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In this issue of the Occasional Paper Series describes practices and policies that impact the early schooling of children of immigrants in the United States. The authors consider the intersectionality of young children's lives and what needs to change in order to ensure that race, class, immigration status, gender, and dis/ability can effectively contribute to children's experiences at school and in other instructional contexts, rather than prevent them from getting the learning experiences they need and deserve. The essays all grapple with the need to approach programs, research, and school practices with respectful, strength-based views of communities. They frame inequities, disparities, and "gaps" as institutional challenges rather than child, family or community deficits. Together the authors articulate an agenda of advocacy for young children of immigrants. Work that engages children and families in strength-based, asset-oriented ways should: (1) Recognize strengths and capabilities of children, families, and communities; (2) Avoid programs, policies, discourses and practices that begin with deficit views of immigrant families and communities; (3) See the children of immigrants as intersectional and complex; and (4) Create programs that begin from the expertise and experience of immigrant families. Contents include: (1) A Vision for Transforming Early Childhood Research and Practice for Young Children of Immigrants and Their Families (Fabienne Doucet and Jennifer Keys Adair); (2) Intersectionality and Possibility in the Lives of Latina/o/x Children of Immigrants: Imagining Pedagogies Beyond the Politics of Hate (Ramón Antonio Martínez); (3) No Room for Silence: The Impact of the 2016 Presidential Election on a Second-Grade Dual-Language (Spanish-English) Classroom (Sandra L. Osorio); (4) Building Safe Community Spaces for Immigrant Families, One Library at a Time (Max Vázquez Domínguez, Denise Dávila, and Silvia Noguerón-Liu); (5) Administrators' Roles in Offering Dynamic Early Learning Experiences to Children of Latinx Immigrants (Alejandra Barraza and Pedro Martinez); (6) Rethinking "Parent Involvement": Perspectives of Immigrant and Refugee Parents (Zeynep Isik-Ercan); (7) Experiential Knowledge and Project-Based Learning in Bilingual Classrooms (Adriana Alvarez); (8) Over the Hills and Far Away: Inviting and Holding Traumatic Stories in School (Lesley Koplow, Noelle Dean, and Margaret Blachly); (9) Building Bridges Between Home and School for Latinx Families of Preschool Children (Gigliana Melzi, Adina R. Schick, and Lauren Scarola); and (10) Building Bridges, Not Walls, Between Latinx Immigrant Parents and Schools (Kiyomi Sánchez-Suzuki Colegrove). [Individual articles contain references.]

This TAP presents seven papers submitted to the 2004 National Rural Alcohol and Drug Abuse Network (NRADAN) Awards for Excellence. Each paper describes effective and innovative models of treatment and prevention services in rural populations. This publication seeks to promote and showcase research addressing the unique and special challenges of providing treatment services to individual in rural areas and their families. The first place paper, "Creating and Sustaining an Adult Drug Court: Avoiding Burial in Grant's Tomb," (Glade F. Roper and Dee S. Owens) describes the effectiveness of a self-funded drug court in Tulare County, California; lessons learned; and disadvantages and advantages of the self-funded approach. The second place paper, "Empower for Recovery: An Innovative Approach to Assist Sustained Recovery in Rural Iowa," (Deborah K. Rohlfs) describes the effectiveness of a strength-and homebased substance abuse treatment and recovery support program in rural Iowa, as well as the challenges, problems, and solutions related to program implementation. The third place paper, "Delivering a Maternal Substance Abuse Intervention Program along the Rural Route," (Trudee Ettlinger) describes the development and effectiveness of an indicated-level substance abuse prevention program for lower income mothers living in rural Vermont, as well as the lessons learned and recommendations for improving implementation. "Socio-Demographic Profiles and Treatment Outcomes of Methamphetamine Abusers in Rural and Urban Areas" (Kazi A. Ahmed, and Careema Yusuf), is the fourth paper, and compares methamphetamine abusers in rural and urban areas, specifically their socio-demographic characteristics, actual use behavior, and drug use and nondrug treatment outcomes. " An Environmental Scan of Faith-Based and Community Reentry Services in Johnson County, Iowa" (Janet C. Hartman, Stephan Arndt, Kristina Barber, and Thomas Wassink) is fifth in the series, and focuses on community corrections, substance abuse treatment providers and faith-based organizations supporting reentry clients. Sixth in this group of papers, " Substance Abuse among Rural and Very Rural Drug Users at Treatment Entry" (Marlies L. Schoeneberger, Carl G. Leukefeld, Matthew L. Hiller, and Michael Townsend) examines the demographic distinction between rural and very rural drug users. Implications are discussed and recommendations are presented for substance abuse treatment providers and policymakers. The seventh and final paper, "Making the Addiction Severity Index User Friendly: An Electronic Display of Client Outcomes Using Shareware" (James E. Sorensen, James Elzey, and Faith Stuart), attacked a root problem in the use of outcome instruments: the inability to conveniently summarize and display client outcomes. Each paper provides references. "Resources on Rural Substance Abuse Issues" provides descriptions of programs, and contact information. (Contains 14 tables and 1 figure.)

The papers in this collection focus on ways higher education institutions might better promote strategies for the internationalization of teaching, learning, research, and other services. The papers explore the rationale of internationalization, the main barriers to internationalization, the distinction between globalization and internationalization, and the growth of transnational education. The papers are: (1) "Changing Rationales for the Internationalization of Higher Education" (Hans de Wit); (2) "Missing in Action: Leadership for International and Global Education for the Twenty-First Century" (Josef A. Mestenhauser); (3) "'The Show Is Not the Show/But They That Go': The Janus-Face of the Internationalized University at the Turn of the Century" (Dorothea Steiner); and (4)"Transnational Education and Recognition of Qualifications" (Lesley A. Wilson and Lazar Vlasceanu). The first two papers contain references. (SLD)

The study attempts to specify and verify the decisionmaking processes utilized by groups when faced with a multistage rating task. It is also designed to upgrade group efficacy by introducing some procedural guidelines which group members are asked to follow in resolving differences. This "structured" intervention encourages members to seek out differences of opinion and dissuades them from using "conflict-reducing" techniques such as majority vote or trading. In addition the study examines aspects of interpersonal styles on group functioning, in particular self-oriented, individualistic behavior which is apparently dysfunctional to group processes. The major implication of the study is that it is indeed possible to improve group performance, even in groups with potentially"poor" members, via a simple structures intervention. (Author/WM)

Learners are increasingly accessing free online and open resources, tools, and spaces where they can develop their language skills beyond the classroom, alone, or in collaboration with others, and often whilst engaging in purposeful and enjoyable activities. Teachers need to find ways to explore and connect these activities productively with the formal learning that they design for their students, as shown in many of the contributions in this volume. This collection is addressed primarily to foreign and second language teachers in secondary and tertiary education. Authors were asked to provide sufficient context and detail about their projects to enable other practitioners to replicate or build upon the activities described in each case study. Whilst these are not research papers, the projects here included are often the result of pedagogical research, engagement with open education, and extensive experience of language learning and teaching. This volume includes: (1) Introduction to New Case Studies of Openness in and Beyond the Language Classroom (Anna Comas-Quinn, Ana Beaven, and Barbara Sawhill); (2) An Inclusionary Open Access Textbook for Portuguese (Carlos Pio and Eduardo Viana da Silva); (3) Creating and Implementing Open Educational Resources for the Spanish as a Heritage Language Classroom (Evelyn Durán Urrea and Jocelly G. Meiners); (4) Italian Open Education: Virtual Reality Immersions for the Language Classroom (Margherita Berti); (5) Embedding OERs for the Development of Information Literacy in the Foreign Language Classroom (Odette Gabaudan and Susanna Nocchi); (6) Learning in the Open: Integrating Language and Culture Through Student Curation, Virtual Exchange, and OER (Lionel Mathieu, Kathryn Murphy-Judy, Robert Godwin-Jones, Laura Middlebrooks, and Natalia Boykova); (7) Building Bridges Not Walls -- Wikipedia in Translation Studies (Ewan McAndrew and Lorna Campbell); (8) Working with Online Communities: Translating TED Talks (Anna Comas-Quinn and Mara Fuertes Gutiérrez); (9) Repurposing MOOCs for Self-Regulated Language Learning in an English for Academic Purposes Course (Barbara Conde Gafaro); (10) Assessing Language Student Interaction and Engagement via Twitter (Olivia Kelly); (11) 'Your Language Development': Harnessing Openness to Integrate Independent Language Learning into the Curriculum (Tita Beaven); (12) Open Practices as a Catalyst for Language Teachers' Professional Development (Patricia Daniels); (13) Empowering Teachers and Learners in and Beyond Classrooms: Focus on OEPs in Reading Activities (Fanny Meunier, Alice Meurice, and Julie Van De Vyver); and (14) Exploratory Practice: A Way of Opening up Access to Research by Classroom Teachers and Learners (Assia Slimani-Rolls).

In the rapidly changing world of higher education, innovative approaches to teaching adults are needed to drive instructional practices for helping to prepare the professionals of the future. The papers collected in "Innovations in Teaching Adults" were originally presented at a conference at City University of Seattle. The authors of the papers gather examples of instructional practices found to be most effective at reaching adult students. This isn't a book on educational research and theory, instead, faculty members of City University of Seattle share actual teaching practices that have proven successful with adult students in both face to face and online classes so that instructors around the world can read and employ these practices on their own campuses. These practices include the development of integrated educational technologies, evolving new modes of classroom delivery, and competency-based learning opportunities that enrich students' experiences. This book includes information on finding ways to integrate students' individual goals into the curriculum, offering ideas on how to provide personalized feedback to students and how to develop training models that help small businesses embed essential skills into their workplace training. Following the Preface are chapters: (1) Strategies for Engaging the Adult Learner (Kelly A. Flores and Timothy Sprake); (2) How to Engage a Group of Diverse Adult Learners in a Way That Also Raises Rigor and Increases Learning (Paul C. Robb); (3) Educational Theories in Practice (Kathy L. Milhauser); (4) Practica: Practical Learning Outside of the Classroom (Jean Ann French); (5) Professional Association Attendance as a Course Requirement (Erik Fretheim); (6) The Benefits of Practical Experience: Using Reflective Practitioner-Faculty in Graduate Programs (Kate Quinn); (7) Innovative Program Delivery: Performance-Based Education (Krissy Jones and Steven Olswang); (8) Universal Design of Online Classes (Rebecca C. Cory); (9) Team Projects in Online Learning: Best Practices in Design, Implementation, and Evaluation (Elizabeth Fountain and Kurt Kirstein); (10) Next-Generation Teaching and Learning: Adopting and Adapting Web 2.0 to Pedagogy (Brian Guthrie); (11) Promoting Authentic Learning by Engaging in "Real-World" Research (Ellen K. Carruth and Laura Schmuldt); (12) Legitimate Peripheral Participation: Learning Reconceived as a Transformation of Social Identity (Arden Henley); (13) Overcoming Self-Inflicted Traits Encountered by Adult Learners (Paul D. Shuler); and (14) A Model to Create a More Prepared and Effective Workforce through Essential Skills Training (Carla Weaver and Lovey Sidhu). (Individual chapters contain references.)

This collection of papers includes the following: "Second Language Acquisition Research in Japan: Theoretical Issues" (Peter Robinson, Mark Sawyer, and Steven Ross); (2) "Focus on Form: Implicit and Explicit Form Focused Instruction Incorporated into a Communicative Task" (Hitoshi Muranoi); (3) "A Task that Works for Negotiation of Meaning" (Terefumi Fubata); (4) "Noticing Output and its Effects on Learner Production" (David Aline); (5) "Implicit and Explicit Instruction of L2 Complex Request Forms" (Satomi Takahashi); (6) "Literacy as an Anchor for the Spoken Language: Evidence from Adult Attriters of L2 Japanese" (Lyne Hansen and Jesse Newbold); (7) "Relationships among Attitudes, Motivation, Anxiety and English Language Proficiency in Japanese College Students" (Amy Yamashiro and John McLaughlin); (8) "Investigating the Role of Aptitude in an EFL Course in Japan" (James Sick and Kay Irie); (9) "The Role of the Language Teacher: Cross Cultural Perspectives" (Stephen M. Ryan and Veronica Makarova); and (10) "Japanese Secondary Students Attaining Oral Proficiency: Interviews with More and Less Proficient Individuals" (Jacqueline Beebe). (Papers contain references.) (SM)

These papers, presented at a symposium on African American fathers, examine issues related to the seven "Core Learnings" of the National Center on Fathers and Families, particularly those related to fathers' caring, joblessness, and role transitions. The papers connect issues across school, work, and personal development that contribute to African American male experiences and the transition into fatherhood. After an introduction, "Transitions in the Life-Course of African-American Males: Issues in Schooling, Adulthood, Fatherhood, and Families" (William Trent), five papers include: "Determinants of School Success among African American Males" (James Earl Davis and Will J. Jordan); "Education and Responsible Fatherhood among African Americans: Socialization, Mobilization and Allocation Challenges" (Phillip J. Bowman); "African American Males and Fatherhood: Issues in Research and Practice" (Vivian L. Gadsden and Ralph Smith); "Revisionist and Post-Revisionist Paradigms in Life Transitions of Black Males: A Commentary from Research" (Deborah J. Johnson); and "African American Manhood and Fatherhood: A Commentary from Practice" (Edward W. Pitt). (Contains 131 references.) (SM)

This book of readings was commissioned to enable a better understanding of the past, present and future role of the Australian vocational education and training (VET) sector in business innovation. This collection considers what the innovation process in business means for Australian workers and identifies the contributions of the VET system. International comparisons offer insights into those elements missing or under-emphasized in the current Australian innovation system. Finally, strategies to enable the VET sector to engage with business innovation are illustrated through examples. The following are included in this document: (1) Overview (Hugh Guthrie and Susan Dawe); (2) The engagement of vocational education and training and innovation in Australia: Some historical perspectives (Richard Pickersgill); (3) Innovation and vocational education and training: Lessons from leading national innovation systems (Richard Curtain); (4) How businesses innovate today and what that means for the workforce (Grant Kearney); (5) Innovation, economic growth and vocational education and training (Bob Bennett, Donald Brunker, and Rowena Hodges); (6) Innovation agents: Vocational education and training skills in the present and future Australian innovation system (Phillip Toner, Jane Marceau, Richard Hall, and Gillian Considine); (7) Vocational education and training and the commercialisation of Australian research (Karen Whittingham, Frances Ferrier, and Clifford Trood); (8) Training needs of innovative companies (Josie Misko, John Saunders, and Davinia Woods); (9) Stimulating the demand for skills within skillecosystems (Leslie Loble and Paul Williams); (10) How vocational education and training providers are working innovatively with industry (Victor J. Callan); (11) Vocational education and training engaging with emerging industries: Opportunity analysis model (Andrew Lindhjem and John Royle); (12) Tackling emergent needs: The Applied Technology Framework project (Catherine M. Down); (13) Innovation at Kangan Batman TAFE: From product development to change management (Russell Browne, Stephen O'Sullivan, and Tess Julian); (14) Central TAFE innovation: Positioning a TAFE college in the knowledge economy environment (Kevin Chennell); and (15) Vocational education and training engaging with emerging technology: The Liberated Learning Project consortium (Di Paez, Michaela Wilkes, and Mary Gurgone). (Individual papers contain references.)

This monograph addresses topical issues in training, service delivery, and research for minorities in communication disorders. It presents extended versions of papers that were delivered at the conference, "Concerns for Minority Groups in Communication Disorders," held in Nashville, Tennessee on September 17-19, 1984. Papers include: "The First Thomas E. Poag Memorial Lecture" (S. Allen Counter); "Valid Predictors of Minority Student Success" (Harold Powell); "Effective Counseling of Minority Students" (Elaine J. Copeland); "Opportunities and Responsibilities for Developing Positive Minority Initiatives in Higher Education" (Frank W. Hale, Jr.); "The Aging Minority: American Indian Perspective/Community-Based Rehabilitation Solution" (Gail A. Harris); "The Difference That Differences Make: Class and Culture as Components of Black Self/Group Awareness" (Thomas Kochman); "Theoretical Frameworks and Language Assessment" (Fay Boyd Vaughn-Cooke); "The Non-Native Speaker: Testing and Therapy" (Florence D. Wiener); "Assessment Instruments for Minorities" (Mary Ann Acevedo); "Alternative Strategies for the Teaching of Language to Minority Individuals" (Harry R. Seymour); "Language Policy for Immigrants and American Citizens Whose Native Language Is Other Than English" (Sarah E. Melendez); "Need and Justification for Bilingual Education for Minority Groups with Communication Disorders" (Ramon L. Santiago); "Sickle-Cell Anemia and Hearing Loss" (Diane Scott); "Verbal Communication of Minority Adolescent Mothers" (Bertha Smith Clark); "Backpacks or Parachutes: Management's Challenge of the Future" (Ronald E. Galbraith); "Legal Issues Affecting the Delivery of Services to Minorities" (Donald W. Fish); "Research Needs for Minority Populations" (David Satcher); "The Social Responsibility of the Minority Researcher" (Lorraine Cole); "The Development of Linguistic Norms for Nonmainstream Populations" (Ida J. Stockman); "Pragmatic Aspects of the Language of Speakers of Black American English" (Elaine Bremer Lewnau); and "Communication Disorders in Africa and the Caribbean: Some Implications for Black Americans" (Orlando L. Taylor). (JDD)

This volume includes reports of six studies of the thought processes of children aged four through eight. In the first paper Steffe and Smock outline a model for learning and teaching mathematics. Six reports on empirical studies are then presented in five areas of mathematics learning: (1) equivalence and order relations; (2) classification and seriation; (3) interdependence of classification, seriation, and number concepts; (4) Boolean Algebra; and (5) conservation and measurement. In a final chapter, the main findings of these papers are summarized and implications are discussed, with suggestions for further research. (SD)

The papers in this book describe significant population research done by psychologists from 1972 to 1975. It is hoped that the papers will stimulate more psychologists to become involved in population research and inspire those now in the field. The book begins with an overview of the development of population psychology. The remainder of the book is divided into three parts. Part I deals with research issues and needs in population psychology. Topics discussed include demographic evaluation systems, psychological consequences of population change, family formation and marital relationships in population research, and personal communication and population research. Methodological and theoretical issues are treated in Part II. Discussed are methods used in forecasting family planning behavior; multiple-regression and facet techniques used in population research; test-retest reliability; preliminary findings in birth planning values and decisions; social and psychological determinants of fertility intentions; values and demographic conditions in attitudes on population policy; psychological determinants of nuptiality; and fertility choice behavior. The book ends with a brief look at educational issues in Part III, discussing the development of psychologists for work in the population field. (Author/RM)

Undergraduate education in different postsecondary sectors is discussed in four articles on community colleges, state colleges, liberal arts colleges, and research universities. For each type of college, consideration is given to its history; value system; physical, financial, and human resources; and internal and external factors affecting excellence. In "The Community College in the American Educational System," Arthur M. Cohen considers transfer education and different missions of the college (i.e., graded education and quasi-educative services). Robert Birnbaum's paper, "State Colleges: An Unsettled Quality," argues that identity is a key issue for state colleges as they struggle to balance their role as "agencies of the state" and their commitment to academic values. The situation of the liberal arts college, which is no longer preeminent, is discussed by Allan O. Pfnister in "The American Liberal Arts College in the Eighties: Dinosaur or Phoenix?" According to Pfnister, shifting funding patterns will be especially hard on tuition-dependent small liberal arts colleges. In "Research Universities: Their Role in Undergraduate Education," Roger L. Geiger stresses the competition among the research universities and identifies three elements that distinguish research universities from other types of institutions. (SW)

This volume is part of a series of 18 monographs on service learning and the academic disciplines. Essays in this volume focus on understanding how service-learning in medical education differs from traditional clinical medical education. After an Introduction by Sarena D. Seifer, Kris Hermanns, and Judy Lewis, essays in Part 1, "The Broader Context for Service-Learning in Medical Education," analyze trends in the health-care system and the relevance of community-oriented primary care and continuous quality improvement to service learning; titles are: "The Changing Health-Care System and Expectations of Physicians" (Edward H. O'Neil); and "Toward Building Communities of Commitment: Integrating Community-Oriented Primary Care and Continuous Quality Improvement into Service-Learning" (Deborah Gardner, Andrew Schamess, Doreen Harper, and Denice Cora-Bramble). Chapters in Part 2, "Designing and Implementing Service-Learning in Medical Education," describe model programs and courses that embody different approaches to and respond to different challenges in integrating service-learning into the medical education curriculum; titles include: "Partners in Health Education: Service-Learning by First-Year Medical Students" (Joseph F. Walsh, Jennifer Sage Smith, G. Christian Jernstedt, Virginia A. Reed, and Sara Goodman); "Medical Students Go Back to Kindergarten: Service-Learning and Medical Education in the Public Schools" (Kate Cauley, Elvira Jaballas, and Betty Holton); "Service-Learning in Medical Education: Teaching Psychiatry Residents How To Work with the Homeless Mentally Ill" (Richard C. Christensen); "An Interdisciplinary Service-Learning Community Health Course for Preclinical Health Sciences Students" (Daniel Blumenthal, Meryl S. McNeal, Lorine Spencer, JoAnne Rhone, and Fred Murphy); "Service-Learning Opportunities at The Ohio State University: The Community Medicine Rotation and the Community Project" (Franklin R. Banks and Catherine A. Heaney); "University of Connecticut School of Medicine: An Urban Partnership" (Judy Lewis); "Initiating, Maintaining, and Sustaining Community Partnerships: Developing Community-Based Academic Health Professions Education Systems" (Bruce Bennard, Bruce Behringer, Carol Gentry, Mary Jane Kelley, Paul E. Stanton, Jr., and Wanda Vaghan); "Integrating Teaching, Research, and Service at East Tennessee State University: Action and Accountability in Communities" (Joellen B. Edwards, Joy E. Wachs, Sheila M. Virgin, Bruce A. Goodrow, and James E. Florence); "A Community Partnership in Service to the Homeless: University of Pittsburgh and the City of Pittsburgh" (Thomas P. O'Toole, Joyce Holl, and Paul Freyder); and "Student-Initiated Community Service: The Community Health Advancement Program" (Sharon Dobie, Bonnie Beck, Melinda Tonelli, Charlene Forslund, Connie Huffine, Deborah Kippen, Diane Staheli, and William Hobson). Part 3, "Service-Learning Research and Evaluation," focuses on approaches and strategies that medical schools can use to prepare their graduates for practice in the envoling health-care system; titles include: "The Socialization of Medical Students in a Preventive Health Service-Learning Experience" (JoEllen Tarallo-Falk) and "Evaluating the Impact of Service-Learning: Applications for Medical Education" (Sherril B. Gelmon, Barbara Holland, Beth Morris, and Amy Driscoll). An annotated list of service-learning resources organized by programs and organizations, by website, and by print source and topic is appended. (All papers contain references.) (SM)