Conditioning U.S. Security Assistance on Human Rights Practices

In the United States, with its government of separated powers and functions, it is the executive branch, and in particular the Department of State, that bears responsibility for implementing legislation on foreign relations. The success of implementation will depend on political decisions, involving competing national interests, as well as on institutional and personal considerations of I he officials concerned. Inevitably, there is a gap between legislation and execution, especially when the Executive is not wholly sympathetic to the law. The gap may even devour legislated policies as the Executive refuses to take Care that the Laws be faithfully executed, and bureaucratic and personal considerations distort judgments, exploit the generality and uncertainty of language, and lead to abuse of discretion. A notable instance of this problem has been executive implementation of legislation on international human rights

International Education Planning Rubric: State Strategies to Prepare Globally Competent Students

Offers guidance for planning and assessing state strategies to develop students' global competence, including language, communication, and collaboration skills. Lists promising practices in leadership, resource allocation, certification, and curricula

A Development Evaluation Study of a Professional Development Initiative to Strengthen Organizational Conditions in Early Education Settings

High quality instruction is essential to producing developmental gains for young children and can mitigate risk factors such as family poverty and low parental education. Even in programs with highly qualified teachers, teacher-child interactions often do not provide the level of instructional support that children need to be well-prepared for success in kindergarten. In order to improve instructional quality, an emerging focus on early childhood professional development involves supporting leaders in creating a web of supports for teacher learning and child growth. The purpose of the 3-year evaluation study was to assess the effectiveness of an Early Childhood Education Professional Development Initiative (ECE PDI) in advancing the knowledge, skills, and dispositions of community-based early childhood leaders and teachers in relation to creating the conditions for superior developmental outcomes for low-income students served by these community-based centers. Findings from the implementation and impact studies are reported

Report to the New York City Housing Authority on Applying and Lifting Permanent Exclusions for Criminal Conduct

The New York City Housing Authority (NYCHA) is conducting an internal review of its policies related to permanent exclusions for criminal conduct on NYCHA property. Permanent exclusion (PE) occurs when a NYCHA tenant—rather than risk eviction—enters into a stipulation that those associated with the resident who have engaged in non-desirable behavior are barred from entering the apartment. It also occurs as a result of an administrative hearing where NYCHA seeks an eviction, but the hearing officer opts to preserve the tenancy and bars the offending person from the apartment.To inform this policy review, NYCHA partnered with the Vera Institute of Justice and John Jay College of Criminal Justice. The review sought to understand how NYCHA could better balance its commitments to the safety of the community, the stability of its tenants' families, and the successful reentry of formerly incarcerated people. The following recommendations reflect an extensive review of existing policies and practices around PE, interviews with NYCHA staff, a meeting with NYCHA residents, and social science research on risk mitigation and future offending

The First Year of Teaching Classroom Research to Increase Student Learning

Victor and Janisha were two of the focal students in Daniels's research project on her first year of teaching in an urban public school. Together they reflect the two major groups in this high school that has 45% Latino, 35% African American, ..

How Educators Can Eradicate Disparities in School Discipline: A Briefing Paper on School-Based Interventions

The number of students issued suspensions in U.S. schools continues to be extremely high, resulting in thousands of students missing school every day. Simultaneously,disparities in school suspension continue to worsen, indicating that students in some groups are missing school far more often and disproportionately(particularly, boys, African American students, students with disabilities, and in some regions, Latino and American Indian students). These disparities are also true of referrals to law enforcement and school-based arrests nationwide. According to recent data collected by the Department of Education's Office for Civil Rights, students of color made up 75% of referrals to law enforcement and 79% of schoolbased arrests, even while students of color comprise 39% of the nation's public school population.Punitive school discipline matters tremendously to the educational opportunity of young people: New knowledge on school discipline shows that even a single suspension or a single referral to the juvenile court system increases the odds of low achievement and dropping out of school altogether. Moreover, research shows that schools and educators -- not just students themselves -- make a difference in how discipline is meted out

Service user involvement in practitioner education: movement politics and transformative change

This paper will attempt to both celebrate key developments and best practice involving the users of health and social care services in programmes of practitioner education in a UK context, and offer a critical appraisal of the extent to which such initiatives meet some of the more transformative objectives sought by service users activists for change. The approach is largely that of a discussion paper but we illustrate some of the themes relating to movement activism with selected data. These data relate to earlier research and two specially convened focus groups within the Comensus initiative at the University of Central Lancashire; itself constituted as piece of participatory action research. We conclude that universities represent paradoxical sites for the facilitation of debate and learning relevant to key issues of social justice and change. As such, they are places that can impede or support movement aims. Particular strategic responses might be more likely to engender progressive outcomes. These ought to include the presence of critically engaged academic staff operating within a scholarly culture that fosters forms of deliberative democratic decision making

Afterschool for the Global Age

Summarizes discussions from a July 2006 convening on model afterschool programs and best practices for enhancing global literacy, including innovative uses of community and international connections, project-based learning, and educational technology

Ecojusticia, equidad y ética: retos para la orientación educativa y profesional

In social and environmental terms we live in precarious and uncertain times, where not only the sustainability of the planet rests in the balance, but also that of human existence. Many nation-states around the world talk of the importance of social cohesion, and are aware of the threat of environmental degradation, climate change, and ecological well-being. However, the dominating global policy discourse, particularly championed in the West, is located within a delimiting neo/liberal political framework. With a few noticeable exceptions, the influence of neo/liberal thinking continues to flourish in the contemporary career literature where there has been little deep critical engagement with the discourse of capitalist economics and how these impact human and environmental well-being. Often caught up in market-led discourses, and captured by the notion that ‘work sets you free’, educational and career guidance has been located within an uncritical economic frame. Its energies tend to be directed towards the preparation of individuals to make ‘good’ educational and occupational choices, underpinned by the need for ‘clients’ to acquire the skills and competencies demanded by employers (and the economy) (Bengtsson, 2011; Irving, 2018). The disjuncture between educational and career guidance and social and environmental justice (i.e. ecojustice) has rarely been breached. In this article, we seek to disrupt dominant discourses of the market that currently permeates thinking in education by identifying how an ecojustice perspective provides a forward looking and equitable foundation for educational and career guidance.En términos sociales y ambientales, vivimos en tiempos precarios e inciertos, donde no solo la sostenibilidad del planeta está en juego, sino también la de la existencia humana. Muchos estados-nación de todo el mundo hablan de la importancia de la cohesión social y son conscientes de la degradación ambiental, el cambio climático y la amenaza al bienestar ecológico y social. Sin embargo, el discurso dominante de la política global, particularmente defendido en Occidente, se sitúa dentro de un marco político neoliberal. Con algunas notables excepciones, la influencia del pensamiento neoliberal continúa siendo hegemónico en el campo de la educación y de la orientación profesional, donde en términos generales ha habido poco compromiso crítico profundo con el discurso de la economía capitalista y cómo este impacta sobre el bienestar humano y ambiental. A menudo atrapada en discursos dirigidos por el mercado y por la noción de que "el trabajo nos hace libres", la orientación educativa y profesional se ha ubicado dentro de un marco económico acrítico. Se tiende a preparar a los individuos para tomar "buenas" decisiones educativas y ocupacionales, respaldadas por la necesidad de que adquieran las habilidades y competencias exigidas por los empleadores (y la economía) (Bengtsson, 2011; Irving, 2018). La disyuntiva entre la orientación educativa y profesional y la justicia social y ambiental (la ecojusticia) rara vez se ha abordado. En este artículo cuestionamos los discursos dominantes del mercado que actualmente impregnan el pensamiento en educación, y proponemos la adopción de una perspectiva de ecojusticia que proporciona una guía para el futuro y contribuye a promover la equidad desde la orientación educativa y profesional