). Social Teaching, Social Action. Paper presented at the 66p. In 1976 the National Conference of Catholic Bishops celebrated the bicentennial of the Independence of the United States by sponsoring a national conference on issues of justice. As a result of that conference, a task force was formed and a proposal was made to the Association of Catholic Colleges and Universities for a pilot project that would raise consciousness in institutions and help find ways to educate students in the crucial questions of peace and justice. This volume presents a 3-year report and evaluation of the pilot programs. Following a brief introduction by Alice Gallin, 10 papers examine the issues. The papers are: "The Tradition of Peace and Justice and the Bishops' Pastorals on Peace and the Economy" (Thomas A. Shannon); "The Role of the Laity in the World" (Georgia Masters Keightley); "Beyond the Ivory Tower: Some Guidelines for Social Justice Education" (Edward A. Malloy); "Homily, Stonehill College, Chapel of Mary, 1989" (John J. Egan); "Peace with God the Creator, Peace with All of Creation" (John Paul II); "What is Happening to Our Beautiful Land" (a pastoral letter, Phillipines); "Our Relationship wiht Nature" (a pastoral letter, Dominican Republic); "The American College in the Ecological Age" (Thomas Berry); "A Terrestrial Dogmatism?" (Everett Gendler); and "Getting from Here to There" (Betty Reardon). (DB) ED348268
Garner, B., Ed. (2001). Focus on Basics, 2000-2001. Paper presented at the Published four times a year. For volume 3, see ED 436 680. Page Length: 123. This set of four newsletters contains articles to help adult basic education and literacy teachers connect research and practice. The following are among the articles included: "The Effects of Continuing Goal-Setting on Persistence in a Math Classroom" (Pamela Meader); "Do the Cognitive Skills of Dropouts Matter in the Labor Market?" (John H. Tyler); "The Relationship between Reading and Speaking Skills" (Barbara Garner); "Supports and Hindrances: A Force-Field Analysis" (Andrea Parrella); "Developing Adults' Numerate Thinking: Getting Out from Under the Workbooks" (Mary Jane Schmitt); "Making Peace in the Math Wars" (Kathy Safford); "The New York City Math Exchange Group" (Charles Brover, Denise Deagan, Solange Farina); "Numeracy Needs of Adult Literacy Participants" (Aydin Yucesan Durgunoglu, Banu Oney); "Using Software Applications to Teach Math" (Catherine Cantrell); "Accommodating Math Students with Learning Disabilities" (Rochelle Kenyon; "Beginning Math for Beginning Readers" (Linda Huntington); "Across the Great Divide" (Jeri Levesque); "Learning with Computers: The Theory behind the Practice" (Jennifer G. Cromley); "Teaching ESOL [English for Speakers of Other Languages] Using Word Processing: A Communicative Approach" (Steve Quann, Diana Satin); "Low-Tech: Calculators, Videos, and the Abacus" (G. Andrew Page); "Building a Web Site in an ABE [Adult Basic Education] Class" (Maura Donnelly); "Solving Problems with Computer-Assisted Instruction at the East Texas Literacy Council" (Kelley Snowden); "The Working Conditions of Adult Literacy Teachers: Preliminary Findings from the NCSALL [National Center for the Study of Adult Learning and Literacy] Staff Development Study" (Cristine Smith, Judy Hofer, Marilyn Gillespie); "Connecting Research and Practice" (Barbara Garner, Beth Bingman, John Comings, Karen Rowe, Christine Smith); "The K-12 School Experiences of High School Dropouts" (Stephen Reder, Clare Strawn); "Program Participation and Self-Directed Learning to Improve Basic Skills" (Stephen Reder, Clare Strawn); "Sharing What NCSALL Is Learning" (John Comings); "Adult Basic Education and Professional Development: Strangers for Too Long" (Bruce Wilson, Dickson Corbett); and "Current Research in Adult Learning and Literacy" (Jessica Mortensen). (MN) ED451397
GŠrtner, H., Hyde-Price, A. G. V., & Reiter, E. (2001). Europe's new security challenges. Boulder, Colo.: Lynne Rienner Publishers.
Goodwill, J. V., & Hulbert, K. (15 Aug 1992). A Process Model of Empowerment for Women in Group Settings., 32pp. Paper presented at the Annual Meeting of the American Psychological Association (100th, Washington, DC, August 14-18, 1992). The significance/importance of relationships and connection of women in working through emotional distress and building personal empowerment is illustrated in the process model. The group process model of empowerment draws from both the current theories of women's psychological development and social interaction theory in illustrating the process toward empowerment occurring in females in group settings. A shelter group, designed for battered women, can provide the genesis for self-empowerment, a missing component in the adult development for most of these women. The evaluation of other women's groups demonstrates the occurrence of the empowerment process in diverse group settings. The process of instilling compassion for oneself Others, and engaging in mutually satisfying and empowering relationships can enrich the understanding of women's groups for work, study, support, peer supervision, friendship, business, research, activity, political action, governance, and peace keeping. Personal empowerment for women is essential to changing the institutional and societal conditions that currently contribute to the "disempowerment" of women. The process model can serve to structure and enhance groups designed for women's empowerment. For where women gather together, there exists a potentially fertile environment to develop connections and to attain personal empowerment. (ABL) ED351642
Guerrero, F., & Abbott, L. (Apr 1990). School Community Education Program in New York City 1988-89. Volume II. OREA Evaluation Section Report., 105pp. For related documents, see UD 027 504-507. This second volume of a four-volume evaluation of the 1988-89 New York City School Community Education Program (also known as the Umbrella Program) comprises reports evaluating nine innovative elementary school projects on social, ethnical, and environmental studies, four of which included staff development workshops. Evaluation sources included student preprogram and postprogram test outcomes, writing samples, teacher and student questionnaires, and the number of acceptances of participants into special high schools. Overall, the program was not as successful in meeting its stated objectives as in previous years. Each report contains a brief project overview, describes the research methodology, presents the findings, and provides recommendations for improvement. The following programs are evaluated: (1) The Museum Connection; (2) Peace Education Program; (3) E.C.O.L.E.Education and Camping Opportunity Through Learning Environment; (4) Urban Environmental Program for Elementary School Pupils; (5) Star Labs; (6) Wave Hill Urban Environmental Program; (7) Lenox-Hill Environmental Education Program; (8) Goddard-Riverside Environmental Education Program; and (9) Ethnic Awareness Program. Statistical data are included on 14 tables. Each report also includes examples of evaluation instruments. (FMW) ED319870
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Halpert, J. A., & And, O. (1990). Evaluation of a Peace Education Program: Results, Problems, and Needs., 7pp. Paper presented at the Annual Convention of the American Psychological Association (98th, Boston, MA, August 11, 1990). One approach of the peace movement has been the development of peace education course in schools and universities. This paper is an evaluation of the effects of one such course on the beliefs and attitudes of students. Two evaluations were done, one in the spring of 1988 and one in the winter of 1990. University students enrolled in a course titled, "National Security: Its Science and Technology," were assessed before and after the term and compared to a control group of students. Differences were found between the 1988 and 1990 groups of students, possibly due to the shift in world power positions. The primary effect of the course was to increase students' cognitive differentiation among related issues such as nuclear weapons, nuclear power, war, and SDI (Strategic Defense Initiative). Significant patterns of differences also were found between male and female students. A 7-item list of references is included. (Author/DB) ED339665
Hanlon, J. (1996). Peace without profit: how the IMF blocks rebuilding in Mozambique. Oxford Portsmouth, N.H.: James Currey ; Heinemann.
Harran, M. J. ([1990). Freshman Seminar Program: Chapman College. Final Report, 1987-89., 150p. Chapman College (California) developed a Freshman Seminar Program which provides a rigorous, integrative intellectual experience for students in the first semester of college study. The program's aims were to provide students with a common learning experience, to provide a basic foundation in history, geography, literature and other fields; to improve students' skills in oral and written communication and in the analysis and interpretation of ideas; to strengthen freshmen advising; to build a sense of community among small groups of freshmen; and to improve retention from the first to the second semester and from the freshman to the sophomore year. Various strategies were employed to develop a sense of "esprit de corps" and academic community among the faculty. The actual freshman seminar was taught by approximately 20 faculty from various departments, and focused on the topic "war and peace." Students received constant mentoring as they made the transition to the college setting. The program succeeded in creating a new sense of intellectual excitement and academic community as demonstrated by increased retention of students and development of new courses and teaching strategies by faculty. Attachments making up 75% of the document include: a list of faculty participants, course syllabi, speaker series information, student evaluation results, materials from a special exhibit, faculty responses to the seminar, faculty workshop information, and community recognition materials. (JB) ED359861
Hayes, M. D., Wheatley, G. F., & National Defense University. Directorate of Advanced Concepts Technologies and Information Strategies. (1996). Interagency and political-military dimensions of peace operations Haiti, a case study. Washington, D.C.: Directorate of Advanced Concepts Technologies and Information Strategies Institute for National Strategic Studies National Defense University. D 5.413:p 31 F1928.2
Hayes, M. D., Wheatley, G. F., & National Defense University. Directorate of Advanced Concepts Technologies and Information Strategies. (1996). Interagency and political-military dimensions of peace operations: Haiti, a case study. Washington, D.C.: Directorate of Advanced Concepts Technologies and Information Strategies Institute for National Strategic Studies National Defense University: For sale by the U.S. G.P.O. Supt. of Docs. F1928.2.i68 1996 972.9407/3 D 5.413:p 31
Hinton, H. L., & United States. General Accounting Office. (1998). Drug control observations on U.S. counternarcotics activities: statement of Henry L. Hinton, Jr., Assistant Comptroller General, National Security and International Affairs Division, before the Subcommittee on Western Hemisphere, Peace Corps, Narcotics, and Terrorism, Committee on Foreign Relations; and the Caucus on International Narcotics Control, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington, D.C. 20013): The Office. Ga 1.5/2:t-nsiad-98-249
Holtzman, W. H., & University of Texas. (1966). The Peace Corps in Brazil; an evaluation of the Sao Francisco Valley project. Austin,: International Office University of Texas.
Horowitz, S. V., & Boardman, S. K. (1995). The Role of Mediation and Conflict Resolution in Creating Safe Learning Environments. Paper presented at the Special issue: "Safe Schools Through a Comprehensive, Effective, and Positive Strategy: An International Perspective," edited by Miguel A. Gutierrez and Carlos H. Lepiz. The need for solutions to youth violence has engendered inappropriate uses of conflict-resolution and peer-mediation programs. A research review indicates that reducing aggression and violence requires schoolwide change in conflict attitudes and behavior and concurrent, intensive programs targeting specific problems of particularly aggressive children. (31 references) (MLH) EJ513320 Janke, R., & Peterson, J. Making PEACE Work: A Collaborative Model. Paper presented at the Montessori Life, 11, 1, 36-39 Win 1999. Describes use of an artist-in-residency approach to fieldtest a six-week curriculum to raise elementary school students' awareness of their natural empathy and teach them peacemaking and conflict resolution. Notes that teachers learned to share classroom dilemmas with students and students expressed themselves as peacemakers. Discusses how parents and teachers can create community and a sense of belonging in children. (Author/KB)
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_____. (Jul 1994). Physical Education Guide for Secondary Schools., 239p. This collaboration between teachers in Saint Lucia (West Indies) and Peace Corps volunteers offers a comprehensive physical education program for children and youth ages 10-18 years, including lesson plans, evaluation and assessment techniques, and psychological and physical growth and development characteristics for this age group. The program is not geographically-specific, and it contains pictures, drawings, charts, and graphs to illustrate various points. The curriculum has four main goals: to develop and maintain a high level of health- related fitness, to develop a knowledge of the sciences of physical education, to develop positive attitudes and behaviors for psychosocial development, and to develop and maintain a high level of skill-related fitness. The text includes notes for teachers on anatomy and physiology, biomechanics, body fat and weight control, cardiovascular fitness, circuits, flexibility, nutrition, sport psychology, and skill-related fitness. (Contains 15 references.) (NAV) ED391804
_____. (July 1999). Improving Girls' Education in Guatemala. Impact Evaluation. In Guatemala, many girls attend no school. A project by the United States Agency for International Development (USAID), Basic Education Strengthening (BEST), demonstrated that improving educational quality is the best approach to enhancing girls' participation. BEST included a Girls Education Program (GEP) activity. Under the BEST/GEP umbrella, several new strategies were tried, most notably mobilizing the private sector to action for girls' education and testing targeted interventions to improve the education of indigenous rural girls. Section 1, "Introduction," describes the problem. Section 2, "Background," discusses the war and the peace accords and examines the problem. Section 3, "USAID and Girls' Education in Guatemala," describes project implementation. Section 4, "CDIE Study Methods," describes the impact evaluation conducted by USAID's Center for Development Information and Evaluation (CDIE). Section 5, "BEST/GEP Successes and Shortcomings," describes program results. Section 6, "Findings: BEST/GEP Program Components," examines program components: the Franja Curricular (systemwide interventions to integrate gender issues); Eduque a la Nina (GEP's major component); bilingual education; Nueva Escuela Unitaria (improving learning via flexible individual and group study and active participation); technical assistance; and cost effectiveness. Section 7, "Findings: BEST/GEP Policy Initiatives and Outcomes," examines policy dialog and project conditionality, policy reform, private sector participation, donor coordination, sustainability, missing actors, and benefits to boys. Section 8, "Conclusions," discusses synergies unrealized and USAID's comparative advantage. Section 9, "Lessons Learned," discusses points that underscore GEP's two principal lessons regarding the need for broader and deeper participation and for concentrating on systemwide sustainable impacts. (SM) ED433313
_____. (Jun 1990). Proceedings of the 1990 IPMAAC Conference on Personnel Assessment (14th, San Diego, California, June 24-28, 1990)., 549p. Fifty-seven papers presented at the annual meeting of the International Personnel Management Association Assessment Council (IPMAAC) in 1990 are provided. Selected topics include: using the cloze technique for reading skills assessment; examining assessment techniques; job analysis; alternate strategies for assessing writing skills; assessment of workforce quality and employability skills; the use of job analysis in promoting workplace justice; advances in multiple-choice item writing and review; techniques to select workforce 2000 and its leaders; developments in personality measurement; the validation of R. Hogan's Prospective Employee Potential Inventory on school bus drivers; using video technology in the selection process; directions for the manager of tomorrow's assessment function; innovations in peace officer selection; recent innovations in public sector assessment; Navy research on advanced technologies for selection and training; effective assessment practice for the next century; finding and assessing selection instruments and consultants; structured interviewing; electronic document storagea case study; evaluating writing skills; using today's techniques and technologies to prepare for assessing the workforce in the year 2000; validation strategies; decentralizing an automated performance evaluation system; assessing clerical skills impacted by office automation; work sample based selection for assembly personnel meeting the demands of a Japanese management climate; selection criteria for the 1990simplications for job analysis; progress in assessment center methodology; use of non-traditional training and experience ratings; what bio-data predict; personnel selection that meets the evolving legal requirements; the effects of candidate orientation, candidate training, coaching, and management/supervisory training on assessment center performance; assessing physical ability; job qualification linkage system; and job analysis approaches. (SLD) ED337485
Jaros, B. N. (13 Nov 1991). E Pluribus Unum: The Possible Dream., 29pp. Rancho Santiago College Fifth Distinguished Faculty Award. The United States has, since its inception, epitomized the themes of peace, freedom, and the pursuit of dignity in concept. Founded as a multicultural nation, the United States adopted the motto "E Pluribus Unum" (out of many, one) to affirm its inclusivity. Throughout its history, the United States has been a haven for peoples fleeing war, poverty, or oppression. With a population representing so many cultures, there is a great chance for misunderstanding, but also, a greater potential for intellectual and creative contribution than is possible for most nations. At Rancho Santiago College, a concerted effort has been made to celebrate multiculturalism. Culture is that which binds people togethera collective memory that may be used as a contextual clue for present or future interpretation, evaluation, behavior, and beliefs. In the United States, a problem arises because of the dominance of the original immigrant group of White Anglo-Saxon Protestants. But even those who adopt this dominant culture also keep their roots based in the community from which they came. This results in the tendency to hyphenate nationalities, e.g., Vietnamese-American. Schools and colleges need to appreciate the tension that students caught between two cultures must face in trying to meet expectations for cultural assimilation in an American context, while meeting the expectations of cultural and language maintenance at home. Just as educators should work to include the learning styles of others into their programs, all students must take responsibility for becoming literate in the "currency" of America. Thus, cultural literacy must mean polycultural literacy. (DJD) ED342442
Johnson, C. E., Wan, G., Templeton, R. A., & Graham, L. p. S., Joan L. Page Length: 18. (2000). "Booking It" to Peace: Bibliotherapy Guidelines for Teachers. This paper provides guidelines for teachers of students with disabilities in the use of bibliotherapy in classroom settings. A brief history, definition, guidelines, and benefits of bibliotherapy are discussed relative to application for traditional classroom teaching. Guidelines include: (1) motivate the learner with interesting introductory activities and selected classroom activities and materials that represent diversity among families; (2) allow time for the reading of the bibliotherapeutic book by increasing the normal reading time by at least 25 percent or more; (3) provide ample time for students to develop their thoughts about the book; (4) furnish discussion follow-up time with questions that require a complete range of higher level thinking skills; and (5) evaluate the process and the outcome, directing the student or students to closure through self-evaluation. The paper also discusses the following effective practices for providing a supportive, safe, and positive discussion: using positive reinforcement, choosing predictable characters and situations, asking nonjudgmental questions, encouraging student-generated questions, extending classroom reading time for students who need it, and providing meaningful extension activities. A booklist of children's literature for bibliotherapy in the classroom is provided in an attached appendix. The appendix provides an extensive booklist divided into the following categories in relation to children's literature for bibliotherapy in the classroom: attention deficit/hyperactive disorder; dyslexia; learning disabilities; mental retardation; minorities and immigration; and disabilities; and social-emotional. (Contains 19 references.) (CR) ED451622
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Kelder, S., Frankowski, R., Murray, N., Zhang, Q., McAlister, A., & Orpinas, P. (February 2000). Outcome evaluation of a multi-component violence-prevention program for middle schools: the Students for Peace project. Health Education Research, 15(1), 45-58(14). This study evaluated the effect of Students for Peace, a multi-component violence- prevention intervention, on reducing aggressive behaviors among students of eight middle schools randomly assigned into intervention or control conditions. The intervention, based on Social Cognitive Theory, included the formation of a School Health Promotion Council, training of peer mediators and peer helpers, training of teachers in conflict resolution, a violence-prevention curriculum, and newsletters for parents. All students were evaluated in the spring of 1994, 1995 and 1996 (approximately 9000 students per evaluation). Sixth graders in 1994 were followed through seventh grade in 1995 or eighth grade in 1996 or both (n = 2246). Cohort and cross-sectional evaluations indicated little to no intervention effect in reducing aggressive behaviors, fights at school, injuries due to fighting, missing classes because of feeling unsafe at school or being threatened to be hurt. For all variables, the strongest predictors of violence in eighth grade were violence in sixth grade and low academic performance. Although ideal and frequently recommended, the holistic approach to prevention in schools in which teachers, administrators and staff model peaceful conflict resolution is difficult to implement, and, in this case, proved ineffective. The Students for Peace experience suggests that interventions begin prior to middle school, explore social environmental intervention strategies, and involve parents and community members.
Kelly, G., & University of New England. Centre for Peace Studies. (1998). Indonesia's transmigration scheme: an evaluation in terms of social justice. Armidale, [N.S.W.]: Centre for Peace Studies University of New England.
Khawajkie, E., Ed., & And, O. ([1996). What Makes a Good Teacher? Children Speak Their Minds=Qu'est-ce qu'un bon maitre? Les enfants ouvrent leur coeur=Como debe ser un buen maestro? Los ninos opinan., 35pp. Illustrations and colored type may not reproduce well. This booklet is a product of the UNESCO Associated Schools Project, a network of some 3,800 schools in 131 countries, which conducts pilot projects to promote education for peace, international understanding, and cooperation. Schools taking part in the project participated in an international contest asking for spontaneous reactions to the question "What makes a good teacher?" Of over 500 contributions received from students aged 8 to 12 years from some 50 countries, this booklet presents 9 drawings and 29 written responses in English, French, and Spanish. (ND) ED408274
Kimmel, P. R. (1991). Assessing the Impact of Peace Building Processes. It is important for those interested in contributing to a stable world peace to focus their attention and work on positive, proactive programs that will promote peace building rather than negative, reactive programs intended to reduce violence. This paper focuses on such a training program for international negotiators. The program is intended to develop self-awareness and intercultural communication skills that will enable the negotiators to understand and collaborate with each other more effectively in future negotiations. The impact of these informed negotiations on the process of peace building is assessed. Peace building is a process that takes place through social organizations and relationships that can deal with the conflicts, stresses, and frustrations that are inevitable in international relations without resorting to violent behavior and war. (DB) ED360254
Kmitta, D., & Berlowitz, M. (1993). Evaluation of the Center for Peace Education Programs 1992-1993. Final Report., 130pp. Funding also provided by the Greater Cincinnati Foundation and Jacob G. Schmidlapp Trusts. The Center for Peace Education is an ecumenical nonprofit organization that provides educational programs for peace and social justice in the Cincinnati (Ohio) area. In the 1980s, through a gradual process, the Center introduced nonviolence and conflict-resolution training into several urban schools in and around greater Cincinnati. In 1992 the Center began to offer college credit to some participants in its nonviolent conflict-resolution training. Two of the Center's programs are conflict-resolution curricula. The "Students' Creative Response to Conflict" (SCRC) and the Cooperative Discipline Program give both students and teachers the skills to resolve conflicts without violence. The Peer Mediation program uses trained student peer mediators to resolve conflicts that have already occurred between two students. These programs were evaluated in 1992- 93, with the SCRC's receiving the most attention. Direct observation and surveys of participants provided evaluation data. Evaluation of the three programs demonstrates that the organization is a valuable resource for reducing the potential for violence in the Cincinnati public schools. Four appendixes present details about the evaluation. There are 31 tables of evaluation data. (SLD) ED405390
Kuntz, P. S. (1997). Language Institutes in Sana'a, Yemen., 16p. A study investigated the characteristics of 14 second language institutes available to adults in Sana'a (Yemen), an area in which second language instruction has historically been difficult to obtain. Data were gathered through interviews and observation. It was found that seven of the institutions offer English instruction, and five offer Arabic instruction to expatriates. Four external governments (United Kingdom, United States, France, and Germany) and a number of private organizations, some established by former Peace Corps volunteers, offer instruction. Teacher qualifications, program design, evaluation, teacher pay, and tuition vary considerably across programs. Very few of the institutes prepare their own instructional materials; most used commercially published materials. Commonly-used Arabic materials are listed. Results indicate that program directors, teachers, and students concur on several language instruction issues: programs need to hire trained language teachers; in- service workshops on teaching techniques and curriculum development are needed; teachers should be paid for preparation time; and teachers should be able to observe colleagues teaching and to try new teaching techniques without fear for their jobs. All 14 institutes are listed, and addresses are provided for 11 of them. Contains 11 references. (MSE) ED404885 Kuroda, Y., University of California Berkeley. Survey Research Center., & Inter-university Consortium for Political and Social Research. Psychological constructs of international images a Japanese community study, 1963 [data file ( logical records) +]. Ann Arbor, Mich.: Inter-university Consortium for Political and Social Research [distributor]. This study was conducted during the summer of 1963 in Yoshitkawa-Machi, Japan. The sample includes two groups: a general population random sample of 287 registered voters and a group of 28 community leaders. The study includes a number of demographic variables: the respondents' sex, age, marital status, education, income, and occupation. Interest in the local community and degree of participation in local affairs are explored, as is the respondents' involvement in the political life of their community. Respondents were asked to react to certain world leaders and their countries - Japan, United States, Russia, and Communist China - and to abstract ideas such as peace and war by rating them on a series of descriptive scales. Another major portion of the study ascertains respondent self-evaluation, sociability, personal ideological orientation, and political efficacy. Inter-university Consortium for Political and Social Research [distributor]
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Lantieri, L. (1995). Waging Peace in Our Schools: Beginning with the Children. Paper presented at the Phi Delta Kappan, 76, 5, 386-88 Jan 1995. Describes the Resolving Conflict Creatively Program (RCCP), a student mediation process begun in 1985 as a collaboration between the New York City Public Schools and Educators for Social Responsibility's New York City chapter. RCCP now educates for intergroup understanding, alternatives to violence, and creative conflict resolution among students, teachers, parents, and administrators in five school systems across the country. (MLH) EJ494710
LeBlanc, P., Lacey, C. H., & Mulder, R., Jr. (1998). Conflict Resolution: A Case Study of One High School Class's Experience. Paper presented at the Journal for a Just and Caring Education, 4, 2, 224-44 Apr 1998. Examines one high school's implementation of a conflict resolution program, focusing on how the teacher's use of this process affected both teacher and students. Full development of a caring community, including mutual trust and respect, is needed to allow students to become fully self-responsible and empowered. The teacher's philosophy, self-efficacy, and distress levels affected implementation. (46 references) (MLH) EJ562545
Levinger, B., United States. Agency for International Development. Bureau for Food for Peace and Voluntary Assistance. Office of Program Policy and Evaluation., & Horace Mann-Lincoln Institute of School Experimentation. (1986). School feeding programs in developing countries: an analysis of actual and potential impact. Washington, D.C.: U.S. Agency for International Development. S 18.52/3:30
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Marzano, R. J. et al (1993). Assessing student outcomes: Performance assessment using the Dimension of Learning model. Washington DC: ASCD.
May, W. W., Ed. (Nov 1990). Ethics and Higher Education. American Council on Education/Macmillan Series on Higher Education., 398p. The purpose of this book is to provide a basic resource that defines the ethical issues in higher education and to offer a starting point for means of resolution or policy development in regard to them. Part 1 establishes an interpretive framework for the book in the following papers: "Institutional Culture and Ethics" (David Smith and Charles Reynolds); "Academic Principles of Responsibility" (Charles Reynolds and David Smith); "Through Thick and Thin: Two Ways of Talking about the Academy and Moral Responsibility" (James Laney). Part 2, focusing on activities and functions common to most institutions, contains "Academic Planning: Values and Decision Making" (Richard Morrill); "Admission Recruiting and Selection: Some Ethical Concerns" (Alice Cox); "Ethical Issues in Intercollegiate Athletics" (Lonnie Kliever); "Institutional Advancement: Survival with Integrity" (Harlan Stelmach and Mark Holman); "Ethical Issues in Faculty Evaluation" (George LaNoue). In part 3, a number of current and pressing issues are examined in the following papers: "Affirmative Action: Solution or Problem?" (Donna Shavlik); "Cheating and Plagiarism" (Richard Fass); "Legitimate Limits on Free Expression" (Deni Elliott); "Racism on Campus" (Mark Chesler and James Crowfoot); "The Challenge of Diversity" (J. Herman Blake Others); "The Guardians of Heloise? Sexual Harassment in Higher Education" (Mary Jo Small); "Student Social Concerns" (Margaret Barr); "Values and Ethics in the Graduate Education of Scientists" (Jules LaPidus and Barbara Mishkin); "Regulating Proprietary and Classified Research: Some Observations on Current University Policies" (Nicholas Steneck); "When Responsibilities Conflict: Stock Ownership and South Africa" (Raymond Bacchetti); "Ethics and Educational Assessment" (Marjorie Peace Lenn and D. Jeffrey Lenn); "Ethical Challenges of the College and University Presidency" (Daniel Perlman). References accompany each paper. (JDD) ED325038
McCracken, J. B., & Starr, R. (1998). YWCA Cares for Children: A Guidebook for YWCA Child Care Centers., "Major contribution to Part I by Janet Sola." Page Length: 493. Providing child care to young children has been an important part of the mission of the Young Women's Christian Association (YWCA) since the early days of the organization. Noting that one of the most frequently identified needs of current YWCA child care programs is a guide for providing child care within the association's mission, this guidebook for YWCA child care centers compiles resources contributed by YWCAs across the country. Part 1 of the guidebook presents an overview of YWCA child care, including a history of the organization, description of basic requirements for a mission-driven YWCA child care program, and a description of the current social-political context in which child care operates. Part 2 contains a multitude of resources submitted from YWCAs across the country and is organized in the following areas: (1) basic YWCA child care operations, including philosophy, community needs assessments, funding mechanisms, ethics and confidentiality, and operating policies and procedures; (2) family support systems, including registration and orientation, financial agreements, child health and safety documents, family handbook, communicating with families, and program evaluation; (3) staff supervision and development, including personnel records, effective interviewing, job descriptions, teamwork, professional development, and staff performance evaluation; (4) program implementation, including program policies and procedures, curriculum planning, child observation tools, program self-evaluation, and resources supporting inclusion, diversity, and peace; and (5) child care administration, including fiscal matters, program records, and marketing tools. Four appendices provide nonracist, nonsexist guidelines, recommended terminology, a list of relevant organizations, and public policy resources. A form for evaluating the guidebook completes the document. (KB) ED447914
McKenry, P. C., Clark, K. A., & Stone, G. (1999). Evaluation of a Parent Education Program for Divorcing Parents. Paper presented at the Family Relations, 48, 2, 129-37 Apr 1999. Compares participants in a parent education program [Parents' Education about Children's Emotions Program (PEACE)] mandated for divorcing parents with a similar sample of individuals who had not participated in such a program. Although the findings provide little evidence for the longer-term impact of this program, the program participants expressed a high level of satisfaction with the program and believed that it was very beneficial. (Author/GCP) EJ598778
Melko, M. (1998 Length: 257 Page(s)). A Professor's Work. This book describes a year-long participant-observer case study of the professorship as a profession. Following an introductory chapter, each chapter examines one aspect of the professor's occupation by recounting the specific experiences of the author, a sociology professor at Wright State University (Ohio). Chapter 2 looks at the department as the center of power for the professor, and details the process of searching for and hiring a new member. Chapter 3 examines the department's reactions to an administrative change in the size of general education classes. Chapter 4 describes several additional events of the study year, such as reactions to major scheduling changes and failed development of a peace studies concentration. Chapter 5 focuses on teaching functions, including textbook selection, syllabus development, use of class time, examinations, student evaluation, and evaluation of the professor by students. Chapter 6 considers the diverse body of students, and their varying agendas and relationships with the professor. Chapter 7 is about the research and scholarship function, and chapter 8 recounts reactions of colleagues to this specific study. Chapters 9 and 10 consider the professor's service role and the professor's family life, and chapter 11 sums up the professor's role as a professional. (Contains 65 references.) (DB) ED427647
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Nisivoccia, J. D. (1995). A District-Wide Multi-cultural High School Curriculum., 187p. This document contains a proposal for a district-wide multicultural high school curriculum for the Belleville Public Schools, Edison (New Jersey). The curriculum is designed to promote student bonding for peace and harmony by focusing on the total school environment and raising student, parent and staff consciousness about the many different cultures of the community and their contributions to society. It will help students develop positive self- esteem as students of different cultural backgrounds learn to understand and accept each other. The planned "culturally coherent multicultural curriculum" is a diverse curriculum that is connected in visible and explicit ways to show a sense of compelling purpose in education. Enlisting public support is an integral feature of the curriculum development plan. Planned outcomes include student outcomes in learning, behavior, and skill areas. Learning activities will include a variety of approaches, including arts, role plays, multicultural ceremonies and celebrations, group work, field trips, class projects, and other acknowledgments of ethnicity and cultural diversity. Evaluation will be the final component of the curriculum. This document contains the Executive Summary, which serves as an introduction to the planned curriculum, the curriculum proposal with plans for its development by a 21-member committee, a discussion of the instructional and methodological approach to be taken, and a funding proposal for implementation in the school district. Appendix A to Part 2, the curriculum proposal, reviews the legal authority for the curriculum and Appendix B contains four handouts for public information. Part 3, "Instructional and Methodological Approach," contains two appendixes, a positive framework for ability grouping and a summary of content and learner outcomes. Part 4, the funding proposal, contains three appendixes: (1) readings on racism and education; (2) a sample letter for parents; and (3) a bibliography of works on the educator J. H. Pestalozzi. (Contains 36 references.) (SLD) ED421555
Noddings, N. (1991). The Gender Issue. Paper presented at the Educational Leadership, 49, 4, 65-70 Dec 1991. Using male experience as the policy standard is becoming increasingly problematical. Instead of pointing to women's mathematics deficiencies, we might ask why men lag behind women in elementary school teaching, nursing, and full- time parenting. Given current conditions of poverty, crime, and child neglect, our society may be ready to raise its evaluation of "women's work." (MLH) EJ437563
Noddings, N. (1992). Social Studies and Feminism. Paper presented at the Theory and Research in Social Education, 20, 3, 230-41 Sum 1992. Discusses feminism and its role in social studies. Suggests that adding a few female names and faces has not changed the inherent masculinity of the culture. Argues that women's contributions are overlooked because they do not fit the male model of achievement. Suggests that women's culture must be articulated in the social studies. (DK) EJ461803
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Osborne, K. (1994). An Early Example of the Analysis of History Textbooks in Canada. Paper presented at the Canadian Social Studies, 29, 1, 21-25 Fall 1994. Reports on an analysis of history textbooks used in Canadian schools during the 1930s. Presents a set of six criteria used by the evaluators. Concludes that the textbook study is a reminder of the period when the social studies curriculum was the subject of political criticism from the left. (CFR) EJ500288
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_____. (1990). Peace Corps Aquaculture Training Manual. Training Manual T0057., 324p. This Peace Corps training manual was developed from two existing manuals to provide a comprehensive training program in fish production for Peace Corps volunteers. The manual encompasses the essential elements of the University of Oklahoma program that has been training volunteers in aquaculture for 25 years. The 22 chapters of the manual are arranged in three sections. Chapters 1-9 introduce the aquaculture training program and provide information on the following: philosophy and methodology, goals and objectives, site requirements, length of training, trainee qualifications and assessment, staff qualifications and training, and summaries of 8- or 10-week training programs and program design considerations. Chapters 10-19 take the instructor through a 10-week program, with Chapter 10 outlining the program and the following chapters providing the training materials for each week of the program. Chapter 20 discusses program evaluation; and recommendations for in-country training. Lists of publications, equipment, and materials comprise the final two chapters. (KC) ED327732
_____. (1994). Peace Corps Training. Supplement to Peace Corps Programming and Training System Manual. Information Collection & Exchange T0083., 81pp. For other volumes of the "Peace Corps Programming and Training System Manual," see ED 318 881 and CE 076 237-240. The Peace Corps Programming and Training System (PATS) manual is designed to help field staff members of the Peace Corps train volunteers. This supplement to the manual was developed as a resource for planning training events and for preparing training materials and documentation. The information included in this supplement expands on the guidance found in section V of the PATS manual. It is a compilation of materials and ideas that present proven models and examples of PATS-consistent training documentation and formats. This supplement is organized in 10 sections: (1) overview; (2) Peace Corps training standards; (3) programming and training linkages; (4) pre-service training (PST) staff training; (5) statements of work (SOW); (6) pre-service training preparation checklist; (7) trainee assessment and qualification process; (8) training evaluation guidelines; (9) training staff performance appraisal; and (10) preservice training final reporting guidelines. (KC) ED418298 Available from: Peace Corps, Information Collection & Exchange, 1990 K Street, N.W., 8th Floor, Washington, DC 20526.
_____. (1994). Programming and Training for Peace Corps Agricultural Projects. Supplement to Peace Corps Programming and Training System Manual. Information Collection & Exchange T0078., 88pp. For other volumes of the "Peace Corps Programming and Training System Manual," see ED 318 881 and CE 076 236-240. The Peace Corps Programming and Training System (PATS) manual is designed to help field staff members of the Peace Corps train volunteers. This supplement to the PATS manual was developed to provide complementary information about key aspects of Peace Corps programming and training for agriculture. It is intended for individuals involved in Peace Corps agriculture programming and training, such as Peace Corps staff, contractors or consultants, and staff of host country agencies. The supplement uses examples drawn from a wide variety of countries to illustrate the process of programming and training design. The first section of the supplement provides an overview of agriculture projects and explains how using PATS can enhance project effectiveness. Following this introduction, four sections provide sector-specific information on program assessment, project development, training, and evaluation. These sections correspond directly to sections in the PATS manual. Four appendixes provide the following: (1) project goals, objectives, and milestones planning samples; (2) Peace Corps volunteer assignment description cover; (3) form for Peace Corps volunteers quarterly workplan and report; and (4) sample site survey form. (KC) ED418299 Available from: Peace Corps, Information Collection & Exchange, 1990 K Street, N.W., 8th Floor, Washington, DC 20526.
_____. (1994). Programming and Training for Peace Corps Education Projects. Supplement to Peace Corps Programming and Training System Manual. Information Collection & Exchange T0080., 67pp. For other volumes of the "Peace Corps Programming and Training System Manual," see ED 318 881 and CE 076 236-240. The Peace Corps Programming and Training System (PATS) manual is designed to help field staff members of the Peace Corps train volunteers. This supplement to the PATS manual was developed to provide complementary information about key aspects of Peace Corps programming and training for education. It is intended for individuals involved in Peace Corps programming and training, such as Peace Corps staff, contractors or consultants, and staff of host country agencies. The supplement uses examples drawn from a wide variety of countries to illustrate the programming and training development process. The first section of the supplement provides an overview of Peace Corps' past, current, and potential roles in education for development and addresses how the use of PATS can enhance that role. Following this introduction, four sections provide information on program assessment, project development, training, and evaluation. (KC) ED418300 Available from: Peace Corps, Information Collection & Exchange, 1990 K Street, N.W., 8th Floor, Washington, DC 20526.
_____. (1994). Programming and Training for Peace Corps Women in Development Projects. Supplement to Peace Corps Programming and Training System Manual. Information Collection & Exchange T0084., 62pp. For other volumes of the "Peace Corps Programming and Training System Manual," see ED 318 881 and CE 076 236-239. The Peace Corps Programming and Training System (PATS) manual is designed to help field staff members of the Peace Corps train volunteers. This supplement to the PATS manual was developed to provide complementary information about key aspects of Peace Corps programming and training for women in development. It is intended for individuals involved in Peace Corps programming and training, such as Peace Corps staff, contractors or consultants, and staff of host country agencies. The supplement uses examples drawn from a wide variety of countries to illustrate the programming and training development process. This supplement provides an overview and framework of how Peace Corps sectors can integrate gender into their "mainstream" development efforts. It provides guidelines for project planners, managers, and trainers designed to help make the integration of women into project and training design and implementation smoother and more routine. Following an introduction in the first section, the following topics are covered in the remaining sections: (1) using PATS to integrate gender concerns across sectors; (2) project development in agriculture, education, environment, health, small business, urban areas, and writing volunteer assignment descriptions; (3) training in gender and development; and (4) evaluation. Appendixes contain 11 references and a gender checklist; and sample program goals objectives, milestones, and tasks list. (KC) ED418302 Available from: Peace Corps, Information Collection & Exchange, 1990 K Street, N.W., 8th Floor, Washington DC 20526.
_____. (1994). Programming and Training for Peace Corps Youth Development Projects. Supplement to Peace Corps Programming and Training System Manual. Information Collection & Exchange T0085., 82pp. For other volumes of the "Peace Corps Programming and Training System Manual," see ED 318 881 and CE 076 236-240. The Peace Corps Programming and Training System (PATS) manual is designed to help field staff members of the Peace Corps train volunteers. This supplement to the PATS manual was developed to provide complementary information about key aspects of Peace Corps programming and training for youth development. It is intended for individuals involved in Peace Corps programming and training, such as Peace Corps staff, contractors or consultants, and staff of host country agencies, Peace Corps volunteers, counterparts, and beneficiaries. The supplement uses examples drawn from a wide variety of countries to illustrate the programming and training development process. The first section of the supplement provides an overview of Peace Corps' past, current, and potential role in youth development and addresses how the use of PATS can enhance that role. Following this introduction, four sections provide information on program assessment, project development, training, and evaluation. These sections correspond directly to sections in the PATS manual. Two appendixes provide (1) project goals, objectives, and milestones planning sample; and (2) task lists. (KC) ED418301 Available from: Peace Corps, Information Collection & Exchange, 1990 K Street, N.W., 8th Floor, Washington, DC 20526.
Page, K. (1928). Recent gains in American civilization. New York,: Harcourt Brace and company.
Parkinson, B., Ed. (1998). Edinburgh Working Papers in Applied Linguistics, 1998. Paper presented at the 130pp. For individual articles separately analyzed, see FL 025 388-395. Papers on applied linguistics and language pedagogy include: "Non-Exact Quantification in Slide Presentations of Medical Research" (Ron Howard); "Modality and Point of View: A Contrastive Analysis of Japanese Wartime and Peacetime Newspaper Discourse" (Noriko Iwamoto); "Classroom Transcripts and 'Noticing' in Teacher Education" (Tony Lynch); "Questions of Presentation: Evaluating Success in EAP Seminar Skills Classes" (Tony Lynch); "Butterflies in the Rain Forest? Ethnography and the Business English Student" (Jill Northcott and Gillian Brown); "Translator, Traitor, Source of Data: Translations of 'Foreign Phrases' as an Awareness-Raising Exercise" (Brian Parkinson); "To Code or Not To Code?" (Brian Parkinson, Parveen Sandhu, Manel Lacorte, Lesley Gourlay); and "Ewebuation" (Joan- Tomas Pujola). (MSE) ED421883
Payne, M., & And, O. ([1993). Project STOP Final Evaluation Report, 1991-1992. OREA Report., 160pp. For related documents, see CG 025 137-138. This report presents the results of the Office of Research, Evaluation, and Assessment's (OREA) evaluation of the implementation of the first year (1991- 1992) of Project STOP (Schools Teaching Options for Peace), a comprehensive conflict resolution and peer mediation program for middle schools in the New York City Public Schools. It describes Project STOP as consisting of three components: (1) student peer mediation; (2) curriculum; and (3) parents. The majority of the data presented in this report came from on-site interviews with school-based project participants in 7 of the 15 STOP schools. Chapter I gives an overview of the background of the project, program description, and evaluation objectives and methodology. Chapter II details participant selection as well as demographic and conflict resolution/mediation experience prior to project enrollment. Chapter III discusses training activities and participants' reactions to them. Chapter IV presents agency implementation findings, and chapter V focuses on school-based participants' perceptions of and reactions to their program experiences. Chapter VI details school-based participants' assessments of project success, and chapter VII contains OREA conclusions and recommendations for program improvement. Also included are references and an evaluation report addendum. The evaluation concludes that the first year of Project STOP was successful, and that the level of implemen
