2492 Chapters
Medium 9781475816167

Universal Values and Particularistic Values in World Educational Systems

International Journal of Educational Reform Rowman & Littlefield Publishers ePub


UNESCO International Institute for Capacity Building in Africa, P.O. Box 1177, Addis Ababa, Ethiopia


The Post Cold War Global Village and Global Market

In an age when it is difficult to escape from the concept as well as the reality of the global village and the global market, it is pertinent to examine whether there are values and cultures that are universally accepted and applied, and whether on the other hand, in a pluralist world, we are bound to have differing and indeed contradictory values and cultures, and that understanding, tolerance, acceptance and integration of values and cultures that are not initially our own, are the key virtues to be cultivated.

The disintegration of the Soviet Union and the subsequent end of the Cold War appear to have resulted, on the one hand, in the dominance of Western thinking, values and culture, and on the other hand, in the strengthening of traditional values as embodied in a number of world religions, in particular Islam, which has become more and more widespread; Hinduism which has managed to become a political force in India; Christianity in the forms of Orthodox Christianity in the former Soviet Union, Roman Catholicism in many developing countries and in the United States, the Apostolic religions in East and Southern Africa, and Protestantism as expressed through the Religious Right in the United States. At the same time, as the danger of a large scale nuclear world war between the two rival ideologies of Communism and Capitalism recedes, the end of the Cold War has seen the eruption of a plethora of small but devastating conflicts, such as those epitomized by Bosnia and Rwanda. How are we to understand these hundreds of small, but nevertheless, devastating conflicts in terms of the clash of values and cultures; of opposing world views? Or, are these conflicts a manifestation of other important issues, such as the rivalry for material resources? Or, is it impossible to separate material needs from spiritual values within a society? And, what is the future picture of the nation-state within the global village?

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Medium 9781475837551

Evaluating a Computer Flashcard Reading Intervention with Self-Determined Response Intervals in a Post-Secondary Student with Intellectual Disability

Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Evaluating a Computer-Based Flashcard Reading Intervention with Self-Determined Response Intervals in a Post-Secondary Student with Intellectual Disability

Samantha Cazzell

Kala Taylor

Christopher Skinner

Merilee McCurdy,

Amy Skinner

Dennis Ciancio

Tom Beeson

David Cihak

ABSTRACT: A multiple-baseline across-tasks design was used to evaluate the effects of a modified computer-based flashcard intervention on sight-word reading in a post-secondary education student with disability. A fixed response interval strategy was modified so that the student self-determined each response interval. The student quickly learned to control response intervals and results provide convincing evidence that the procedure enhanced sight-word acquisition. Although assessments conducted 48 days after the final treatment showed the student maintained less than half of words acquired, a brief three-session re-learning phase allowed the student to re-learn over 90% of these words. Discussion focuses on future research, including investigating possible benefits associated with allowing students with intellectual disability to self-determine response intervals.

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Medium 9781442229198


Pro Ecclesia Rowman & Littlefield Publishers PDF






Maura Hearden

The French ecumenical Dombes Group observed, “the Virgin Mary . . . is perhaps the point at which all the underlying confessional differences, especially in soteriology, anthropology, ecclesiology, and hermeneutics, become most clear.”2 Hers is the story of the way in which God has chosen to save mankind. It concretizes the aforementioned doctrines resulting in a uniquely powerful immediacy of understanding. For this reason, post-Reformation Christianity has often regarded the mother of our Lord as a symbol of that which divides us and a potentially inflammatory topic for those engaged in ecumenical dialogue. Such a state of affairs can be nothing less than tragic for all who desire a common Christian household, a household that must surely include the woman from whom the Son drew his humanity.

Fortunately, nearly a century of intra-Christian dialogue has chipped away at the walls that divide us and laid the groundwork for some significant progress in the area of Mariology. The most obvious signs of progress can be found in laudable dialogue efforts focusing specifically on “Marian” topics, each resulting in varying degrees of agreement.3

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Medium 9781475823776

Fifty Years Down the Road: Have We Lost Our Way?

Journal of School Public Relations Rowman & Littlefield Publishers ePub



ABSTRACT: Over the course of the past five decades, we have embarked on the path toward educational equity that is strewn with obstacles and roadblocks, forcing us onto a winding path with the end not yet in sight. In order to fulfill the legacy of Brown, attention should be applied to the reconceptualization of multicultural education as an operationalized plan of action to end educational inequities of diverse students. We propose a reformed perspective on multicultural education that includes attention to school community relations and professional development as a new direction to improve the quality of schooling for all children.

The 50th anniversary of Brown v. Board of Education provides an opportunity for educators, researchers, activists, and policymakers to commemorate the 1954 ruling, called “one of the most important decisions ever issued by the U.S. Supreme Court” (Anonymous, 2002, p. 11). The 50th anniversary of this landmark ruling is a reminder that all children have the right to high-quality education (p. 11). Despite the Brown decision, serious inequities still exist within our nation’s schools. Students from culturally and linguistically diverse backgrounds often do not fare well in public education and are plagued by problems such as the achievement gap, overrepresentation in special education, high suspension and expulsion rates, and high dropout rates (Jencks & Phillips, 1998; Losen & Orfield, 2002; Townsend, 2000). This half-century-old mandate for racial desegregation in schools has been insufficient to remove the countless barriers to equitable quality education for students from diverse cultural or linguistic backgrounds that exist in public education. It is, perhaps, unrealistic to expect that legislation primarily concerned with access should be the sole vehicle toward educational equity. Although the intent of the court was clear, in the wake of the Brown decision, many wrong turns have been taken on the pathway to equal educational opportunity for all students. Still, the path remains strewn with obstacles and roadblocks in the form of biases, prejudices, and misunderstandings, and the road is muddied by failure to look beyond the architectural parameters of school buildings to find valid solutions. Given that the quality of education is highly influenced by social, psychological, and economic factors, it is clear that legislation must be accompanied by effective action plans that address school, student, and community interactions and define specialized training for the professionals who facilitate those interactions.

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Medium 9781475811599

“He's a Nice Man, but It Doesn't Help”: Principal Leadership, School Culture, and the Status of Deaf Children

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub


ABSTRACT: Building principals are confronted with a host of challenges, particularly when serving children who live outside of the stereotypical mainstream. This article, drawn from a larger ethnographic study, examines the leadership behavior of one building principal who was the administrator for a program serving deaf and nondeaf children. Although students and teachers saw the principal as a caring and highly skilled administrator who made verbal commitments to building an integrated and caring school community, the school culture was ultimately exclusive. The norms of the dominant nondeaf culture went largely unquestioned, and the deaf students were reminded daily of their diminished status. This article concludes with a discussion of deaf education, educational administration, oppressive niceness, and how leadership practices can be moved toward a social justice ethic for students with special needs in general and for deaf students in particular.

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