Education Commons^™

University Reporter - Vol. 08, No. 04 - December 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

University Reporter - Vol. 08, No. 03 - November 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

University Reporter - Vol. 08, No. 02 - October 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

The Academic Workplace (Fall 2003): Hea Reauthorization: Why It Matters, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Jamie P. Merisotis, Deborah Hirsch, Dwight Giles, Charmian Sperling

The Academic Workplace

No abstract provided.

University Reporter - Vol. 08, No. 01 - September 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

University Reporter - Vol. 07, No. 10 - June 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

University Reporter - Vol. 07, No. 09 - May 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

Brief 17: New Faculty: A Catalyst For Change, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

The message of new faculty is not new, but their power may be. As the demand for new faculty increases due to retirements and increased enrollments in systems and institutions around the country, large cohorts of tenure-track faculty are being hired. Early-career faculty want what they’ve wanted for many years now: clarity surrounding the tenure process, a workload that is meaningful and manageable, professional development for research and teaching, a hospitable campus climate, a collegial workplace, work-family balance, equity, transparency, and fairness. Many young teacher scholars are interested in collaboration over competition, research that is organized around problems rather than …

The Vote On Bilingual Education And Latino Identity In Massachusetts, Jorge Capetillo-Ponce

Gastón Institute Publications

In November 2002, the Massachusetts electorate voted overwhelmingly to pass Referendum Ballot Question 2 (Q. 2), sponsored by California millionaire Ron Unz. The passage of this initiative by close to 70% of the voters effectively ended bilingual education in the state as it had been known for thirty years. Exit polling done at selected cities in Massachusetts by the Mauricio Gaston Institute and UMass Poll revealed, however, that out of a total 1,491 Latinos polled, a vast majority of them, around 93%, had voted in favor of rejecting Q. 2 and keeping bilingual education in place.

Indeed, Q. 2 became …

Latino Students In Chelsea: An Educational Profile, Lorna Rivera

Gastón Institute Publications

With financial support from the National Council of La Raza, the Gastón Institute is developing "Educational Profiles" for the sixteen Massachusetts public school districts with the highest Latino student enrollments: Boston, Springfield, Lawrence, Worcester, Holyoke, Lowell, Lynn, Chelsea, New Bedford, Brockton, Fitchburg, Salem, Chicopee, Framingham, Haverhill, and Somerville. The profiles present basic data provided by the Massachusetts Department of Education including information on student enrollment, MCAS results, dropout rates, and student aspirations. We hope this information will be used by Latino students, parents, educators, and policy-makers to make informed decisions and improve public education for Latino students in Massachusetts.

University Reporter - Vol. 07, No. 07.2 (Special Edition) - April 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

University Reporter - Vol. 07, No. 08 - April 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

Brief 16: In Search Of Equity: An Institutional Response, New England Resource Center For Higher Education, University Of Massachusetts Boston

New England Resource Center for Higher Education Publications

The United States Supreme Judicial Court is currently deliberating the University of Michigan Affirmative Action lawsuits involving three white students who claim they were discriminated against because of race-conscious admissions policies. Organizations, such as the Center for Individual Rights, which sponsored the Michigan plaintiffs, and the Center for Equal Opportunity, have spearheaded drives to evaluate affirmative action programs in light of equal protection under the law. Viewed in this light, these policies appear to be unfair to white candidates. Examined more closely, concerns about equitability are missing from arguments about fairness. NERCHE’s Multicultural Affairs Think Tank members discussed the changed …

The Academic Workplace (Spring 2003): Leveling The Field, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Cathy A. Trower, Deborah Hirsch, Hannah Goldberg

The Academic Workplace

No abstract provided.

University Reporter - Vol. 07, No. 07.1 - March 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

University Reporter - Vol. 07, No. 06 - February 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

University Reporter - Vol. 07, No. 05 - January 2003, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.

Retirement And High Level Human Capital, Irving Gershenberg

Gerontology Institute Publications

Given that demographic trends in economically advanced industrial countries such as our own continue to shift toward increasingly older, formally retired populations, we need to find ways to keep more of this older retired population productive. Economists and others differ in their estimation regarding the ability and/or willingness on part of the retired to retain, let alone utilize the know-how, the human capital accumulated prior to retirement. This is as true for those who have spent their work life engaged in producing and communicating new ideas and synthesizing and diffusing what is known, those who have accumulated what I term …