WorldCat Identities

Heine, Hilda C.

Overview
Works: 9 works in 9 publications in 1 language and 33 library holdings
Genres: History 
Roles: Author
Publication Timeline
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Most widely held works by Hilda C Heine
Etto n̄an raan kein : a Marshall Islands history by Julianne Walsh( Book )

1 edition published in 2012 in English and held by 21 WorldCat member libraries worldwide

Culturally responsive schools for Micronesian immigrant students by Hilda C Heine( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

Culturally Responsive Schools for Micronesian Immigrant Students. Prel Briefing Paper by Hilda C Heine( Book )

1 edition published in 2002 in English and held by 2 WorldCat member libraries worldwide

This paper provides background information about the geography, language, culture, and political history of the Micronesian region, noting that Hawaii's public schools are experiencing an increase in the enrollment of children from Micronesia. Micronesia includes the Commonwealth of the Northern Mariana Islands; the three Freely Associated States (fas), which include the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau; and the Territory of Guam. The Republics of Kiribati and Nauru are also geographically included in Micronesia. Residents of the fas can enter, reside, and seek employment in the United States without a visa or green card. Many immigrants from the fas are seeking better educational opportunities, health care, and job opportunities. Educational challenges facing fas students include limited English language skills, lack of familiarity with school system expectations, and cultural mismatches. Schools and teachers can help alleviate this situation by honoring, understanding, and appreciating diversity, communicating openly with families, seeking translation assistance, and setting high expectations for all students. The paper concludes with answers to 19 questions that teachers frequently ask about educating children from the fas. (Contains 18 references.) (Sm)
"No Child Left Behind Act of 2001" and Implications for the Pacific Territories and Freely Associated States. Prel Briefing Paper by Hilda C Heine( Book )

1 edition published in 2002 in English and held by 2 WorldCat member libraries worldwide

Pacific Resources for Education and Learning (prel) prepared a summary and brief analysis of the "No Child Left Behind Act of 2001" (nclb) and its implications for education for the American Pacific region. This briefing paper is intended to help educational leaders understand the law and its expectations and implications for schools, educators, parents, and children. The nclb is based on stronger accountability for results, greater flexibility and local control, expanded options and choices for parents, and emphasis on teaching methods that work. Freely Associated States' eligibility for grants under nclb has been reduced. For Hawai'i, federal education funding is increased to more than $194.6 million, Title I funding is increased to more than $38.6 million, and more than $13.6 million is provided to train and retain skilled educators. For U.S.-Affiliated Territories, benefits include substantial set-asides in the new legislation and an increase in federal dollars overall. The territories also gained a Coordinator for the Outlying Area within the Office of the Secretary for the U.S. Department of Education. A table provides a bird's-eye view of funding by title and lists the implications for education in the state of Hawai'i, the territories, the Freely Associated States, and for prel. (Rt)
Preparing and Licensing High Quality Teachers in Pacific Region Jurisdictions. Issues & Answers. REL 2007-No. 031 by Hilda C Heine( Book )

1 edition published in 2007 in English and held by 1 WorldCat member library worldwide

The provisions of the No Child Left Behind Act (NCLB) of 2001 for teacher quality direct that all students in U.S. public schools be taught by highly qualified teachers. Although the Pacific Region entities are trying to meet this teacher-quality mandate, most are still far from fulfilling the minimum education requirements for their teachers. By creating an accurate picture of teacher preparation and licensing across the Pacific Region, which includes 10 jurisdictions and the national government of the Federated States of Micronesia, this report provides educators and policymakers with knowledge that they can use in addressing teacher quality, preparation, and licensing. Teachers in Pacific Region entities are far from meeting even the minimum education requirement for certification except in Guam and the Commonwealth of the Northern Mariana Islands. Under-certified teachers are a particularly severe problem in Palau, in the Republic of the Marshall Islands, and in Micronesia. Additionally, the share of certified teachers is decreasing in six of the eight entities with data for comparison. The number of graduates from institutions of higher education in the region is inadequate to meet needs to recruit new teachers and replace retirees. The choice of state-approved teacher preparation programs is largely limited to programs offered by two-year accredited community colleges. Each ministry or department of education also organizes professional development programs geared to meeting the unique needs of teachers in each entity. Summer teacher training programs are the most important professional development opportunities for teachers in all the Pacific Region entities. The greatest need for in-service training and professional development is in areas where many teachers are not certified and have less preparation for teaching. Teacher preparation programs are constrained by the remoteness of island communities and the distances from schools to central offices and community colleges. Training for teachers to meet minimum education standards has thus been limited to summer programs and programs offered through distance learning or hybrid models (some courses online and some face-to-face) that provide bachelor-level training for cohorts of teachers and administrators. Many teachers and administrators complete the cohort programs. Even so, teacher retirement and attrition keep the number of teachers with four-year degrees small, and these off-island programs are temporary, of limited duration, and expensive. Prompted by NCLB's teacher-quality mandate, Pacific Region state education agencies have intensified their review of teacher certification and licensing procedures. Over the past two years more than half the entities have revamped their teacher certification system and many are using teacher tests to determine teacher knowledge, but, of the entities covered in this report, only the Northern Mariana Islands and Guam have teacher certification and licensing systems to track teacher professional development and performance. Other entities find it necessary to include emergency or provisional certificates in teacher certification requirements. Processes for reviewing and approving teacher preparation programs are also not well established in the Pacific region, and quality assurance processes are lacking. Three related factors possibly contribute to the need for more highly-qualified teachers in the Pacific Region and are recommended for further study: (1) Limited supply of new teachers in teacher training programs; (2) Limited availability of teacher training programs geared to meet Pacific Region needs; and (3) Limited implementation of policies to prepare and certify high quality teachers. The report includes five appendixes: (A) Methodology; (B) Documents Reviewed; (C) Approved State Teacher Preparation Programs and Institutions in the Pacific Region; (D) Associate of Science Degree in Elementary Education at the College of the Marshall Islands; and (E) Third-Year Certificate in Teach Preparation at the College of Micronesia. (Contains 4 endnotes, 1 box, and 9 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Pacific administered by Pacific Resources for Education and Learning.]
A double-edged sword : a study of the impacts of external educational aid to the Republic of the Marshall Islands by Hilda C Heine( Book )

1 edition published in 2003 in English and held by 1 WorldCat member library worldwide

Ebeye Public School = Al maron : coming together : beginning a change( Visual )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

No Child Left Behind Act of 2001 and implications for the Pacific territories and Freely Associated States by Hilda C Heine( Book )

1 edition published in 2002 in English and held by 1 WorldCat member library worldwide

Integrated teacher certification, teacher salary, and teacher management system : deliverable for Teacher Quality Project, Republic of the Marshall Islands by Marshall Islands( Book )

1 edition published in 2005 in English and held by 1 WorldCat member library worldwide

 
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Audience level: 0.62 (from 0.08 for No Child L ... to 0.84 for "No Child ...)

Alternative Names
Hilda C. Heine politica uit Marshalleilanden (1951-)

Hilda Heine

Hilda Heine femme politique

Hilda Heine marshallische Politikerin und Präsidentin der Marshallinseln

Hilda Heine politica

Hilda Heine politica marshallese

Χίλντα Χάινε Πρόεδρος των Νήσων Μάρσαλ.

Хильда Хайн

Хільда Хайн

Һилда Һайн

Հիլդա Հայն

הילדה היינה

هيلدا هاين

هيلدا هاين سياسية من جزر مارشال

ჰილდა ჰაინი

힐다 하이네

ヒルダ・ハイネ

喜爾達·海妮

希尔达·海因

曉達海妮

Languages