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Standardized testing is a human rights issue that continues to plague the educational systems in developed nations. Within countries like the United States and the United Kingdom, vexatious accountability measures, such as those provided by standardized testing, have polarized the educational arena, leaving in its wake a litany of human rights concerns. This culmination of over-testing and outcome-only driven education equates to an end game where employment and dollar signs erode the very fabric of human rights for children. In this paper, we hope to inspire understanding of the issues of contention happening in developed nations today regarding standardized testing issues, and we will make recommendations that may help these nations move from the statistical to the enlightened view of growing responsible and civicminded citizens into the twenty-first century. [ABSTRACT FROM AUTHOR]

This paper positions public mass gun violence (PMGV) as an intergenerational consequence of the violence of colonization, coloniality, and slavery in the United States. I map how the shooter's white privilege, alongside his white/male fragility, combined with a national consciousness built on an ethos of colonization and coloniality, leads him to believe he has unearned "rights" to the social riches of the center. I proffer that most of us who benefit from capitalist, neo-liberal, patriarchal state and social institutions are complicit in co-creating the conditions that produce PMGV's gunboys and gunmen because in order to benefit from these institutions, we perpetuate a system of insiders and outsiders. As illustrated, some possibilities for allaying violence are grounded in practicing critical self-reflection and capacities for discomfort. [ABSTRACT FROM AUTHOR]

The youth media movement, which now has a place in countless venues, communities, and scholarly discourses, reflects an evolution of practices pioneered in the 1950s and 1960s as amateur filmmaking increasingly became a reality in American families and schools. In this paper, we examine the films of Robert J. Clark, Jr. as a representative early example of predominant modes of expression within the youth media community. We seek to identify the links between past and present in the continued popularization of youth media practices in schools, after-school learning environments, and camps as an issue of significant importance for archivists and historians, communities, and schools. This paper examines the historical development of a youth media practitioner who worked in both a school and an after-school learning environment for over 25 years, beginning in 1970 and continuing to 2005. We conducted a study of narrative feature-length films created by children ages 9 -17 from a private archive of youth media work collected by the founder of Cinekyd, a for-profit youth media project developed in Philadelphia by Robert J. Clark, Jr. In this paper, we track the evolution of four films created between 1976 - 1982 as both historical film objects and as evidence of learning experiences. Though its amateurishness can often be strange, even off-putting, to wider audiences (one reason why much youth media is rarely showcased and often discarded upon completion), youth media and documentation of its creation also offer insights on the relationship between children and their adult mentors and between youth media authors and their presumed and real audiences. [ABSTRACT FROM AUTHOR]

Alberta Education has been engaged in reviews and reforms of special education, and attempting to describe and move toward more inclusive ways of supporting students with disabilities since 2008. These efforts have, at times, resulted in more progressive and inclusive education policies and, at times, seemed somewhat halting. The obstacle to realizing policies that are more consistently inclusive, the authors believe, has been a continuing tendency toward deficit understandings of disability. In this paper, the authors critique recent inclusive education reform and current policy documents in light of ongoing barriers to inclusion, both in practices in schools and in continuing deficit-based tendencies in some current policy statements and resource manuals. The authors conclude by making a series of recommendations, including a consideration of the activist discipline of Disability Studies in Education, to guide continuing reform efforts along more genuinely inclusive lines. [ABSTRACT FROM AUTHOR]

Construction management education programs must endeavor to provide students with instruction on cutting edge technologies to ensure that these students are prepared for entry level positions into the construction industry today. The use of mobile technology is rapidly growing throughout the United States design and construction industry. Based on a review of accredited programs in the United States, construction management students receive little exposure to the vast amount of mobile technologies used in industry. This paper provides a framework for how the McWhorter School of Building Science at Auburn University proposes to integrate mobile technology into the construction management curriculum. A search and filter process of the Apple™ iTunes App Store was completed to discern which apps were most applicable to construction management. The learning objectives for professional program core construction management courses taught in the McWhorter School of Building Science were reviewed and compiled. App capabilities were analyzed and tied to the appropriate course learning objectives. The conclusions of the analysis showed that there is vast opportunity to integrate mobile technologies into construction management curricula. Future research includes the development of course specific exercises to assess the improvement of student learning through use of mobile technologies, as well as how this framework could extend beyond the programs in the United States into other countries. [ABSTRACT FROM AUTHOR]

The idea that education in America is deteriorating is emotionally charged and controversial. While there is no disputing that education levels in the United States continue to rise, there is also a pervasive notion that this was accomplished by gradually reducing the readability level and general difficulty of textbooks. One tool often employed in the defense of education is the employment of readability indices in the evaluation of textbooks. There are a variety of these readability indices that serve the purpose of indicating a grade level for a particular piece of writing (Kinkaid, et. al., 1975). It’s relatively easy to find dozens of sites where a teacher or interested person can submit text or a URL with the purpose of finding out the reading level expressed as a grade level for a particular piece of text. Most sites report on five different indices: Automated Readability Index, Flesch Reading Ease, Flesch-Kinkaid Score, Gunning-Fogg Index, and SMOG Index (Simplified Measure of Gobbledygook). This paper addresses these indices, their applications, and the drawbacks of their use.. [ABSTRACT FROM AUTHOR]

Copyright of Papeles de Población is the property of Universidad Autonoma del Estado de Mexico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The topic of this paper is the self-imposed limits of Library and Information Science discourse and its institutional discipline. In particular, this paper discusses the disciplinary limits that the field places upon itself, its phobia regarding critical theory and interdisciplinary work (outside of computer science), and why public information, such as 'the news,' is not seen as part of our domain of inquiry. It also engages how persons are understood and constructed as 'information seeking' subjects in this field, including LIS students and researchers. Finally are questions of the overarching disciplining of students and researchers toward 'positive' research in the field, a research that is, in part, often founded upon very shaky 'foundational' theoretical models. Arguably, these questions are linked in the construction of an 'informationalized,' rather docile and uninteresting, political subject, both within and outside of information research in the university, both within and outside of information professionalism, and in the public at large, which should all now be educated to be "information professionals" in a critical manner. All of this is more striking given the amount of verbiage in the past twenty years or so about the presence and the importance of 'the information age.' These questions are specific to Library and Information Science, but they also extend out to information science more generally understood and to questions about the formation of subjectivity in the contemporary university and in U.S. politics. Issues regarding method and critique are central in this paper. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Working periodically between 1995 and 2005, a team of scholar-practitioners involved in related streams of strategic management and systems thinking developed a series of conceptual maps that attempted to integrate ideas from these theoretical and practical fields. Whimsically dubbed the Thinking Persons' Institute Worldview, these maps provided the basis for an integrated approach that has been used over the past five years to improve teaching and practical interventions in both areas. This paper reports on successful efforts to teach the TPI worldview to classes of students at the University at Albany, the University of Minnesota, and the University of Strathclyde, although the main emphasis is on a one-week seminar at the Humphrey Institute at the University of Minnesota. The paper concludes with an evaluation of these experiences. [ABSTRACT FROM AUTHOR]

For too long, public leadership scholarship has overlooked women as leaders in the United States as well as the gender dimension of leadership. This paper will argue that public affairs leadership education in the United States should become gender inclusive, which would entail teaching leadership scholarship by and about women, examining women's and men's concrete leadership experiences in the public sector, and making relational leadership more central to broader disciplinary discussions on public leadership. This paper begins by first gendering the concepts of leader and leadership, and then it describes briefly the debate over whether gender matters in leadership. It then examines the gender and leadership research within public affairs. A pivotal contribution of this research is the emergence of relational leadership, which is examined as a distinct approach to leading. The paper concludes by discussing how gender leadership literature can inform the teaching of public leadership and in particular the author's own attempt to integrate this scholarly work into a graduate organization theory class. [ABSTRACT FROM AUTHOR]

The paper seeks to demonstrate the existence of institutional racism in Hawaii, with Filipinos as victims of systemic discrimination. The paper cites data from the 1980 U. S. census to show that Filipinos are a disadvantaged group in Hawaii: they have lower levels of income and education, lower-paying fobs, and lack political power. In California the picture is much better for Filipinos, so the explanation of Filipinos' lower status in Hawaii must rely on specific conditions in Hawaii rather than on theories about the alleged inferiority of Filipinos or about recency of migration as a basis for socioeconomic difficulties. The paper concludes with instances of open racism against Filipinos by specific political leaders in Hawaii state governments. Specific examples of insensitivity are cited. [ABSTRACT FROM AUTHOR]

The article presents various papers about service learning projects, social studies projects, research and collaborative efforts of teachers and universities to enrich the education of adolescents, and other ideas that can be adapted to the middle school environment in the U.S. One of the papers reports that the Division of Continuing Education of Bank Street College of Education, New York City, is working to change the lives of inner city children, their families, and communities by emphasizing collaboration.

This paper examines how two social studies teachers in New York and Arizona engage newcomer youth in active citizenship education. Using a framework of culturally responsive active citizenship education, this article sheds light on how two teachers, in two different social, political, and educational contexts, enact critical citizenship practices and culturally responsive teaching. Findings from this study have the potential to inform how best to support newcomer students' understanding of and engagement in active citizenship in their local community(ies). [ABSTRACT FROM AUTHOR]

The United States is currently facing a crisis in health care and health professions education. Various studies (Committee on Quality of Health Care in America 2000; 2001; General Accounting Office, 2001) have documented astonishing death rates from medical errors as well as nursing and physician shortages. Thus it is obvious that the traditional "hands on" model historically used to teach and assess clinical judgment competence is or has become inadequate. New advances in simulation and web-based technologies can, if leveraged well, help educators address these challenges. Thus far, high fidelity simulation (HFS) clinical skills education sessions have been primarily conducted and debriefed in real time and the use of any related video recordings has been confined to faculty re-garding its review. The goal of this project was to pilot test the impact of providing students the opportunity to review the video of their simulated session while reflecting on their performance within a structured format. The live debriefing that is a part of HFS sessions is also a form of reflection. The guided reflection prompt exercise used in this pilot is a secondary form of reflec-tion. This paper describes the theoretical basis for this exercise, the findings of its initial evaluation and post study research that illuminates its limitations. [ABSTRACT FROM AUTHOR]

This paper describes an action-based model for a Master of Public Administration emphasis in Local Governance and Community Development, along with preliminary observations during pilot implementation. This series of four courses delivers substantive and sustained community outreach in a proven developmental process while providing students hands-on learning opportunities that build core professional competencies by putting theory into practice in a real-time, reflective manner. Students who complete all four courses are uniquely prepared to step into local governance activities that build community capacity and engage community stakeholders in collaborative planning and action. Readers are encouraged to adapt and adopt this integrated outreach, service learning, and action research model to most effectively meet these dual technical assistance and learning objectives. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values. Although culturally responsive pedagogy has emerged as a promising avenue for promoting student achievement, instructional tools are needed to support application of theory in multicultural classrooms. In this paper, we provide a framework for linguistic and academic development, contextualized within a larger model of biography-driven instruction. Instructional strategies implemented throughout the lesson are described, and their usefulness for improving teacher performance is explored. [ABSTRACT FROM AUTHOR]

Abstract: Economic contribution rate of education (ECRE) is the key factor of education economics. This article selected China, South Korea, United States and other countries for a total of 15 samples, and put the data of the same period under the framework of soft computing, to simulate the production chain of “education–potential human capital–actual human capital–economic growth”. The basic idea is: Firstly, 15 countries are softly categorized according to the level of science and technology (S&T) progress. Secondly, potential human capital and actual human capital establish the internal correlation (fuzzy mapping) in the same classification, and we conceptualize actual human capital as one production factor, joined with the other two production factors, fixed asset and land, to set up the fuzzy mapping to economic growth., and then calculate economic contribution rate of education of China and foreign by two fuzzy mapping of them. Thirdly, this paper analyzes the present state and differences in the development of education between China and foreign according to different ECRE, and offers proposals for promoting the education in China. [Copyright &y& Elsevier]

In 2009, a group of students and faculty from the University of Leeds created the Really Open University (ROU) in an effort to 'transform' the U.K. system of higher education; rather than 'reproducing] the elite of society', the ROU believes higher education must be open and accessible to everyone. Their answer to the austerity: Transform the university. Create an educational system that is free and open to all. Forty years ago across the Atlantic, a group of women with a similar vision started the Cambridge Women's School (CWS) in Cambridge, Massachusetts. The CWS turned out to be the longest-running US free school of its kind, and throughout its history, organizers strove to create a site for learning that reflected the interests and needs of a range of women. Wanting the School to provide a more inclusive and accessible education than the academe, the largely white, middle-class women who ran the CWS tried to attract local women of varying races, ages, sexualities, and education backgrounds. Despite this democratic vision, however, the CWS continuously struggled to attract a student body that was not largely white and middle-class. Why? What stunted the CWS's attempts at inclusivity? This paper explores these questions and asks how contemporary projects, such as the ROU, might learn from the 'coarse offerings' of the CWS, its uneven attempts to create inclusive educational experiences. [ABSTRACT FROM AUTHOR]

This paper describes the historical and social foundations of the Navajo Headstart Immersion program. The researchers have worked as teachers, teacher educators, and parents in these programs. They reflect on the need for new partnerships among tribes, tribal colleges and universities to prepare teachers and to develop curriculum materials for Indigenous language immersion programs. [ABSTRACT FROM AUTHOR]

Educational change, predictable or unanticipated, occurs when student populations are altered. When an American college started an international program in Prague, it was anticipated that educational practice would change. To understand the implications for teaching, learning, and practice mentors explored the new educational landscape. The concept of bricolage informed much of that exploration and this paper considers bricolage, summarizes research outcomes, and reflects on the opportunity and ethics of engagement with Other. [ABSTRACT FROM AUTHOR]

This paper discusses how Russian and American social studies educators utilized a videoconference for engaging middle school students in the study of environmental issues. The preparation for the videoconference required Russian and American students to explore human-environmental interactions in their local areas and to evaluate the impact of these interactions on the local and global environment. Students shared findings of their exploration with their counterparts in Russia during a videoconference that culminated the project. The authors discussed the preparation, administration, and outcomes of the project and included the instructional materials. The authors believe their reflective ideas provide insights on the use of videoconferencing as a means of enhancing student learning in a social studies classroom. [ABSTRACT FROM AUTHOR]

Population growth (Broad, 1997), institutional competition (Daniel & Cox, 2002), and changing learner needs (Willis, Tucker, & Gunn, 2003) are among the issues influencing the increase in online teaching and learning. Related to this, emergent and expanding distance learning technologies have subsequently pitted "brick and mortar" against "online" paradigms. This has resulted in a need for research to clarify the relevance, effectiveness, restrictive and facilitative dimensions of online courses. For example, faculty are increasingly expected and encouraged to develop and teach online courses often with misperceptions about required pedagogical skills and without adequate support and preparation (Choi & Park, 2006). This qualitative study is therefore, aimed at sharing the experiences and perspectives of two novice online instructors' operating within two colleges in the eastern US. These instructors initially shared that a key motivation for the teaching of their online courses was fear of becoming professionally out of date and of 'giving in' to technophobia. This paper reports on the background to--and different approaches adopted towards--developing two online courses as well as providing student perceptions of their on-line learning experience. Findings and recommendations from this research are aimed at providing an insight into some of the fundamental issues that other novice 'online' instructors will need to consider in developing their own technology mediated courses. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Demographic trends suggest that most Latino and Black schoolchildren attending city schools will have White classroom teachers. Consequently, the potential for cultural mismatches may impede meaningful teaching. In response, many teacher educators mull over approaches to prepare student teachers to effectively instruct all schoolchildren, especially Latino and Black youngsters. While many approaches, particularly methods pertinent to multicultural education, have become commonplace throughout teacher education programs, purposeful consultations between student teachers and schoolchildren about teaching and learning, are rare. This paper presents a "critical consultative interaction" model, comprising "the three r's" of: (a) regarding Black and Latino schoolchildren as resources, (b) raising the right questions of them, and, (c) reflecting on schoolchildren's responses, as an additional approach to prepare student teachers for city classrooms. Implementing this model positions future teachers to obtain pedagogical information from schools' primary constituents-schoolchildren. Doing so exemplifies democratic practice in a political yet public place called school. [ABSTRACT FROM AUTHOR]

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ensayos - Revista de Economía is the property of Ensayos Revista de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the perceptions, attitudes and views of a group of Ahmadi women in Southern California through the eyes of their local leader. The specific focus is on ways in which Ahmadi women engage in cultural/religious community building within a racially and ethnically hostile environment since 9/11. Of particular concern are ways in which gender norms are reflected in Ahmadi women's push toward formal and cultural education in their efforts to maintain their faith, culture and sense of community as they interface with the broader U.S. society. Given the current anti-Islamic climate in the U.S., the Ahmadis offer an interesting basis for comprehending the diversity among Muslims as well as illustrating how one Islamic group is locally constructed in the global politics of the West. [ABSTRACT FROM AUTHOR]

The ability to integrate technology into instruction is among the characteristics of a competent mathematics teacher. Research indicates that the vast majority of teachers in Turkey believe the use of computers in education is important, but have limited knowledge and experience on how to use technology in their instruction. This paper describes the T-Math project (http://www.t-math.org), which adapted the InterMath (http://intermath.coe.uga.edu) knowledge base for mathematics teachers in the United States and developed relevant resources for professional development of Turkish mathematics teachers to guide them in constructing useful strategies for their students while developing as expert mathematics teachers. Examples of mathematical investigations adopted and developed in the T-Math project arc presented as well as the anticipated challenges and subsequent strategies for integration. [ABSTRACT FROM AUTHOR]

A survey of centers in the United States that are engaged in engineering, science or mathematics education was conducted to help understand current practices. The survey addressed sources of funding, types of pre-college outreach activities, activities related to improvement of teaching in higher education, and methods of promoting collaboration between faculty. Also collected were recommendations, based on the experience of the survey respondent, which would help others develop a successful center. Response to the study was high, with 173 of 271 returned. This paper discusses the results and suggests a set of best practices for engineering education centers. [ABSTRACT FROM AUTHOR]

Copyright of Educacao & Sociedade is the property of Centro de Estudos de Educacao e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The goal of this paper is to present the evidence for the need for international experience in engineering education. Data on engineering education and the practice of the engineering profession was compiled from multiple sources such as the United Nations Conference on Trade and Development Worm Investment Reports, the Institute of International Education's Open Doors Reports, and The National Information Center for Higher Education Policymaking and Analysis statistics. Analysis was then performed to present the magnitude of the challenge facing the engineering educational institutions in the United States in their attempt to prepare their undergraduate students for successful careers. [ABSTRACT FROM AUTHOR]

This article presents information on Asian Americans. This paper offers a brief review of the Asian American experience generally and the Asian American Movement specifically. Further, as an Asian American, the author offer a perspective on the lives of those who "lived the Asian American experience," paying particular attention to the obstacles that they face in everyday life. The birth and rise of the Asian American Movement occurred in the 1960's when the nation was going through its great political and social metamorphosis. It is also true that this particular decade ushered in the first large wave of Asian American students into the country's universities, due in great part to the relaxation of racial discrimination and the demographic changes that accompanied the baby boom generation. Throughout their history, Asia American workers have organized and struck on plantations, railroads, farms, and sweatshops to demand better working conditions and equal treatment. Many of these uprisings, like the one at the Waipahu plantation in 1906, yielded great results for the strikers, others, however, were brutally suppressed. Another, more uncertain strategy that Asian Americans employed in resisting dominant oppression was to use the often-ambiguous American legal system.

This article explores the role that visuality plays in critical thinking. Starring with the role of language in art criticism, this paper traces the ever-growing role that visual communication is playing in everyday communication. Iris argued that 21st century critical thinkers in teaching and research need to be opened to visual communication as a significant aspect of academic and educational work. Classroom examples of art criticism and sociological research where visual strategies were emphasized are offered as first efforts to implement the author's theoretical position. It is argued that challenging schools and the academy to question their basic reliance on words arid numbers is a form of activism and an essential contribution that art educators can make to learning and research. [ABSTRACT FROM AUTHOR]

The paper presents the socio-demographic profile of a sample of Filipino immigrants to the United States in 1982. The heterogenous character of contemporary Filipino immigration to the United States is revealed by the variety of educational backgrounds and occupational skills the sample immigrant possess, a pattern going against the common belief that immigrants to the United States are predominantly highly-skilled professionals. The author sees this heterogeneity as an indication that the "brain-drain" phenomenon of the 1960s and 1970s had ended. [ABSTRACT FROM AUTHOR]

The author discusses the experience of New York City middle school students and their art teachers as delegates of the Asia Society of New York and the TDK Corp. in Japan. Titled "Japan Trail '83" the itinerary aims to promote goodwill through art in the country. He also discusses the participation of the delegates in the art classes at the Shitaya Junior High School in Tokyo. He describes the art facilities of Japanese schools and compared their art curriculum with that of the Americans. He also presents his observations on the emphasis given to aesthetics, ethics and cleanliness in Japanese life, and the incorporation of art in cultural activities such as flower arrangement (ikebana), paper folding (origami) and the sensory activity of the Tea Ceremony.

The article provides information on the topics proposed by professor Howard F. Bigelow, chairman of the Committee on the Economic Basis of the Family, to be considered in the 1941 meeting of the National Conference on Family Relations. The topics include: backgrounds of family finance planning, typical cases of family financial situations requiring planning and adjustment, and agencies providing for such planning, adjustment and consultation. The Committee on Economic Basis, therefore, contributed to the 1941 National Conference on Family Relations two Round Tables and provided one general pro-gram for the conference. Marion B. Lutweiler's paper discussed the effect of the present order on the family pattern, emphasizing the desire of women to participate in activities outside the home, and the hindrances in present economic conditions. There are a number of forces both internal and external to the family that are greatly affecting it, not only in so-called normal times, but perhaps even more during the present emergency. In the U.S., the chasm between biological maturity and economic maturity is widening. Families generally are lacking in the pioneer spirit that built America. Education needs vitalization along the lines of modern needs.

The article reports developments related to education in the U.S. The 18th educational conference of academies and high schools in relations with the University of Chicago was held at the university on November 11 and 12, 1904. The 1904 conference in some papers were devoted mainly to reports of what is being done in different places with the six-year high-school course. The high-school teachers are distinctly generous with regard to the distribution of the students' time in school.

Although the family in some form or other is universal among human societies, the particular form which the family takes is an aspect of the culture of a society. Different cultures are associated with different kinds of family life. Consequently a country such as the U. S. A., which includes diverse cultural groups, will present a variety of types of family life, complicating the task of education for family life by the fact that school children represent this cultural diversity of family life practices and values. The principal cultural sub-groups in the United States, judged by their differences in family-life patterns, are; Ethnic Groups--Italian-American, Polish-American, Japanese-American, Mexican-American, German-American, etc. Religious Groups--Jewish, Catholic, Protestant, Mormon, Mennonite, etc. Social Class Groups--Upper Class, Middle Class, Lower Class. The cultural differences between middle-class and lower-class or working-class families will be discussed in this paper, together with their implications for family life education in the secondary schools. The material cited is only suggestive. There are other cultural differences which are not mentioned here. [ABSTRACT FROM AUTHOR]

The article presents information on the lessons taught and the activities undertaken by the second and third grade students of Francis W. Parker School in the U.S. For the reading lessons the Indian thanksgiving festival was assigned to the second and third grades as their share of Thanksgiving exercises. A study of Iroquois conditions and habits was made for the preparation for the exercise. The writing lessons followed the subjects of study just as did the reading. Writing was done on the blackboard to give time and freedom for individual thinking, and on paper to make memoranda and records. The students wrote records of the visit to Glencoe and the farm, of things learned in their study of stones brought from Glencoe. In the number lesson, students were asked to calculate the proper height of men, trees and houses for Indian village from the heights of real men, trees and houses.

A list of papers on various aspects of education published in various periodicals is presented. The papers include "The Need of a National Academy and its value to the growth of art in America," by John W. Alexander published in the periodical "The Craftsman Magazine," "The library and the foreign-born citizen," by Sarka Hrbek published in the periodical "Public Libraries" and "Definite tests for the moral efficiency of state schools," by James L. Hughes published in the periodical "Religious Education."

The article emphasizes the need of a center, a museum, in the United States where all materials related to pedagogical training may be available. These museums should be preserved and nurtured as a positive organization to serve those who influence and determine the educational policy. It should not be allowed to deteriorate to a center for negative accumulation. Comparative studies of what has actually been done during the course of years in school subjects will tell the need for more such materials to be saved. The results from the single set of old papers, preserved in Springfield, Massachusetts, and so widely written up two years ago, have shown of how much service such studies can be. A careful expenditure of a reasonable sum would bring together a collection of reports, work done, criticisms, etc., which would be of great value.

The article presents information on the studies of Polish language and literature in American universities. The field of Polish studies is grounded in a feeble patronage of a group of persons of Polish origin reminds one of the times when there was scarcity of people in Russian studies, or women's studies, or postcolonial studies, or black studies,or Jewish studies. The Polish scholars should not be isolated from the American mainstream by the Polish Institute of Arts and Sciences. Instead, Polish scholars should be encouraged to organize panels and give papers at American professional conferences.