Bibliography: Russia (page 133 of 140)

This annotated bibliography is curated specifically for the Russia is NOT the Enemy website.  Some of the authors featured on this page include Cerise Oberman, Nikolai Vakhtin, Ivo Gijsberts, Jean Drum, Dee Anna Willis, Suzanne Dee Nix, Allen B. Johnson, Atlanta Cable News Network, Rich Gibson, and Alan J. DeYoung.

Cable News Network, Atlanta, GA. (1997). CNN Newsroom Classroom Guides. March 1-31, 1997. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of March, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: monkeys cloned in Oregon, Iran suffers massive earthquake, tornados affect several areas in the United States, riots in Albania after economic collapse, heavy logging threatens the world's ancient forests, Senate Democrats defeat Balanced Budget Amendment, Swiss government to start Holocaust fund, North and South Korea attempt to resolve 47-year old conflict, and Ohio River Valley flooding is the worst in 30 years (March 3-7); Federal Bureau of Investigation alleges Chinese involvement in attempt to influence 1996 U.S. elections, Mideast peace talks reach impasse, Russian President Boris Yeltsin tries to revive Russia's economy by shaking up his cabinet, Hale-Bopp comet, human cloning, seven Israeli students slain, and police arrest Cosby murder suspect (March 10-14); thousands evacuate as violence escalates in Albania, rebels in Zaire capture city of Kisangani, Great Britain's parliamentary campaigns heat up, rebels control Albanian port, Israel begins Jewish housing project which is protested by Palestinians, controversy over U.S. campaign finance practices, Helsinki Summit begins, George Tenet nominated as Central Intelligence Agency head, and landmark agreement between the Liggett Tobacco Group and 22 states (March 17-21); violence erupts on West Bank streets, a combination of lunar eclipse, bright shining Mars, and good view of Hale-Bopp comet, cease-fire negotiations pending between rebels and Zaire President Mobuto, U.S. Federal Reserve Bank raises interest rates in attempt to avoid inflation, six days of violence in the Middle East, mass cult suicide linked to UFO (Unidentified Flying Object) belief, and Martin Luther King Jr.'s son meets with the man convicted of killing his father (March 24-28); and Albania refugee ship sinks, and Oklahoma City bombing trial is set to begin (March 31). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Willis, Dee Anna, Ed. (2000). [Collected Papers on International Aspects of Teacher Education and Technology.]. This document contains the following papers on international issues in technology and teacher education: "Developing and Researching the International Dimension in Teacher Education and Technology: A SITE Invited Panel" (Niki Davis, Therese Laferriere, Bridget Somekh, Wim Veen, and Jerry Willis); "Integrating ICT into the Curriculum: A Case Study of the Irish 'North South' Project" (Roger Austin and Jane Smyth); "A Modular Approach to Education" (Bruce Elson and Alan Phelan); "Information and Communications Technology: Teachers' and Students' Preconceptions and the Implications for Teacher Education" (D.J. Clare and J.L. Blackwell); "Promoting Collaboration in a European Context Using Multimedia and the World Wide Web" (Brian Hudson, David Owen, Alison Hudson, Eila Jeronen, and Peter Schurz); "Towards a New Curriculum for Pre-Service Teacher Education: A Response to the Challenge of the Information Age" (Marco Snoek, Douwe Wielenga, Karel Aardse, and Joke Voogt); "Preparing Student Teachers to Use ICT at Secondary School: A Course Designed at the University of Zuerich" (Wilfrid Kuster and Fortunat Schmid); "Dialogue of Teachers and Students on the Internet in Poland of the Nineties in the Context of Moulding the Creative Vital Orientations by E. Fromm" (Jacek Gornikiewicz); "Romanian Internet Learning Workshop: Building an International Community of Experts on Learning in the Internet" (Nicolae Nistor, Mihai Jalobeanu, Susan English); "The Teacher's Attitudes towards Computers in Education of Young Children" (Tamara Pribisev and Sanja Cvijic Vuckovic); "A Discussion on Integration of Educational Technology into Turkish Educational System: Is It a Tool or Aim?" (Selcuk Ozdemyr); "What Computer Education & Instructional Technology Means to Pre-Service Teachers: A Case Study of a Turkish State University" (Omer Delyalyodlu); "Furnishing Turkish Preservice Teachers with IT Skills: Hope or Hype?" (Soner Yildirim); "Preservice Teachers' Perceptions of Computer: Time Dependent Computer Attitude Survey" (Ask n Asan); "Ukrainian Teacher Education in Transition: What Role Can Technology Play?" (Valentyna Kolomiyets); "Teacher Education in Russia: History and Transition" (Ludmila Gombozhabon); "The Experience of a Teacher Educator in the Use of IT in Primary Classrooms" (Winnie So Wing-Mui, Vincent Hung Hing-Keung, Jacky Pow Wai-Cheong);"Gender-Related Differences in Computer Anxiety among Technological College Students in Taiwan" (Shwu-Yong L. Huang and Liu Yeon-Chaw); "The In-Service Training Programs for Primary School Teachers To Use Information Technology in Australia and in Taiwan" (Min-Jin Lin and Ching-Dar Lin); "Teachers Readiness in Using Computers in Classroom–A Study in Malaysia" (Haryani Haron and Sharifah Muzlia Syed Mustafa); "Advocating Reflective Learning in a Teacher Training Program" (Soo-Lin Teh and Fitri Suraya Mohamad); "Distance Education Based on Computer Networks in Chile Universidad de Concepcion A Special Case" (Jose Duran Reyes and Maria Ines Solar Rodriguez); "Telematics in Professional Training: New Horizons and Possibilities" (Airton Cattani); "The Integration University–School in the Development of Collaborative Projects through Internet" (Gisela E.T. de Clunie, Damaris Gonzalez, and Zenith Hernandez); "Teachers and Trainee Teacher Perceptions about Information and Communication Technology Tools During a Multicultural European Activity" (Adriane Pierrou and Christian Bessiere). Individual papers contain references.   [More]  Descriptors: Computer Uses in Education, Curriculum Development, Educational Technology, Elementary Secondary Education

Oberman, Cerise, Ed.; Kimmage, Dennis, Ed. (1995). Russian-American Seminar on Critical Thinking and the Library. Papers from the Seminar (Moscow, Russia, June 1-5, 1992). Occasional Papers Nos. 200-201. The purpose behind the Russian-American Seminar on Critical Thinking was to bring together librarians from both countries to provide an East-West perspective on the issue of critical thinking. This document presents 16 papers from the seminar as well as introductory remarks from a Russian and an American participant. Papers are as follows: "The Young Adult and the Library" (Irina Bakhmutskaia and Zoia Iankova); "Library Instruction in the Information Age" (Constance A. Mellon); "The Library Environment and the Development of Critical Thinking" (Margarita Dvorkina); "The Role of the Library in the Socialization and Development of Individual Critical Thinking" (Iuliia Melent'eva); "Librarians as Co-Creators of the Curriculum" (Betsy Baker and Natalie Pelster); "Social and Cultural Aspects of the Library's Role in Development Critical Thinking" (Andrei Kapterov); "In Search of a Definition of Critical Thinking" (Lori Arp); "The Public Library in Russia and the World Around It" (Boris Volodin); "Bibliographic Instruction and the Machine in the Garden of Educational Reform" (Jon Lindgren); "Bibliographic Instruction and the Development of Critical Thinking Among Young Adults" (Slava Matlina); "Bibliographic Instruction, Library Education, and the Role of the Academic Librarian" (Thomas G. Kirk); "Bibliographic Instruction of Students as they Use the Library" (Margarita Samokhina); "The Role of the Library in Promoting Critical Thinking in the Classroom and Beyond" (Joan Ormondroyd); "Why Library Schools Need to Change Their Curriculum" (Raymond G. McInnis);"Totalitarianism, the Soviet Librarian, and Critical Thinking" (Arkadii Sokolov); and "Totalitarian Reality and the Intellectual and Spiritual Potential of Society: Certain Contradictions of Russian Library History" (Boris Volodin). Descriptors: Cognitive Development, Critical Thinking, Curriculum Development, Educational Change

Nordland, Eva, Ed. (1994). Project for Ecological and Cooperative Education (P.E.A.C.E.). Report from the Meeting (Kornhaug, Norway, March 7-10, 1994). Peace Education Reports No. 12. The essence of peace education is to involve the students in expectations about possible changes in the direction of a cooperative and caring planet, to create attitudes through involving young and old in caring and protecting activities, and to make it possible to turn some of the caring and protecting activities into habits. These are some of the core ideas of the project for Ecological and Cooperative Education (PEACE), a cross national project with participants from Russia, Ukraine, Slovenia, Croatia, the United States, and the Scandinavian countries. This report summarizes the presentations and discussions on ecological and cooperative education at the project's meeting in Norway, in March, 1994. The report is divided into 7 parts. Part 1 focuses on human rights and security and contains three articles: (1) "Children's Rights" (Annelise Droyer); (2) "Good Neighbors, We and They" (Willard G. Jacobson; Carol W. Jacobson); and (3) "Education as Part of NGO's Work" (Betty Nicolaisen). Part 2, focusing on ecological challenges, contains: (1) "Making the Children Participants" (Tatiana Tkachenko); (2) "Ecological Education" (Ludmila Voloditina); and (3) "Nature as Part of Education" (Julia Kipko). Part 3, focusing on cooperation and conflict resolution contains "Communication and Conflict" (Nina Ashkinazy; Galina Kovalyova). Part 4, focusing on peace education in English teaching, contains two article: (1) "Peace and Cooperation through English Teaching" (Jana Krakova); and (2) "Content of Foreign Language Teaching" (Felix Litvin). Part 5 contains "Ecological and Cooperative Education in Teacher Training" (Valentina Mitina; Emilia Sokolova). Part 6 on schools for peace contains descriptions of multicultural schools by Anne Shephard and Gro Tveten. Part 7 presents conclusions.   [More]  Descriptors: Conflict, Conflict Resolution, Curriculum, Ecology

Gijsberts, Ivo (1998). Financing Vocational Education in Russia: Issues and Options, Vocational Training: European Journal. The Russian government is attempting to share financing of vocational education and training with students and employers. A new budget allocation system based on outputs is needed to change behavior. Descriptors: Budgets, Educational Finance, Enrollment Trends, Foreign Countries

Cable News Network, Atlanta, GA. (1998). CNN Newsroom Classroom Guides. October, 1998. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of October, 1998, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics include: scientists find trace fossil evidence of billion-year old worms, the impact of financial troubles on Russia's hospitals has devastating consequences, and U.S. fishermen struggle to make a profit in the face of a global tuna glut (October 1-2); diplomats debate the merits of air strikes as NATO prepares for punitive action against the Serbs, Brazil elections, the House Judiciary Committee votes along party lines to pursue an impeachment probe, Lilith Fair shared the wealth with local charities in 57 North American cities, the average American youth is getting heavier, and Indonesia's economic crisis is taking its toll on children in the form of malnutrition (October 5-9); budget deadline looms, Nobel Prize for medicine, factors responsible for violence in U.S. schools and what can be done to reverse the trend, Keiko makes his way in the waters of his original home off Iceland, and Netanyahu and Arafat in intense talks (October 12-16); Britain's arrest of Chile's former dictator Augusto Pinochet provokes reactions of both praise and outrage, Iraqi officials insist it's time to lift the economic sanctions imposed by the U.N., a blind painter creates fascinating images of things he has never seen, and Hollywood blockbuster films are dubbed for audiences in India (October 19-23); John Glenn's return to space sparks a renewed interest in Space Camp, the site of the Salem Witch Trials, a NASA invention helps one young woman win her battle with cancer, and the South Africa Truth Commission Report (October 26-30). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Vakhtin, Nikolai (1992). Native Peoples of the Russian Far North. "Northern minorities" is an official term for 26 indigenous peoples who live in a vast northern and Arctic territory (58% of the new Russia, mostly Siberia). These peoples include very different ethnic groups with different cultures and languages, but today they all live in a situation best described as "ethnic catastrophe." The period, covering the 16th-19th centuries was one of Russian colonization and annexation. From the 1920s onward, the official view in the USSR was that minority rights issues had been satisfactorily resolved through communism and the supposedly devolved administrative structure of the Soviet state. However, the rights of various nationalities existed more on paper than in practice. In the 1920s, schools were established in the North, Native languages were included in the curriculum, and 13 alphabets based on the Roman alphabet were developed for northern languages. However, in 1937, the Cyrillic alphabet was introduced and northern alphabets were outlawed. After World War II, the public policy became one of "Russification" and the unity of the Soviet people. Northern peoples were forcibly settled in villages or relocated in mixed groups to new areas. By 1970, none of the 26 ethnic languages but one were any longer used at school. From the age of 2, children were required to attend boarding schools where they were punished for speaking their own languages. The natural resources of the North were exploited without concern for environmental damage. All protest was brutally suppressed. This report contains recommendations on political, economic, and cultural rights of the northern minorities.   [More]  Descriptors: Acculturation, Civil Liberties, Elementary Secondary Education, Foreign Countries

Cable News Network, Atlanta, GA. (1998). CNN Newsroom Classroom Guides. July 1998. CNN Newsroom is a daily 15-minute commercial-free news program specifically produced for classroom use and provided free to participating schools. The daily CNN Newsroom broadcast is supported by a Daily Classroom Guide, written by professional educators. These classroom guides are designed to accompany CNN Newsroom broadcasts for a given month, and include suggestions for class discussion for top stories, business, cultural, and world events. Top stories in this July 1998 guide include: U.S. missile strikes a radar site; wildfires continue to threaten rural Florida; Chinese officials call Clinton's visit a full success; a world-famous motor speedway becomes home to those forced out by Florida's fires; tough economic times signal political difficulties for Russia's President Yeltsin; the United Nations grants additional diplomatic rights to the Palestinians; a call for stricter gun control legislation launches a crossfire of debate; the Clinton Administration launches a $2 Billion anti-drug campaign; France wins the World Cup trophy; a controversy over Protestant parades threatens to shatter Northern Ireland's fragile peace; the public seems unconcerned about the threat of the "millennium bug"; Congress's plans for the HMO system; a Secret Service agent fights a subpoena; the government issues its second annual report on the state of America's children; Nigeria takes its first steps on the path to democracy and announces plans for elections in 1999; Texans continue to endure a triple-digit heat wave; Alan Shepard, the first American in space, dies; President Clinton promises relief for those suffering from summer's heat; two Capitol security officers are killed in the line of duty Friday; two slain officers lie in state under the United States Capitol rotunda; the Independent Council grants Monica Lewinsky immunity from prosecution in exchange for her testimony; and Clinton volunteers to become the first sitting U.S. president to testify in a criminal investigation; and Japan's new man in charge chooses a finance minister to tackle the nation's economic woes. Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Gibson, Rich (1994). Paulo Freire and the Contradictions of Literate Democracy. Democracies of both the East and the West function in a world depression that began 20 years ago and has grown uninterruptedly. Overlaying the economic crisis is the fact that the current economic powers, Germany, Japan, and Russia, are without military might; while the military power, the United States, has virtually no industrial base and an economy in deepening crisis. Fortunately, it has been in times of historical crisis that people interested in democracy and social justice have made the greatest gains, even if their interests were at the same time under the gravest threats. Other nations look to the United States for hints about the relationship of democracy and literacy. The Brazilian, Paulo Freire, is frequently invoked by proponents of democracy, but he is sadly iconicized and reified. Freire's system of thought may be broken down into binaries of social democracy and doctrinal Marxism or, alternatively, idealism and mechanical materialism. However, both of these systems are flawed and neither will lead the people in today's world to true democracy or equality. Where Freire goes wrong is to fail to recognize the importance of his own call for the critical role of ideology, that is, the role of ideas as a material force, especially the idea of equality. The focus in Freire relies heavily on the theory of productive forces, both in the idealist Freire and the doctrinal Freire–a focus that overestimates the technique of production above the social relations of production. The untenable binary of national economic development and democracy might be resolved by uniting them under the rubric of the moral imperative of equality–in both the mode (decision-making) and means (equality in distribution) of production.   [More]  Descriptors: Democracy, Democratic Values, Higher Education, Ideology

Ware, Sylvia A., Ed. (1999). Science and Environment Education Views from Developing Countries. Secondary Education Series. This document is the first in the Secondary Education Series and is a product of the cooperation between the Human Development Network Education Team and the Human Development Sector Unit of the Latin American and Caribbean Region. The purpose of this book is to demonstrate the present valuable information found in developing nations and the educational reforms implemented in these countries in recent years. Contents include: (1) "Overview of the Reform Agenda" (Sylvia A. Ware); (2) "On the Road to Improving the Quality of Life: Environmental Education in the Costa Rican Education System" (Eduardo Doryan and Eleonora Badilla); (3) "Adaptation of the U.S. ChemCom Course for Secondary School Students in Krasnoyarskii Krai, Siberia, Russia" (Natalia E. Gapanovitch and Natalia P.  Tarasova); (4) "School-Industry Cooperation in the Republic of Slovenia: Does It Exist?" (Margareta Vrtacnik and Sascha A. Glazar); (5) "Advances and Obstacles to the Reform of Science Education in Secondary Schools in Mexico" (Andoni Garritz and Vicente Talanquer); (6) "Chilean Education Reforms during the Current Century" (Manuel M. Martinez and Raul F. Ceron); (7) "The Science Teachers Association of Nigeria: Forty-One Years of Service to Science Teaching" (Samuel Bajah); (8) "School Laboratories in Developing Countries: Are They Worth the Effort and Expense?" (Erik W. Thulstrup); (9) "Science and Technology Education in Developing Countries: Low Cost, Locally Made Instrumentation" (Krishna V. Sane); (10) "Science Education at the RADMASTE Center: The Role of a University in Development" (John D. Bradley); (11) "Meeting the Needs of Science Teachers and Students: The Philippines Experiment" (Warren Beasley); (12) "Secondary Science Education in Thailand" (Roger G. H. Downer and Karma Rana); (13) "Toward a Comprehensive Strategy for Science Curriculum Reform and Teacher Development in Southern Africa" (Leo P. de Feiter and Kenneth Ncube); (14) "Challenges to Reforming Science Education in South Africa: What Do the Third International Mathematics and Science Survey Results Mean?" (Sarah J. Howie); (15) "The Internet in Our Classroom: Teaching Tomorrow's Skills for Tomorrow's World" (Boris Berenfeld); and (16) "Environmental Education: The Millennium Challenge" (Jacob Bregman, Sr. and Morten Fisker).   [More]  Descriptors: Developing Nations, Educational Change, Environmental Education, Foreign Countries

DeYoung, Alan J.; Nadirbekyzy, Bakhytkul (1996). Redefining Schooling and Community in Post-Soviet Kazakstan: Tokash Bokin and the School at Aikkanar. Since the Soviet Union disbanded in 1991, the schools of the new Republic of Kazakstan have focused on rediscovering national history and culture, while the form and structure of schooling have also undergone major changes. This paper describes the current situation at a rural school–Tokash Bokin–in the context of the history of Russian and Soviet control of education and recent political and economic changes. In the late 19th century, Kazakstan was conquered by Czarist Russia, which viewed the nomadic Kazaks as uncivilized. The region's few Islamic schools were replaced by Russian schools teaching Russian language and culture, but formal schooling was provided to few Kazaks. Following the revolution, Soviet education became universal, but its goals of furthering industrialization and collectivization were anathema to nomadic Steppe cultures, and its policies undermined instruction in all native central Asian languages. As the Soviet Union crumbled, various instructional and administrative changes were implemented. Unfortunately, the costs of implementing reforms during the transition to a market economy have been particularly disastrous for education. Although Kazakstan is comparatively advantaged in terms of human capital, educators face great challenges: to rediscover and teach the nation's history in a language that most Kazaks do not speak fluently, and to do so in the face of declining fiscal resources and a shortage of qualified teachers. Parents now have various choices of schools and curricula, but those who can afford it opt for private schools. Financial problems are exacerbated for rural schools such as Tokash Bokin, which can not pay its teachers on time nor provide heat, electricity, or school supplies. However, the most serious problem may be the sacrifice of educational equity in the rush to a market economy. (Contains 11 references.)   [More]  Descriptors: Asian History, Colonialism, Cultural Maintenance, Economic Change

Drum, Jean, Ed. (1993). High School Gifted, Communicator. This theme issue on gifted high school students presents several feature articles, a California legislative update, and an editorial. In "Summer Seminar '93–California in the 21st Century," Janis Van Dreal describes a 2-week residential program in which gifted high school students examined California's future. "Visiting a Gifted Program in Russia" (Sandra Kaplan and others) describes the similarities and differences between the perceptions of gifted American and Russian students toward curriculum differentiation. In "Supporting Talent Development Is Only Half of the Answer: A Reexamination of Issues Raised in the September 'Communicator'," Barbara Clark refutes John Feldhusen's approach and argues that educators cannot abandon the unique needs of gifted and talented children."Learning Differences: A Primer for Parents" (Madeleine D. Brandli and Kathleen Pommer) discusses prevention, identification, accommodations, and advocacy for gifted students with learning disabilities. Other articles include: "GATE Points the Way in the Reform Movement: CAG's High School Demonstration Sites" (Ron Fontaine); "The Seminar Program in the San Diego City Schools" (Betty Olson); "Accelerated College Entrance: The Benefits of ACE" (Terry A. Thomas); "Community and School Service–Another Challenge for Gifted/Talented Students" (Sharon Freitas); "The Orange County High School of the Arts" (Ralph Opacic); "AP Classes in a Rural High School? No Problem!" (Tim Guzik); and "A Picture Is Worth a Thousand Words (Camcorders in the Classroom)" (Diana R. Alford). (Most papers contain references.) Descriptors: Curriculum Development, Foreign Countries, Gifted, High Schools

Zimin, B. (1972). To Live and Work. Described in the booklet are the history and functions of the All-Russia Society for the Blind which was founded in 1925 to improve the physical, educational, and employment conditions of the more than 300,000 Russian people who before 1917 became blind from disease and poverty. The society is said to have units in the 15 constituent Soviet Republics and a voluntary membership of 163,800 blind and partially sighted persons. Noted is the decrease of blind adults to one third and of blind children to one fifth of the 1917 figure. Discussed are the following functions of the society: provision for factory and local (farm) branches; cooperation on problems of the blind with ministries responsible for areas such as social security, the state publishing house, and research institutes; provision for vocational training in work rehabilitation schools, locations such as the society's enterprises, and specialized schools; provision for employment of 76,500 blind or partially sighted persons in the society's factories or farms, state factories and professions; management of enterprises in which 70-90 percent of the blind engage in direct production processes, and which allocate 75 percent of net profits (25 percent of profits go to the state) to components of the society; and provision for farm jobs such as carpenters (partially sighted) and for coopers (blind). Also discussed are blind scholars' contributions to professional fields such as biology; education for 9,500 blind and partially sighted children in 68 residential schools; recreation activities such as drama in 129 centers; and welfare services such as housing.   [More]  Descriptors: Educational Opportunities, Employment, Exceptional Child Services, Foreign Countries

Johnson, Allen B.; Moen, Norman W. (1981). General Education in General College: Refining a Program for the 1980s, General College Newsletter. Improvement of the lower division undergraduate program of the General College of the University of Minnesota is addressed. Attention is directed to the history of the program, the status of the project when the General College Assembly adopted its 1981 statement, and the nature of the work to be completed during the 1981-82 year. Reference is made to the 1981 Carnegie Foundation essay (Boyer and Levine) showing that general education experienced a swing toward vocational education before the Depression, efforts to reaffirm values central in Western and American civilization after World War II, and an emphasis on science and mathematics and foreign languages after Russia orbited Sputnik in 1957. During the 1960s and early 1970s, students, minorities, feminists, and others called for diversity and relevance in general education offerings. The goals, characteristics, and desirable outcomes of the general education program, and degree requirements of the Associate in Arts Degree of the General College are specified in the 1981 Assembly statement. Broad educational outcomes in connection with skills, liberal education, and application/problem solving have been specified. Faculty have been examining course offerings as part of an effort to refine the liberal education requirement. Boyer and Levine suggest that general education content can be presented under six broad subject categories: shared use of symbols, shared membership in groups/institutions, shared producing and consuming, shared relationship with nature, shared sense of time, and shared values and beliefs.  Two recent histories of general education, one by Roland Lincoln Guyotte, III, and the other by Gail A. Koch, are reviewed.   [More]  Descriptors: Associate Degrees, College Programs, College Role, Degree Requirements

Nix, Suzanne Dee (1993). Establishing a Moscow-Florida Middle School Cross-Cultural Linkage for Global Environmental Collaboration. To prepare students for the 21st century, students must be taught not only how to think, but also to think from a global perspective. As an extension of the Sister Schools Project of Dade County, Florida, this practicum centered on developing a Moscow-Florida, cross-cultural educational linkage between a school in Moscow, Russia, and a middle school in South Florida. Dealing with shared environmental concerns, Moscow and Florida teachers collaborated to develop curriculum resources, strategies, techniques and activities to identify common global environmental concerns and to find possible solutions to these concerns. A major joint identified concern was the effect of global ecological imbalance on human health and disease. Educators from both schools engaged students in the cognitive processing skills of critical and creative thinking and in exploring the affective areas of attitudes, feelings and values. After inservice training on the teaching strategies of critical thinking and creative thinking skills, Florida teachers demonstrated a 21 percent increase in the actual teaching of these skills. While unable to establish an on-line telecommunications system between the sister schools, the sharing of ongoing correspondence was accomplished through the conventional methods of letter writing, faxing, telephoning, and personal delivery from persons traveling between the two countries. The results of this sharing and research were videotaped in an Earth Summit simulation and a jointly produced newsletter which included results of community surveys, creative writings, cultural art, pen friend correspondence and research results. The significance of this practicum resulted in the implementation of a project among educators from two diverse cultures which demonstrates that mutual respect and understanding can be established by working on a common concern. Seventeen appendices include questionnaires and survey results.   [More]  Descriptors: Cognitive Processes, Creative Thinking, Critical Thinking, Ecology

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