Discusses a new Spanish program for heritage language speakers at Peace College in North Carolina. While most programs designed for native speakers have been implemented in large institutions near a strong Hispanic community, the efforts at Peace College show how a program can be effectively developed even in a small women's college with a…

Explores the place of education in Indian society and recent outreach programs in preliteracy and adult literacy. Looks at traditions both before and after the formation of the Republic of India, reviews two programs for encouraging literacy, and identifies future challenges for Indian education. (DLH)

Describes briefly the business of child care centers in Singapore, government financial role, and public support of centers. Provides short snapshots of five centers visited. Notes great variety in programming approaches and creative solutions for delivering quality in different settings. (SD)

Examines early childhood education and care in the Republic of Ireland. Highlights the work of two leaders in the field in Ireland through transcripts of an interview and a thumbnail sketch of national schools, preschools, nursery schools, and day care nurseries. (SD)

Details project supporting early childhood teachers' efforts to incorporate into their instruction their own learning about natural history from explorations of their urban environment. Identifies vital components of teaching environmental science: context, connections, and communication. Discusses the importance of nurturing respect, facilitating…

Australia's indigenous populations have endemic levels of otitis media with conductive hearing loss. PA-EFL is a phonological awareness program designed for indigenous Australians who are at high risk for hearing disabilities and who are learning English as a foreign language (EFL). Hearing support services were provided; remarkable literacy gains…

Describes an approach to training higher education students to work and communicate more effectively in groups developed at Manchester Metropolitan University. (EV)

Provides an overview of the philosophy of "education-as-inquiry." Describes and examines a new Indianapolis, Indiana, public school, the Center for Inquiry, with 128 students and seven teachers, which follows an education-as-inquiry curriculum. Advocates an extended program of parent involvement at the center. (PA)

Discusses a technology-based project as a requirement for a traditional intermediate Japanese course at the University of Arkansas in which students worked in a small group to produce the university's promotional video in the target language, thus enhancing their Japanese language skills and promoting the program to the public. (Author/VWL)

Describes the Scholars at Risk Network, which brings together faculty, administrators, and institutions to rescue foreign scholars facing hostile regimes by arranging temporary visits for them at network institutions. Offers examples of scholars helped by the network. (EV)

Presents a portfolio of examples that illustrate how TI-92 technology has been used to support an undergraduate engineering mathematics course by changing it from student-passive to student-active. The instant feedback and variety of possible representations enables a concepts- and applications-driven interactive teaching approach which has led to…

Describes how the primary goal of the Parent Program was to constructively involve parents in their children's learning process. Notes how it gives them specific ideas and methods to assist their children in literacy acquisition. Hopes that the program will get materials in the homes that students might need while doing homework and get more…

Describes a summer externship program in Nevada which offers educators a stipend to spend 90 hours at a summer jobsite in their home community. Discusses the many benefits to educators and to employers. Discusses the author's experience in her summer externship, and the deep influence it had in her second-grade class teaching. (SR)

Describes how Johnson C. Smith University in Charlotte, North Carolina, an "Implementing Urban Missions" grantee, used an Urban Research Group model to involve undergraduates in community research; the needs of community-based organizations and the service mission of the university determine the amount of student involvement. (EV)

Asserts that building an infrastructure to sustain an organic movement such as experience-based education involves timing, tension, and respect. Describes how these elements have played a vital role in creating a solid foundation of support for civic engagement and service learning at Los Angeles' Mount St. Mary's College, an "Implementing…