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This study examined an institution that is in the process of developing programs and organizations to meet the new challenges faced by higher education. It reviewed the evolution of a new, boundary-spanning organization at a major research university from the perspective of the persons involved. The study looked at the experiences of the people within the organization, at how these experiences reflect a growing professional culture, and at the lessons to be learned by others in similar situations. Cross-sectional ethnographic data were gathered through observations of meetings, interviews, and content analysis of internal documents. Analysis found the data clustered around the following themes: (1) role ambiguity, (2) image management, (3) cultural differences between the study group and other campus units, (4) composition of the study group, and (5) external community service roles. Findings suggest that administrators and faculty will have to: spend considerable time managing constituencies; attend to how people communicate; avoid judging new organizations by conventional standards; and learn to be comfortable with ambiguity. The paper calls for a new language to address the emerging boundary-spanning organizational cultures. (Contains 18 references.) (CH)

This paper reports a study in a technology-assisted Chinese teaching context where one major teaching objective is to encourage international students to participate in speech contests with the theme of 'Tell China, Tell Your Stories'. Results showed that through four weeks' preparation, all the students had a more robust method for presentation delivery and video making than before the project. Moreover, meeting conventional presentation standards was not only an issue of 'language learning', but also an issue of identity construction and negotiation. Finally, all participants had constructed positive ecocultural identities which encouraged respect for individuals, collaborative working, and a sustainable society. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

This book consists of nine papers presented at the 1973 Central States Conference on the Teaching of Foreign Languages. The theme of the conference was "The Foreign Language Teacher: Present and Future Tense." Following an introduction by Lorraine Strasheim, these papers are presented: (1) "The Teacher as Catalyst: Motivation in the Classroom," by Edward D. Allen; (2) "The Teacher as Co-Learner: Interest-Centered Materials," by Frank M. Grittner; (3) "The Teacher as Quality Control: Program Options," by Helen P. Warriner; (4) "Making the Foreign Language Program Visible to the Public: The Language Festival," by Gertrud Meyer; (5) "Grammar and the American Foreign Language Teacher," by Albert Valdman; (6) "Culture: An Individualized Instruction Option," by Robert C. Lafayette; (7)"Gaining Better Student Support for the Foreign Language Program," by Constance K. Knop; (8) "The Language Teacher and the Amateur Language Student," by Carl Zuegler; and (9) "Exploratory Courses for the Middle and Junior High School," by Judith C. Morrow. (CFM)

This book consists of ten papers presented at the 1976 Central States Conference on the Teaching of Foreign Languages. Three major trends in foreign language instruction were identified as themes for the conference: (1) the growing emphasis on developing communication skills in the language learning experience; (2) the concern for the individual student's attitudes, values, and needs in developing interpersonal relationships and communication in the classroom; and (3) the interest in intercultural and ethnic communication. The following papers are included in this volume: (1) "Between People - A Mystery of Language," by Charles T. Brown; (2) "A Relevant Curriculum: Linguistic Competence + Communicative Competence = Proficiency," by Sidney N. J. Zelson; (3) "Communicative Competence: Even for the Non-Major," by Patricia B. Westphal; (4) "Integrating Culture and Communication in the College Foreign Language Class," by Constance Knop, Carol Herron, and Valorie Wyman; (5) "Testing Communicative Competence," by Walter H. Bartz; (6) "Strategies for Increasing Cross-Cultural Awareness," by Sidney L. Hahn; (7) "Clue Searching: An Aid to Comprehension," by Jay Paul Minn; (8) "A Practical Approach to the Teaching of Foreign Languages in the Adult Education Classroom," by Dana Carton; (9) "Languages for Travel: A Foreign Language Alternative," by Max M. Novitz; and (10) "Environmental Education and Foreign Languages," by David E. Cox. (CFM)

This book consists of eleven papers presented at the 1975 Central States Conference. The principal objective of the conference was to examine the trend for human relations, ethnic studies, and bilingual-bicultural education in American education and the new interest in languages not usually taught in the past. The papers include: (1) "We're All Ethnics: Hyphenated Americans, Professional Ethnics, and Ethnics by Attraction," by Lorraine A. Strasheim; (2) "The Analysis of Language and Familiar Cultures," by Nelson Brooks; (3) "Linguistic Diversity in the Classroom," by Geneva Smitherman; (4) "Analyzing French Culture and Interpreting Some of its Manifestations," by Jacqueline C. Elliot; (5) "Analyzing Hispanic Culture: Some Implications for Teaching," by Yvonne de Wright; (6) "A Look at Americans of German Descent," by La Vern J. Rippley; (7) "Newspapers and Magazines in the Second Language Classroom," by Helen L. Jorstad; (8) "Evaluating Cultural Learnings," by Robert C. Lafayette and Renate Schulz; (9) "Sexism in French Language Textbooks," by Betty Schmitz; (10) "Preparing Teachers for Cultural Pluralism," by Margaret Shryer; and (11) "Study-Travel Abroad," by Sue Reynolds. (CFM)

These papers were presented at a series of conferences on language and cultural differences organized by the Texas Education Agency to help school administrators deal with bilingual education, racial integration, and implementation of court orders. The papers address five areas of concern: the concept and definition of culture, culture and the arts, culture and educational aptitude, culture and language, and culture and social institutions. The following papers are included: (1) Confluence of Texan Cultures in Curriculum Planning by Melvin P. Sikes, (2) What Do We Mean by Culture and What Does This Have to Do with the Schools? by Roger Abrahams. (3) Culture and Communication: Clashes in the Classroom by Manuel Pacheco, (4) What is Dialect? by Lois Jean Hart, (5) Culture and Communication: Clashes in the Classroom by Gustavo Gonzalez, (6) Roles of the Schools Toward Cultural Groups by Earl Jones, (7) The Trichroism of the Arts by Hugo D. Marple, (8) Children's Folklore by Richard Bauman, (9) Culture and Educational Aptitude by E. W. Rand, (10) Culture and Educational Testing by Earl Jones, and (11) The Uses of Biculturalism by Chester Christian. (CHK)

This proceedings documents an international workshop that focused on the research linking indigenous knowledge and indigenous learning with rural intervention programs. Research into indigenous knowledge and indigenous learning could lead to an improvement in rural intervention programs by building upon the knowledge and skills indigenous to rural communities. Individual presentations were on the following topics: (1) indigenous technological knowledge (ITK) in Malaysia relating to agriculture, fishing, forest resource exploitation, architecture, handicrafts, and indigenous medicine; (2) indigenous knowledge in Thailand and the need for ITK research and a close liaison between development workers, researchers, and politicians to safeguard relevance and applicability of research results; (3) the state of research on indigenous knowledge and indigenous learning in the Philippines; (4) research on indigenous knowledge and skills in Indonesia; (5) methodology of research on indigenous learning systems; (6) the application of research to assist intervention agencies; and (7) examples of research applications from coastal zone resources. This document includes summaries of the conference sessions and group discussions and a list of conference participants. (LP)

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's Government Class (Christopher Andrew Brkich); (2) Characteristics of Effective Secondary Level History Teachers (Brad Burenheide); (3) Teaching Secondary Social Studies in Inner-City Schools (Chris Busey); (4) Using the 2008 Election to Teach Political and Social Concepts (Chris Busey and Stewart Waters); (5) Culturally Responsible Teaching: A Pedagogical Approach for the Social Studies Classroom (Brandon M. Butler and Alexander Cuenca); (6) The Battle for Stalingrad: An Interactive Approach towards Learning about World War Two (Jeff Byford); (7) Are We Ready for Another Curriculum Revolution? Evaluating the Strength and Weaknesses of the New Social Studies Projects (Jeffrey Byford, Eddie Thompson, and Cody Lawson); (8) Whitewashed: Social Studies and Raceless Pedagogies (Prentice T. Chandler); (9) Social Studies Professors Theorizing: Insights from Two Decades of Deliberation and Collaboration (Richard H. Chant and Jeffrey Cornett); (10) Revisiting Political Socialization in Secondary Education: A Study of Government Classes in Three Demographically Diverse Schools during the 2008 Presidential Election (Wayne Journell); (11) Heritage Language Learners and the Social Sciences (Christopher John Kazanjian); (12) Global Citizenship Education in the Classroom: A Collaborative Canadian Study (Marianne Larsen); (13) Thematic World History: A Defense and Field Report (Christopher Dean Lee); (14) Utilizing a Personality Template in Differentiating Potential Teaching Styles of Pre-Service Teachers (Sean M. Lennon and Jeff Byford); (15) Who's Responsible for Citizenship Education? Views from Pre-service Educators (Leisa A. Martin); (16) SHOW & TELL: Choosing Appropriate Scaffolding Techniques to Make Social Studies Concepts Comprehensible to English Language Learners (Joyce Nutta and Carine Strebel); (17) Integrating Technology into Teaching Social Studies Methods Course: A Classroom Example (James Oigara); (18) You Tube as a Learning Tool (Russell Owens and Barbara Fralinger); (19) A Case for Infusing Content on Students with Disabilities into Social Studies Teacher Preparation Programs (Kimberly Pawling); (20) Universal Design for Learning in the Social Studies Classroom (Kimberly Pawling); (21) Thinking Critically or Thinking or Thinking Historically: Which Objective do we choose in Secondary History Classrooms? (Anthony Pellegrino); (22) Got History? An Examination of Attitudes, Content Knowledge, and Perceptions Related to Historical Fiction in a Children's Literature Pre-service Course (Sherron Killingsworth Roberts, Vicky Zygouris-Coe, and Patricia Crawford); (23) Enhancing History Instruction with Online Auctions (Kirk Robinson and Scott M. Waring); (24) Utilizing Film to Teach Social Issues (William B. Russell III); (25) Images of the Holocaust: Using Holocaust Art to Promote Higher Order Thinking Skills (William B. Russell III and Stewart Waters); (26) Talkin' the Talk and Walkin' the Walk: The NCSS Position Statements Regarding Controversial Issues Instruction (Kimberlee Sharp); (27) Cross-Border Education: A Basis for Wider Cross-Cultural Communication between Thailand and Cambodia (Sunida Siwapathomchai); (28) Identifying Culturally Responsive Practices in Classrooms Serving Haitian and Haitian American Students (Martha Scott Lue Stewart, Kevin Meehan, and Rosalyn Howard); (29) An International Model: Preparing Pre-Service Teachers for Cultural Diversity (Brenda S. Thompson); (30) Making the Most of Existing Technology in the Elementary and Middle Grades Social Studies Classroom (Scott M. Waring and Amy J. Good); (31) U.S. Monuments and Memorials: Incorporating the Art of Remembering into the Social Studies Curriculum (Stewart Waters); (32) Promoting Global Citizenship by Analyzing Social Issues and Human Rights Violations of the WWII Era (Stewart Waters and William B. Russell III); (33) Using Digital Storytelling for Vocabulary Instruction (Susan Wegmann); and (34) Film, Arts and Culture as Community Outreach Tools: Perspectives from Singapore (Victor Yu). (Individual papers contain references.)