This booklet provides current information about opportunities for study, teaching, research, travel, and work abroad. A reference source, the booklet does not answer specific questions, but refers persons to the most appropriate sources of assistance. Information is included on programs administered by the Division of International Education; by…

THE INTERNATIONAL CONFERENCE ON PUBLIC EDUCATION, SPONSORED JOINTLY BY THE UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND CULTURAL ORGANIZATION AND THE INTERNATIONAL BUREAU OF EDUCATION, ISSUED AN OFFICIAL POLICY STATEMENT. RECOMMENDATIONS WERE MADE CONCERNING (1) THE VALUES OF STUDYING A MODERN FOREIGN LANGUAGE, (2) THE PLACE OF MODERN FOREIGN…

A DESCRIPTION OF THE PRINCIPAL FEATURES OF THIS UNITED STATES DEPARTMENT OF STATE PROGRAM INCLUDES A RUNDOWN OF THE LEGISLATION WHICH INITIATED IT, A STATEMENT OF PURPOSE, AND ITS FINANCIAL ORGANIZATION. ITS HISTORY AND PHILOSOPHY ARE SET FORTH, ACCOMPANIED BY PERTINENT QUOTES. STATISTICAL INFORMATION AND A SELECTIVE BIBLIOGRAPHY ALSO ARE…

Funded in 1971 under Title III, Elementary and Secondary Education Act (ESEA), the teacher exchange program to improve reading instruction was designed as a 3 year project. The thrust of the program ranged from creating awareness of and interest in good teaching practices to helping instructors implement these practices in their own classrooms.…

A total of 10 teacher-coordinators and 10 persons representing business and industrial firms participated in a project designed to provide inservice vocational personnel development and to serve persons in cooperative vocational education including those persons with special needs. The project designs called for: (1) 90 hours of instruction by…

Discusses international education at two-year colleges with regard to foreign language studies, technical assistance and consultancies, foreign student enrollment, and study abroad programs. Describes the University of Minnesota Technical College program in which students and faculty are exchanged with those from four United Kingdom colleges. (AYC)

Since 1962 this private, non profit American Host Foundation has brought 2700 teachers from 13 countries to live with American families under a program of free optional activities. (IR)

Survey data were collected to assess the involvement of agricultural teacher educators in international activities on home campuses and overseas to determine the extent of their experience and interest in international work and to compare regions of the United States in terms of international agricultural activities. (SK)

Recounts experiences of an American teacher in Afghanistan from 1973-1975. Topics discussed include culture shock, adjustment to a foreign culture, Afghan history and culture, archaeological ruins, Islamic culture, economic and educational development, and Afghanistan's role in the modern world. (DB)

International programs at St. Olaf College are described. Four types of programs include (1) Interim Abroad, (2) Far East Term, Middle East Term, and Global Semester, (3) unaccompanied programs of a semester or year at numerous foreign universities, and (4) Study-Service Abroad Program for practice teaching, nursing, etc. (MLW)

Data on foreign scholars at United States research institutions include information on leading countries and regions of origin, the 12 institutions with the most foreign scholars, gender distribution, leading fields of specialization, and their scholarly activity (research and/or teaching) in the United States. (MSE)

Describes participation in a faculty exchange program between universities in the United States and South Africa. Provides the academic context of these experiences while discussing collectivism and courage. Argues that such exchange programs increase self-awareness and heighten psychologists' perspective taking, empathy, perceptual flexibility,…

Describes ways community colleges have used to create culturally diverse campuses, including recruiting foreign students, creating global awareness, internationalizing the curriculum, providing study abroad and faculty exchange opportunities, and involving the community. Highlights the importance of institutional commitment to the new focus on…

After teaching and conducting research in each other's worlds for a year, a high school English teacher and a university teacher educator could never be the same. With their colleagues, they developed a model yearlong teacher education program founded on three key principles: equality of school and university participants; teacher research; and…

Two educators exchanged jobs as high school English teacher and teacher educator for one full year. The goal of their research project was to develop a disseminable, synergistic model for school/university research and teacher education collaboration. The educators functioned fully in one another's jobs. Preliminary results indicated both problems…