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Thomas E. Glass 《教育政策杂志》2013,28(2):105-121
The history of education for native American (Indian) children has been significantly affected by the shifting policies of Republican and Democratic administrations in Washington, DC. For more than a hundred years the resources allocated to educate Indian children have increased and diminished according to the political philosophies and whims of the political party in power. The resulting confusion of policy, best described as a quagmire, has been that Indian children have been victims of a federal neglect that has led to near cultural genocide. No authority maintains that Indian children have received the educational support, health services, and vocational training necessary for them to have a chance to become productive and contributing citizens in the general society. Today, American Indians are among the most poorly educated, least vocationally trained, and most unemployed of minority groups. This paper attempts to show the relationship between political philosophies and acts of federal administrations and their impact on education programs for Indians across the nation. The reader will be able to see a pattern of policy development based more on political needs rather than educational needs of Native Americans. 相似文献
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Jeannine Dingus 《Teaching Education》2013,24(3):195-206
The scholarship on historical and contemporary African‐American teachers highlights the emphasis on community connections in their work. As such, the scholarship portrays African‐American teachers almost exclusively as givers without fully considering what teachers derive from community connections. This paper describes a qualitative study in which intergenerational African‐American teachers illustrate the dual nature of community connections and the ways in which constructs of community informed their work. Three distinct points along the professional spectrum—entry, career development, and long‐term career trajectories—illuminate the ways in which community reciprocity impacts and informs the teachers under study. Study findings elucidated a communal reciprocity in that community connections influenced professional entry contributed to feelings of personal and professional self‐worth and impacted long‐term career goals. 相似文献
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Feel American,Watch American,Eat American? Remote Acculturation,TV, and Nutrition Among Adolescent–Mother Dyads in Jamaica 
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下载免费PDF全文 Gail M. Ferguson Henna Muzaffar Maria I. Iturbide Hui Chu Julie Meeks Gardner 《Child development》2018,89(4):1360-1377
Globalization prompts remote acculturation toward U.S. culture in Jamaica; this study used a bioecological systems approach to examine its proximal impact on nutrition through U.S. cable TV consumption, and maternal influences in the home. Overall, 330 randomly selected adolescent–mother dyads from schools in Kingston, Jamaica (Madolescent_age = 13.8 years, SDadolescent_age = 1.8) completed questionnaires reporting American identity and behavioral preferences, daily time spent watching U.S.‐produced TV programs, and frequency of eating unhealthy foods. Actor–partner interdependence models revealed that girls’ American identity/behavior directly predicted their unhealthy eating, whereas girls’ mothers and boys’ American identity/behavior indirectly predicted unhealthy eating as mediated by their U.S. TV hours. Additionally, mothers’ American identity/behavior predicted daughters’ unhealthy eating as mediated by mothers’ U.S. TV hours. Remote acculturation theory may facilitate more targeted research and prevention/intervention. 相似文献
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Robert Albert examined key conceptual shifts in the pertinent professional literature language over the first part of the 20th century in his 1969 American Psychologist article, “Genius: Present‐Day Status of the Concept and Its Implications for the Study of Creativity and Giftedness. “ His findings indicated profound changes in pertinent terminology in the professional knowledge base after 1945 from an emphasis on concepts such as genius, eminence, fame, and distinction to giftedness, talent, and creativity. The goal of the current project was to investigate empirically changes in conceptions of exceptional ability and performance, as reflected in the professional literature published since 1969. Over 28,000 articles were culled from three data bases: Educational Resources Information Center (ERIC), PsycINFO and Exceptional Children Educational Resources (ECER). Conceptual themes and types of research were analyzed for a sample of the articles, drawn from the midpoint year of each decade. Significant results include: an increase in the number of articles relating to creativity; a rise in the number of practice‐oriented articles; and a small but steady increase in the number of articles employing qualitative research methods. Articles were also analyzed for evidence of a “paradigm shift” also discussed in the literature; however, the paradigm shift was not significantly reflected in practice. Implications are addressed relative to the conceptual trends in the literature and qualities of the knowledge base. 相似文献
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The purpose of this study was to explore the factors that contributed to the academic success of Haitian‐American women. This study was also conducted to determine if factors attributed to by academically successful Haitian women are related to selected demographic characteristics. Two hundred and thirteen Haitian women selected from the National Haitian Student Alliance, with at least a Bachelor’s degree, participated. They completed an online survey designed to elicit demographic information and their perception of the factors. Our results indicate that self‐motivation, financial assistance, access to resources, self‐perception and time management are among the most important factors that contributed to their academic success. Less important are community support and knowledge of a second language. Statistically significant relationships were found between a linear combination of the 16 success factors and only the following demographic characteristics: birthplace, years taken to complete college, father’s level of education and participant’s residence region. 相似文献
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《Paedagogica Historica: International Journal of the History of Education》2012,48(1-2):159-177
The First World War ended with the collapse of the Austro‐Hungarian, Russian, German and Ottoman Empires. In planning for the peace negotiations the allied governments considered not only the European boundaries but especially the national aspirations and future development of the peoples of the Balkans, the Caucasus, the Middle East, Africa and East Asia. American President Woodrow Wilson created a secret commission of academics and experts to prepare studies that would inform and support the American peace negotiators. Almost all of the studies on education, covering education in Austria, Prussia, Albania, the Ottoman Empire, Central Africa, Japan, and the education of minorities in Western Europe, were prepared by Paul Monroe, professor of history at Teachers College, Columbia University, with various assistants. There was a certain logic to Monroe's selection, since he had edited the five‐volume Cyclopedia of Education, published 1911–1913, and was connected to a worldwide network of educational experts who had contributed to that project. Monroe's reports, like most of the expert reports prepared for the American commission, are in part compilations of ‘objective’ information, such as educational statistics, legislation and policies. But at crucial points they develop critical analyses of existing structures and define a proposed role for education—a kind of educational self‐determination—in what we might call nation‐building in parts of the collapsed empires and in the preliminary steps towards de‐colonization in other parts. While Monroe's ideas about the role of education could play only a small part in contributing to the plans for the Treaty of Versailles, they had a continuing impact in shaping American efforts in international education in the 1920s. Monroe himself played a large part in bringing American educational ideas to bear on modernization efforts in China, the Middle East and other developing areas in the 1920s and 1930s. This paper is part of a larger biographical project on Paul Monroe and the spread of American influence in international education. 相似文献
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《International Journal of Educational Research》1994,21(7):723-738
This chapter describes eight studies that were conducted with culturally distinct groups living in ethnic enclaves in New York City. Four o fthe studies (involving 1, 447 students) analyzed the effects of SES, family structure variables, family processes, math self-concept, and prior ability on children's math achievement (interconnections within the Walberg productivity model). Four qualitative studies were also conducted with high achieving children and their parents (158 interviews) to secure in-depth information about how th four ethnic groups used different family processes to bolster achievement. The results of these studies show that cultural/ethnic differences had greater effects on math achievement than SES. The children's reading achievement was found to be the most important predictor for math achievement in all the ethnic/gender groups. Excessive pressure and parental help were found to have negative effects on math achievement. However, parental support and the provision of extensive intellectual resources were found to strengthen reading achievement. These processes indirectly affect math achievement. Finally, the qualitative and quantitative data from these eigth studies show that most ethnic/gender groups facilitated their children's achievement (serve as conduits). The Greek Americans, however, attempted to channel their girls into traditional family roles, and Latino families, because of their limited economic resources, were found to marginalize their boys' school experience (cul-de-sacs). 相似文献
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春节前偶然在微信朋友圈里看到师兄江南写的《Old Man》,勾起了我对往事的回忆,那将近两千个日夜在Old Man麾下的奋斗,从23到28岁的五年最美好的青春。说到江南,我跟他虽极有渊源,却并无一面之缘。当年我入读北大化学系时他已毕业远赴美国留学。后来我本科毕业赴美读博,他却已经退学海归。我博士第一年分到质谱实验组,前辈指了指一个闲置的书桌说:“喏,你就坐这,以前是Richard Yang的座位。”后来才知这个Richard Yang,就是著名才子江南,当年经典小说《此间的少年》的作者,2013年作家富豪榜的首席。他文中的Old Man,也就是我的博士导师,质谱界德高望重的Michael Gross教授。 相似文献
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Following Cronbach (1970) and others, it is useful to decompose test score variation into common factor, time‐specific, item‐specific, and residual components. In the traditional approach to factor analysis, only two sources of variance can be estimated: common factor variance and a uniqueness term that confounds specific sources of variation and residual error. When the same items are measured on different occasions, however, it is possible to separate specific variance and residual error. Two approaches, the first‐order approach described by Raffalovich and Bohrnstedt (1987) and a second‐order approach based on Jöreskog and Sörbom (1989; Jöreskog, 1974) are considered initially. The two approaches, although based on different rationales, both suffer a similar weakness in that two of the four sources of variance are confounded. In the Raffalovich and Bohrnstedt approach, time‐specific variance is confounded with common factor variance that generalizes across items and time. In the second‐order approach based on Jöreskog and Sörbom, time‐specific variance is confounded with residual error. Here we demonstrate that by combining features from both approaches we can eliminate these weaknesses and estimate all four of Cronbach's sources of variance, and that this combined approach is easily generalized to a wide variety of applications. 相似文献
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This paper examines two Anglo teachers' understanding of their praxis as they attempted to present a culturally‐relevant physical education programme to a class of African‐American 6th‐grade students. In this case, the content was ‘stepping’, a branch of the African‐American vernacular dance tree. Five specific themes emerged: teacher apprehension; concerns about teacher legitimacy; resolution of apprehension and concerns; the unique nature of the content; and continual ethical uneasiness. The teachers expanded their understanding of praxis beyond thinking, acting, and reflecting to consider the political and social aspects that impact curriculum, pedagogy, and students. 相似文献
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Yngvar Ommundsen Richard Haugen Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(5):461-474
The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students. 相似文献
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PopularmusicinAmericaiswhateverystudentlikes.Studentscarrysmallradioswithearphonesandlistentomusicbeforeclass,afterclass,andatlunch.Stu鄄dentswithcarsbuylargespeakersandplaythemusicloudlyastheydriveonthestreet.Adult(成年的)driverslistentomusiconthecarradioastheydrivetowork.Theyalsolistentothenewsaboutsports,theweather,andthelifeofAmericanpeople.Mostoftheradiopro鄄grammesaremusic.Poporpopularmusicsingersmakemuchmoney.TheymakeaCDortapewhichradiostationsuseinmanyplaces.Oncethepopularsingerish… 相似文献
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In almost every big university in the United States football is a favourite sport. American football is not like soccer. 相似文献
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《Journal of moral education》2012,41(4):533-551
A brief review of the social and educational context of Hong Kong shows that the publication of the General guidelines on moral education in schools in 1981, by the Hong Kong Education Department, marked a milestone in the development of moral education. The Guidelines explicitly asserted moral education as one function of schooling, whilst also formally recognizing the home and the community as two main influences. This paper narrates how three moral sources of influence – namely Confucian‐parental, Christian‐religious and liberal‐civic – have shaped the development of moral education in Hong Kong from 1973 to 2003. It then examines in more detail: parental influence at home – the Confucian moral source in Chinese family; schooling influenced by religious sources – taking Christian schools as an example; and the Independent Commission Against Corruption as an official agency for moral education – a liberal source calling for civic morality. In conclusion, the post‐colonial emergence of nationalistic influence in the recently constituted Chinese Special Administrative Region, advocating national identity as the new core value, is traced and the implications for future moral education in Hong Kong are considered. 相似文献