Bibliography: Climate Change (page 468 of 472)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Water Protectors . Info website.  Some of the authors featured on this page include Department of the Interior United States Bureau of Education, Susan N. Houseman, Mary Crystal Cage, Andrew Halford, Susan P. Walker, Ekundayo J. D. Thompson, Kelly McKerrow, Jeffrey J. Hallett, Ann E. Austin, and Elaine P. Johnson.

Seal, Robert K. (1993). Resources for Developing Senior Faculty as Teachers, New Directions for Teaching and Learning. An annotated list of 38 resources is provided to help administrators, faculty developers, and faculty in designing effective renewal interventions for senior faculty. Topics include research on senior faculty, personnel policies (tenure, growth contracting), program strategies (mentoring, team teaching, motivation), and assessment of institutional work environment. Descriptors: Aging in Academia, Career Development, Change Strategies, College Faculty

Hallett, Jeffrey J. (1990). The Workplace of the Present Future, Journal of Career Planning and Employment. Market dynamics have always shaped our institutions. Now the dynamics have changed, and the hierarchical organization is giving way to a new organizational model based on fulfilling human potential through networking, teamwork, diversity, full access to information, and flexible schedules. Descriptors: Access to Information, Decentralization, Employer Employee Relationship, Flexible Scheduling

Walker, Susan P. (1992). Labour Trends and Training Needs in British Columbia. In an effort to meet the training needs of the British Columbia (BC) labor force, Open College (OC), in Burnaby, has focused future activities on market-driven, employer-centered training programs utilizing advanced technologies and traditional on-site instructional methods. Designed to ensure that these courses and programs reflect actual labor demands, this report examines BC's training needs, details economic and labor market trends and forces, identifies the extent to which training needs have been changed by such factors as industry demands and political developments, and recommends ways in which OC's programs can upgrade the level of skills of the BC labor force. After an introductory section discussing the purpose and methodology of the report, part II provides an economic and labor market overview, detailing information on: (1) a world overview, examining economic trends in the United States, Europe, and Asia; (2) the Canadian economy, reviewing demographics and employment, productivity, trade, and industrial development; (3) the BC economy; (4) provincial industries and industrial development; (5) developments in the workplace; (6) occupations and demand; (7) critical skills; (8) skills shortages; and (9) training trends, examining such areas as expenditures, delivery methods, and governmental role. Part III presents a series of recommendations for OC, emphasizing the need for training in information technology, management and supervision, workplace literacy, and total quality management. Appendixes include a map of BC, a table of government funding for training programs, profiles of the six BC regions, and BC industry profiles by region. An autumn 1992 update on the economic and market overview is attached.   [More]  Descriptors: Community Colleges, Economic Change, Economic Climate, Economic Development

Vickerman, Kathrine D. (1996). The Voice of Our History, 1945-1995. This document presents the history of the first 50 years (1945-95) of the Mountain Plains Adult Education Association (MPAEA). The MPAEA, which includes adult education leaders from the states of Arizona, Colorado, Idaho, Montana, Nevada, New Mexico, Utah, and Wyoming, strives to ensure that every adult is prepared for a lifetime of learning and to foster cooperation among the persons and organizations practicing or researching adult education throughout the region. Following introductory materials, including the organization's first constitution, the document contains descriptions of MPAEA's activities in year 8 (1953) through year 50 (1995). Appendices contain a list of past presidents, a list of award recipients and emeriti, the current constitution, and descriptions of scholarships available through the organization. The information comes from conference proceedings, agendas, brochures, newsletters, journals, and correspondence. Examples of these publications and photos of association events are included.   [More]  Descriptors: Adult Basic Education, Adult Education, Awards, Educational History

Echeverria, Luis (1983). Priorities for Adult Education in a World of Crises, Convergence: An International Journal of Adult Education. The economic crisis facing the world today shows us very clearly that we ought to rethink, redefine and characterize with precision the new role of adult education. A new role should help in contributing effectively to the quest for new ways, truly different alternatives toward a true and authentic development. Descriptors: Adult Development, Adult Education, Adult Programs, Cooperation

United States Bureau of Education, Department of the Interior (1912). Agricultural Education in Secondary Schools: Papers Read at the Second Annual Meeting of the American Association for the Advancement of Agricultural Teaching, Columbus, Ohio, November 14, 1911. Bulletin, 1912, No. 6. Whole Number 474. Education in and through agriculture is attracting the attention and interest of teachers in schools of all grades and of many people, both in the country and in the city. Only within recent years have agriculture and allied subjects come to be an important part of the courses of study in elementary and secondary schools and in normal schools whose purpose and function it is to prepare teachers for these lower schools. For this reason there is still much uncertainty as to what and how much of these subjects should be taught, how the matter selected should be arranged, what methods of teaching should be used, and what should be the organization and support of the schools doing this work. Hence, any contribution toward the answer of these questions is welcomed by teachers, school officers, legislators, and people who have children to educate and who contribute to the support of the schools. This bulletin consists of papers read before the American Association for the Advancement of Agricultural Teaching at its second annual meeting in Columbus, Ohio, November, 1911. This association is composed of persons engaged in agricultural education in American colleges, normal schools, high schools, elementary schools, and special schools of agriculture. Its membership includes able men and women in all parts of the United States who have acquaintance with the present usage and the needs of such education in all sections. These papers constitute a valuable contribution to the solution of several problems of agricultural education, especially in the secondary schools. The six papers presented in this bulletin are as follows: (1) Essentials in a state system of agricultural education (F. W. Howe); (2) The need for reliable scientific data regarding social and economic conditions in rural communities (E. C. Higbie); (3) The proper equipment of an agricultural high school (D. O. Barto), followed by a discussion of this paper by D. J. Crosby; (4) The Smith's Agricultural School and agricultural education in Massachusetts (R. W. Stimson); (5) The unprepared teacher of agriculture in high schools and colleges of education (A. V. Storm); and (6) What is done to prepare teachers of secondary school agriculture (A. C. Monahan. [Best copy available has been provided.]   [More]  Descriptors: Agricultural Education, Agriculture, Rural Areas, Educational Change

Johnson, Elaine P. (1996). Critical Linkages. Factors That May Influence Companies' Readiness To Implement Workplace Training. Factors affecting companies' readiness to implement workplace training were identified through a survey completed by 50 selected partner companies of the 44 National Workplace Literacy grantees during 1995-1996. Selection of the business partners to whom the survey was administered was left to the grantees' discretion. A 25-item questionnaire called the Critical Linkages survey was used to collect information regarding the following: companies' products and services; the time from businesses' first contact with the workplace literacy organization to the beginning of their first literacy training; and factors associated with the early implementation of workplace literacy programs. Of the companies surveyed, 67% began initial workplace literacy training within 10 months of their initial contact with a workplace literacy organization. The following factors were associated with earlier implementation of workplace literacy training: large company; increasing work force (in the case of product manufacturers but not service deliverers); recent increase or decrease in profits or level of service; restructuring and new technology; previous experience with workplace education programs; and company that values flexibility and worker autonomy. (Appended are the survey instrument, survey-related correspondence, a frequency distribution, and a data analysis.)   [More]  Descriptors: Adult Basic Education, Adult Literacy, Attitude Measures, Early Intervention

Houseman, Susan N. (1995). Job Growth and the Quality of Jobs in the U.S. Economy. Upjohn Institute Staff Working Paper 95-39. The literature on employment growth in the United States and selected industrialized countries and the wage, benefits, and job security characteristics of new and existing jobs were analyzed to determine how job growth and quality in the United States during the 1980s and 1990s compares to that in other industrialized countries. Among the study's main findings were the following: (1) although job growth has been greater in the United States than in most other industrialized countries, only 20-30% of the differential in employment rates between the United States and European countries during the 1980s is accounted for by cross-country differences in unemployment rate trends; (2) not all groups benefited from the strong job growth in the United States in the 1980s (for example, rates of unemployment/labor force nonparticipation among less-educated prime-age men have increased significantly); (3) although a disproportionate number of new jobs were added in high-paying occupations in 1988-93, 20% of net new jobs were added in occupations at the bottom of the earnings distribution; and (4) the biggest deterioration in job quality in the United States has been due to deteriorating wages and benefits across a broad spectrum of new and existing jobs. (Contains 39 references.) Descriptors: Comparative Analysis, Developed Nations, Economic Change, Economic Climate

Wilson, Steven F. (1992). Reinventing the Schools: A Radical Plan for Boston. Pioneer Paper No. 7. This analysis of the Boston (Massachusetts) Public School System considers ways of advancing the opportunity for parent choice of school and program, and ways of breaking the bureaucratic culture of big-city American public schools to introduce a culture promoting innovation and experiment. The Boston public schools system, like large urban districts everywhere, is in trouble, facing low achievement, high dropout rates, white flight, the threat of violence, and administrative problems. Nevertheless, there are outposts of hope in the system's 117 schools, and a growing consensus exists on the necessity of serious reform. This study combines an analysis of school and staff documents, a review of secondary materials, and reports from other districts and leading educators, with data from 50 interviews of Boston administrators and teachers. All evidence points to institutionalized gridlock in the system. Chapters 1 and 2 examine major reform efforts in terms of school choice and school-based management, while Chapter 3 reviews the importance of a vital school culture and community. Chapter 4 examines the role of leadership, and Chapter 5 proposes a plan for encouraging such leadership. Chapter 6 urges a core curriculum. Chapter 7 reviews the budget and effective spending, and Chapters 8 and 9 review mandated special education and bilingual education. Chapter 10 analyzes current school staffing needs. Descriptors: Administrative Problems, Curriculum Development, Educational Change, Educational Environment

Cage, Mary Crystal (1994). End to Recession's Chill?, Chronicle of Higher Education. An annual survey of college faculty salaries found an average rise of 3%, slightly more than the inflation rate. Some feel salary stagnation may be ending. Data are presented on pay vs. cost of living, full-time faculty salaries, gender differences, and average salaries, by faculty rank, at 1,900 institutions. Descriptors: Academic Rank (Professional), College Faculty, Economic Change, Economic Climate

Austin, Ann E.; And Others (1991). A Good Place to Work: Sourcebook for the Academic Workplace. This sourcebook provides substantive ideas for private liberal arts colleges interested in assessing, enhancing, and maintaining the quality of the academic workplace. Additionally, it responds to some of the current trends affecting American higher education involving faculty worklife and development, problems associated with faculty shortages, and the important shifts that are taking place in the structure of work and worklife. The sourcebook is divided into two main sections: Section I contains 3 chapters focusing on ideas and strategies for strengthening the academic workplace and maintaining positive faculty morale; Section II includes 10 chapters, each a case study of a college where faculty morale is relatively high. The colleges are: College of Notre Dame (Maryland); College of Saint Scholastica (Minnesota); Eastern Mennonite College (Virginia); Gordon College (Massachusetts); Greenville College (Illinois); Lenoir-Rhyne College (North Carolina); Nebraska Wesleyan University; Simpson College (Iowa); Smith College (Massachusetts); and William Jewell College (Missouri); Chapters summarize key organizational factors characterizing colleges where faculty morale is positive; suggest ways to identify and assess the areas of strength and areas of concern in the college workplace; and offer specific ideas and practical strategies, organized around the key organizational factors, which a college might adapt. Among the appendices are an instrument used to assess administrators' views, an instrument helpful to those using the sourcebook to assess the academic workplace, and summary data from the Survey of Faculty Views of the Academic Workplace. A separate workbook, "The Academic Workplace Audit," is designed to accompany this sourcebook.   [More]  Descriptors: Change Strategies, College Faculty, Colleges, Faculty Development

Whicker, Marcia Lynn (1997). An Economic Perspective of Academic Tenure, PS: Political Science and Politics. Provides an excellent overview of the major arguments for and against elimination of tenure. Considers the positions of tenured faculty, faculty unions, administrators, boards of regents, students, and parents. Neatly summarizes and critiques each of these positions. Concludes with a set of creative and productive options. Descriptors: College Administration, College Faculty, Economic Impact, Educational Change

Thompson, Ekundayo J. D. (1997). The Prince of AALAE. Corruption and Mismanagement in an African NGO. In this book, the former coordinator of the Technical Assistance Project of the African Association for Literacy and Adult Education (AALAE) provides an insider's account of the corruption, political management, and organizational mismanagement of the AALAE in 1991-1996. Chapter 1 introduces six myths regarding nongovernmental organizations (NGOs): NGOs have the capacity to reach the poor and vulnerable; NGOs are better placed than governments to address the needs of the poor and vulnerable; NGO work is characterized by innovation and flexibility; NGOs have greater potential than government bureaucracies in empowering people at the grassroots to achieve self-reliant development; African NGOs are people's organizations; and NGOs complement governments' development efforts. These are among the topics discussed in chapters 2-12, which systematically expose each myth, are as follows: ownership of the AALAE; organizational dysfunction; roots, causes, and essence of the AALAE's current crisis; action by donors and partners; the AALAE audit; issues uncovered; and lessons learned. Fifteen tables/figures are included. Appended are the following: questionnaire used to survey of AALAE members on the AALAE's reorganization; survey findings; chronological account of the AALAE's crisis; case study of program mismanagement; and list of executive council members. The book contains 187 references.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Case Studies, Educational Finance

McKerrow, Kelly (1996). Advocacy and Ideology: Confrontation in a Rural School District. This paper presents a critical qualitative account and analysis of resistance and contestation over the decision-making process in a special education program. The parties involved were four parent advocates, who formed an advocacy organization, and the school administration in a rural school district in the Midwest. A subtle but powerful bias against rural parents by educators and an accompanying "urban bias" to most educational research frame the context in which this detrimental process took place. How these groups used the elements of cultural capital (income and material resources, work and competence, confidence, and networks) in their efforts to achieve domination is examined. The organizational reaction of "cooling out the mark" (consoling or placating advocates in such a way that the structural inevitability of their failure is concealed from them) provides an additional dimension for understanding how such organizations exclude outsider input. None of the administrative or advocacy activities resulted in legitimate shared decision making as intended by law. Both groups used hegemonic cultural assumptions to justify the build-up of capital to limit the other group's domination of the process. This focus on "winning" and allegiance to a dysfunctional organizational ideology usurped genuine attempts to make decisions that were mutually shared by the administration and parent advocates. If the issues that face special education are precursors to issues of restructuring, this case should serve as an example, albeit a bad one. It exposes the futility of pursuing organizational strategies that are antithetical to shared decision making and ultimately, restructuring. Contains 35 references.   [More]  Descriptors: Administrator Attitudes, Administrators, Advocacy, Boards of Education

Halford, Andrew (1994). Faculty Morale–Enhancing It in Spite of Diminishing Resources and Challenges. Faced with budget cuts, demands for accountability by state legislatures and higher education councils, and a history of autocratic governance, the faculty morale at Paducah Community College, in Kentucky, reached its lowest point in 1990. A new president arrived, however, who had recently completed research on governance styles in higher education and developed the fourth paradigm of governance, Faculty Professional Self-Esteem. This paradigm contends that teachers who believe they are treated with respect and valued as professionals are more effective than those who do not believe so. Further, the concept is centered on the following nine variables of needs and interests of faculty and staff identified through a study of 25 community colleges in 13 states: (1) the physical environment and its condition, including the layout and state of repair; (2) appropriate consultative and participatory management; (3) open communications; (4) honest, even-handed administrators; (5) thorough and open access to budget development; (6) control over classroom-related matters; (7) adequate instructional support services; (8) opportunities for professional growth and renewal; and (9) meaningful involvement in setting and evaluating institutional mission, goals, and objectives. The fourth paradigm suggests that, in times of limited resources, enhanced self-esteem and shared governance provide the tools to reshape existing resources for a more effective learning environment.   [More]  Descriptors: Administrative Principles, College Administration, Community Colleges, Faculty College Relationship

Share on FacebookShare on Google+Email this to someoneTweet about this on TwitterPin on Pinterest

Leave a Reply

Your email address will not be published. Required fields are marked *