McClure,
Maureen
2000-01
UNIVERSITY
OF PITTSBURGH
SCHOOL
OF EDUCATION
2000-2001
Maureen Woods McClure
APS
Full-Time
Associate Professor 11th
Year In Rank
1.
EVIDENCE OF INTELLECTUAL ACHIEVEMENT
A. Publications In
Press/Published:
(2000). We can do better: An
essay on education finance and generational continuity in a globalizing economy.” Educational Considerations 28 (1),
65-69.
(2000). Interagency
Consultation on Education in Situations of Emergency and Crisis: Final Report. Paris: United Nations Educational, Scientific
and Cultural Organization (UNESCO).
(2000). Interagency Consultation on Secondary Education Reform and Youth Policy: Final Report. Paris: United Nations Educational, Scientific and Cultural Organization (UNESCO). (September –December 2000)
B. Manuscripts Submitted/In Preparation:
(2000). Global Information Networks in Education: Final Report. Washington, DC: United States Agency for International Development (USAID). (in preparation).
(2001) Learning Only Lasts A Lifetime: Education, The Internet and Nations with Crises (Draft).
2. TEACHING
AND RELATED ACTIVITY WITH STUDENTS
A. Classroom Instruction
Course
Title Term Enrollment
Resource Mgt 01-2 16
Economics of
Education 01-2 9
This year I co-taught the Economics of Education course with Hector Correa. Both of us are trying to move away from more traditional types of courses that focus on an extensive reading list. We chose a smaller group of readings and spent more time discussing them in depth to give students time to build economic conceptual frameworks, as many students had minimal exposure to the discipline. Two topics that we focused on were game theory and costing, in order to build firm conceptual as well as practical skills. Students were encouraged to submit multiple drafts of papers until they reached a standard that was sufficient for quality doctoral research.
This year I focused the Resource Management
Class on accountability with an emphasis on damage control through policy
alignment. Texts focused on
accountability systems, budgeting and information systems. Students were also required to read the
primary policy documents in their districts (strategic plan, collective
bargaining agreement, budgets and policies related to state and federal
mandates, etc.). They were then asked
to map their relationships with each other and to the support of
classroom-level teaching and learning and student achievement. Most students reported that there were not
only weak alignment across resource policy documents, but that in some cases,
policies were contradictory. Most
students reported that districts did not systematically review policy
alignment. They also did not keep
information files with current copies of all forms used by the district.
B. Directed Study
Name Term Credits
Makiko
Masuhama 01-2 3
Chiharu
Kondo 00-2 carry-over 3
C. Student Academic Advisement
1.
Doctoral 15
Masters 8
Other
5
Total 28
2.
Comprehensive
Examination Committees
Member of Committee 3
1.
Masters Degree
Committees
2.
Doctoral
Degree Committees
Member
of Committee 15
Chair
of Committee 7
3.
Supervision of
“Supervised Research Activities”
3. PROFESSIONAL ACTIVITY
A. Papers Presented to Conferences
“Education, Security
and Generational Quality.”
GINIE project. Comparative and
International Education Studies (CIES) , Washington, DC March 2001
“Ensuring
Educational Quality in Crisis Settings”
prepared for USAID July 2000.
Network on
Education in Emergencies. Geneva,
Switzerland, November 8-10, 2000.
The Ministers of Education attending the crisis education session of the
UN’s World Education Forum (held only once every ten years) in Dakar, Senegal
in April 2000, stated that the ad hoc group on interagency donor coordination
for education in emergencies, which GINIE supported over the last five years,
had been successful and needed to be formalized. The Network conference in November was organized as the formal
group’s initial activity. I was invited to head the working group on
information sharing and networks for emergency education staff. I chaired and was the presenter in the
working group sessions. I prepared and
presented a Power Point demonstration describing how the GINIE project
functioned to support information sharing across educational professionals
working internationally in nations in crisis.
“The Role of Education
and Technology in Disaster and Development.” New Technologies for Disaster and Development: Connecting the Village and the World. January 16-17, 2001 Sponsored by the US Agency for International
Development Bureau for Humanitarian Response.
I was invited by USAID to
education by managing a session that demonstrated and discussed the
GINIE project as an example of a
successful USAID education and technology.
I prepared a PowerPoint demonstration and led the discussion on the
strengths and weaknesses of Internet technology use in education and disaster
management.
The Social Science Research Council and the Andrew Mellon Foundation sponsored an invited conference on Education in Emergencies Planning at Airlie House outside of Washington, DC, January 25-28, 2001. The conference brought together researchers in the areas of education, humanitarian studies and area studies with education professionals working in developing countries with emergencies.
Symposium Chair. The Interagency Consultation on Education in Situations of Emergency and Crisis. Comparative and International Education Studies (CIES), Washington, DC March 18-21, 2001.
Moderator. Workshop on Refugee Education in Developing Countries: Policy and Practice. Organized by UNHCR and sponsored by the US State Department. Washington, DC. March 29-30, 2001.
B. OTHER PROFESSIONAL RECOGNITION/ACTIVITY
Member editorial
board, Leadership and Policy in
Schools
Member editorial
board, Educational Considerations
D. GRANTS, FELLOWSHIPS, AWARDS, AND HONORS
The GINIE project was successfully refunded. It focuses on building professional learning communities in
nations in crisis and transition. This
year external project funding included one staff member, one graduate student
and one student worker. During the year
four additional graduate students received short-term contracts.
Awarded:
PI: Network on Education in Emergencies,
UNESCO, $105,000
The
purpose of this contract is to use the Internet to help improve donor
coordination across agencies such as the UN, the World Bank, bi-lateral donors
such as the United States Agency for International Development (USAID) in the
area of education in emergencies that require international humanitarian
assistance. This includes the
support of a website, a listserv and a task committee on education information
and networking in crises. Enclosed is a
copy of the Consultation’s report and the Task Committee’s work plan. GINIE references are noted.
PI:
Secondary Education Reform and Youth Policy, United Nations Educational,
Scientific and Cultural Organization (UNESCO),
$50,000
The
purpose of this contract is to generate innovative uses of the Internet to help
improve donor coordination across agencies such as the UN, the World Bank,
bi-lateral donors such as the United States Agency for International
Development (USAID) in the area of education for youth (teenagers) in
developing countries. Over the last
decade, most international investment has targeted primary school literacy
programs, focusing on increasing access to schooling for girls and children in
rural areas. The success of these
programs, coupled with natural population growth, is placing severe demands on
poor countries to improve both the access to and the quality of secondary
education. The network aims to help
reduce the problems created by globalization and the growing digital divide.
One of its major tasks is a review of literature that maps the current
field.
PI: Network on Education in Emergencies, United Nations High Commissioner for
Refugees (UNHCR) $20,000
These
funds are to help support a researcher in the area of education in emergencies.
4. UNIVERSITY SERVICE