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1.
This article uses the biographies of three German teachers to explore nineteenth century German immigrants' efforts to provide education which upheld their ethnic traditions and prepared their children to take their place in the British colony of South Australia. Lutheran schools, German state schools and private schools initially performed these functions in both rural and urban areas. Once compulsory schooling was introduced in 1875, however, German state schools were marginalised as English became the only language of instruction in the rapidly expanding state school system, and many private schools closed. Rural Lutheran schools maintained their role as nurseries of the church but also accommodated the demand for English language and culture by using state school courses of instruction in many subjects. In essence, by 1900 schools were no longer the key sites for the maintenance of German language and culture in South Australia 相似文献
2.
This study describes a pilot project that included senior volunteer readers reading aloud to third graders in diverse schools across a district in northeast Florida. The researchers interviewed students about their perceptions of the aging process before and after the read aloud as well as their view of the read aloud events. The children enjoyed being read to by the senior volunteers, who were able to support the children's understanding of a fairly complex book. Further, the senior volunteers, who had expressed some hesitancy about reading to older children, greatly enjoyed the interaction. The study supports the idea that children's ideas about aging may be impacted both by book selection and the reader, and it posits that reading aloud to older children by senior volunteers may be beneficial to all parties involved. 相似文献
3.
Eunjeong Ko Holly Nelson-Becker Youngjoon Park Minjung Shin 《Educational gerontology》2013,39(2):71-81
This study explored Korean older adults’ concerns and preferences regarding end-of-life care and the expected role of physicians in the decision making process. The purpose was to assist health care professionals, in particular, physicians, to better understand how to interact with Korean older adults. A qualitative method using in-person interviews was conducted with Korean older adults (N = 54). The seven main themes generated in this study included the following: (a) life-sustaining treatments and hope for quality of life; (b) physician expert status; (c) truth telling and ethics; (d) preferred way to disclose bad news; (e) physician's role to treat, (f) potential misuse of life-sustaining treatments; and (g) priority of patients’ preferences. Overall, study participants generally anticipated a larger role for physicians in their own end-of-life decision making, though some expressed concerns about the outcome of giving such power to physicians, especially in agreeing to life-sustaining treatments. Although culture provides one important clue about expectations, it is always crucial for health care providers to ask about individual preferences and to develop an open communication style to decrease distress. Our findings highlight the importance of understanding concerns and preferences regarding end-of-life care among Korean older adults and the importance of assisting them in planning end-of-life care within a cultural framework. 相似文献
4.
Celeste Y. M. Yuen 《Peabody Journal of Education》2018,93(3):332-344
This study examined the attitudes of young people from different cultural backgrounds in Hong Kong toward social justice, in particular those regarding gender, racial/ethnic equalities, and immigrant rights. Among the sample of 15,428 adolescents, aged 12 to 19, 7.1% were South Asians, 15.5% were immigrants from mainland China, 4.1% were cross-boundary students, 73% were Hong Kong mainstream Chinese, and 0.3% did not indicate. Their civic attitudes were assessed by the adapted International Civic and Citizenship Study (ICCS) (2009) questionnaire instrument. Latent means analysis (LMA) was conducted and the findings concluded that, compared with Hong Kong mainstream students (HKMS), South Asian (SA) students reported a statistically significant lower score on gender equality and significantly higher score on racial/ethnic equality and immigrants' rights. In contrast, both Cross-Boundary students (CBS) and Chinese Immigrant students (CIS) rated significantly higher on items relating to racial/ethnic equality and immigrants' rights, as compared with their HKMS counterparts. Regression analyses were also utilized to investigate how demographic variables predicted the latent variables. Specifically, regression analyses of different student groups on social justice issues were discussed to compare how demographic variables contributed to the subjective perceptions of these rights and responsibilities. Policy implications were drawn with reference to the data and recommendations for improvement were discussed. 相似文献
5.
Eunkyung Kim 《Educational gerontology》2020,46(3):158-165
ABSTRACTThis qualitative study explored how Korean older adults can be encouraged to become more involved in volunteer activities. The study utilized in-depth, face-to-face interviews with twelve practitioners in senior volunteering fields in South Korea. The themes were (a) helping seniors become involved in volunteer activities; (b) developing programs to satisfy both the demand for and the needs of senior volunteers; (c) leveraging volunteer groups with elderly group leaders; (d) providing financial support for the cost of volunteer activities; (e) preventing dropout through personal support and mediation; (f) empowering service recipients for recruitment through one-to-one contact; (g) establishing a dedicated volunteer manager for senior volunteers; and (h) cultivating a privately led organization dedicated to senior volunteering. The results are expected to promote volunteer involvement among older adults based on the experiences of practitioners and to provide practical educational implications for instructors teaching and equipping college/graduate students or field practitioners who are new to the older population. 相似文献
6.
This study examined the daily‐level association between contact with same‐ethnic others and ethnic private regard among 132 Asian adolescents (mean age = 14 years) attending four high schools ranging in ethnic composition diversity. The data suggest a positive daily‐level association between contact with same‐ethnic others and ethnic private regard for adolescents, who were highly identified with their ethnic group and who attended predominantly White or ethnically heterogeneous schools. In addition, using time lag analyses, contact with same‐ethnic others yesterday was positively related to ethnic private regard today, but ethnic private regard yesterday was unrelated to contact with same‐ethnic others today, suggesting that adolescents' identity is responsive to their environments. The implications of these findings for the development of ethnic identity are discussed. 相似文献
7.
Bum Jung Kim 《Educational gerontology》2015,41(6):417-427
It has been identified that performance of Activities of Daily living (ADL) and chronic disease are predictors of depression for older Asian immigrants. This study examined the independent and interactive effects of ADL performance and chronic disease on depressive symptoms among older Korean immigrants. Data from 210 older Korean immigrants in Los Angeles County were analyzed. Self-reported measures included sociodemographic characteristics, ADL performance, chronic disease, and depressive symptoms. A hierarchical regression model indicated that performance of activities of daily living were negatively associated with depressive symptoms. Also, older Korean immigrants with more chronic diseases were more likely to have depressive symptoms. The interaction between ADL performance and chronic diseases was significantly associated with lower levels of depressive symptoms (β = .46, p < .05). Findings suggest that it is critical to develop various strategies for enhancing immigrants’ ability to perform activities of daily living; this can lead to increased independence and reduced chronic illnesses, thus, improving overall quality of life. 相似文献
8.
韩国语惯用语是韩民族人民群众在长期的生产生活中创造出来的约定俗成的特殊语言。它反映了韩民族人民的生产生活、思想感情、思维方式、风俗习惯、宗教信仰、心理素质等传统的民族文化。文章分析研究了韩国语中不同类型的惯用语,阐述了韩国语惯用语中体现的韩民族的文化内涵,为韩国语教学和韩国语学习者提供了借鉴。 相似文献
9.
An overview of the challenges facing the Spanish Special Education system at the turn of the century is presented. Significant changes have occurred in Spain over the last two decades that have affected the landscape of Spanish public schools in an unprecedented way. First, since the late 1980s, students with a variety of disabilities have been attending general education classrooms along with their peers. Additionally, for the last 20 years, Spain has experienced a dramatic increase in immigration patterns from Northern Africa, Eastern Europe and Latin America. Thus, Spanish educators are facing the challenge of educating an increasingly heterogeneous student body. Students' different educational needs are often handed down to the special educator teacher who is faced with the task of ensuring the student's academic and social participation. Reform efforts conducted by Spanish educators to ensure that all students, regardless of their gender, ability level, ethnic and social backgrounds, as well as language and religion of origin, have equal access to a full social and academic participation in their schools and communities are described. 相似文献
10.
《Educational Philosophy and Theory》2013,45(10):1110-1120
This paper addresses ‘the gift’ as the central concept in a discussion about the literacy education for new immigrants that has been developing in Taiwan since the early 1990s. The point of departure for this discussion is the advent of international marriages that are the consequence of new arrivals from Southeast Asia and China, and their effect guest/host relationship. In the first half of the article, I apply Marcel Mauss' idea of gift in order to examine the interactions within this host/guest relationship, engaging the ideologies that underpin the new immigrants' literacy education, and the ways in which new immigrants are identified in Taiwanese society. In the second half of this article, I use Jacques Derrida's critique of Mauss' theory of the gift to explore Derrida's own idea of the gift, with the particular objective of evaluating the question of how national identity in Taiwanese society relates to the new immigrants' literacy education policy. 相似文献
11.
In today’s urban schools, foreign-born children and children of immigrants are the fastest growing sector of the student population and as a result of this changing demographic, our schools are more ethnically, racially and religiously diverse than they have ever been (Suárez-Orozco et al. in Thriving and spirituality among youth: research perspectives and future possibilities. Wiley: Hoboken, NJ, 2012). For many students of immigrant families, their spiritual/religious identity is an important aspect of a healthy and integrated identity. While professional journals in education have focused on race, ethnicity and culture as important diversity variables, the extent to which students’ religion and spirituality influence their development and education has largely been a neglected topic (Woolley in Int J Child Spiritual 13:145–156, 2008). Thus, we highlight research in education, school counseling, and psychology that examines the legal and ethical implications of including religion and spirituality into urban educators’ work with students. We then explore the role that spirituality/religion plays in health, coping, and academic achievement for students, the importance of spirituality/religion within historically marginalized communities, students’ experiences as religious minorities, and religious discrimination in schools. Within each topic area, we outline practical considerations. Finally, we offer some guidelines for professional preparation programs and curriculum development in urban education. 相似文献
12.
Alek D. Epstein Nina G. Kheimets 《International Studies in Sociology of Education》2013,23(2):191-210
Thousands of immigrants who arrived from the former USSR during the past decade have drastically changed the Israeli educational system. However, constituting about 12% of the potential labour force of educators, immigrant teachers represent less than 5% of the actual teaching staff; 69% of immigrant students in the 17-year-old age cohort do not possess a matriculation certificate. This article presents the results of research that studied probably the most prominent effort to rescue the education of immigrant children, namely the Mofet system, which was founded by a group of immigrant teachers in 1991. Today's Mofet runs more than 20 supplementary evening schools around the country and five day-schools. The development of the Mofet group for the advancement of education is one of the most significant examples of the consolidation trends among the Russian-speaking intelligentsia in Israel. However, the authors argue that though Mofet's success is directly linked to the general education system's failure to meet immigrants' needs, it does not express Russian immigrants' desire for socio-cultural segregation. 相似文献
13.
Yina Wang 《Teaching in Higher Education》2013,18(4):359-370
This study aims to explore Chinese international students' academic and personal transformation under the influences of formal education in schools and informal education outside of the classroom. A qualitative inquiry using in-depth, semi-structured interviews was employed with eight senior undergraduate Chinese international students attending Canadian universities. The results of the interviews showed that Chinese international students are actively shaping themselves through the process of transitions. The transformation occurring within each individual is multi-faceted, and their re-adapted learning skills largely overlap with their reshaped attitudes. Moreover, their changed sense of self intertwines with changes in their thinking. These transformations are also evident in the assertion of their agency which empowers and helps them through challenges during periods of adjustment. This study also shows that the retrospection, self-determination and commitment to taking action enable Chinese international students to continue to pursue their goals and dreams. 相似文献
14.
This paper compares the concept of mixed faith/cultural education in Northern Ireland and Israel. It is primarily concerned with the processes that these ‘integrated’ schools adopt in their quest to improve relations between divided ethnic groups. Drawing on qualitative data collected in two mixed religion primary schools in each jurisdiction the paper shows that the schools' existing cultural norms act as important mediating influences on the way that inter‐group relationships are constructed. The paper concludes that attention needs to be paid to both the policy context and the culture if contact initiatives are to be successful. 相似文献
15.
Winnie W. Wang June C. Chang Jonathan W. Lew 《Community College Journal of Research & Practice》2013,37(7):571-593
This study examined how the academic aspirations of Asian Pacific Americans (APAs) attending community colleges are influenced by their demographic and educational background, reasons for attending, and obstacles they expect to encounter. The sample consisted of 846 APAs out of a total student sample of 5,000 in an urban community college district. The analyses compared results for ethnic groups within the APA community as well as APAs with other racial groups. The key finding—that APA community college students often consist of recent immigrants—should lead institutional researchers to collect data on their numbers, characteristics, and needs. 相似文献
16.
Ufuk Ozkubat 《International Journal of Inclusive Education》2013,17(5):500-514
The purpose of this study was to compare the social skills of five groups of children: children with visual impairments attending inclusive education schools, children with visual impairments attending schools for the blind, children with intellectual impairments attending inclusive education schools, children with intellectual impairments attending segregated special education schools, and typically developing children. A hundred and sixty-nine children aged from 7 to 12 participated in the study. The children's social skills were rated by their teachers on the Social Skills Rating System (SSRS) – Turkish Form. The results suggested significant group differences between children attending inclusive education schools and children attending special education schools. Analysis of the findings indicated that children with visual impairments and children with intellectual impairments had poorer social skills than typically developing children; however children with visual impairments and children with intellectual impairments attending inclusive education schools had higher social skills than children attending segregated special education schools. The findings of the study were discussed and suggestions for future research were provided. 相似文献
17.
《Journal of Education for Students Placed at Risk》2013,18(1-2):7-25
Because language minority students, including immigrants and the U.S.-born children of immigrants, may have to contend with a mismatch between the language and culture of their schools and those of their communities, as well as the schools' difficulty in addressing their academic needs appropriately, some schools have been partnering with community-based organizations (CBOs) to broaden the base of support for these students. This article outlines findings from a study of school-CBO partnerships that promote the academic achievement of language minority students. It describes the types of CBOs that partner with schools, the ways partners work together, and the work that they do. Crucial elements in program success are discussed, as well as challenges that partnerships may face. 相似文献
18.
王旭红 《南宁职业技术学院学报》2012,(5):23-25
从朝鲜半岛迁徙过来的朝鲜族,在迁入中国的一百多年中,其传统婚礼服饰经历了几个历史发展阶段,新郎、新娘的婚礼服饰呈现出本民族的独自特点。受外来文化与现代文明的影响,朝鲜族婚礼服饰兼具时代气息和民族特色。 相似文献
19.
This study examined the associations of educational level with functioning and life satisfaction among community-dwelling older adults in South Korea (n = 4,152). The sample was drawn from Wave I of the Korean Longitudinal Study on Aging. To examine educational disparities, separate analyses were run to note predictors in less educated (below the 6th grade) and better educated (above the 6th grade) respondents. Educational disparities were found in major predictors of health and well-being. Older age and lower cognition were strong predictors of functional limitations, while being married, receiving public assistance, and better psychological functioning were associated with greater life satisfaction. The health and well-being of less educated respondents were influenced by demographic factors, while social engagement and psychological functioning were more prominent predictors for better educated respondents. These findings highlight the importance of enhancing cognitive functioning and function among older adults in Korea to promote their health and well-being. 相似文献
20.
Walter Feinberg 《Educational theory》2013,63(4):431-438
In this review of Warren Nord's Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities, Walter Feinberg provides a detailed analysis of Nord's argument that the study of religion should be constitutionally mandated as a corrective to the overwhelmingly secular course of study offered in contemporary public schools and universities. Nord bases his claim on both constitutional and educational grounds. His constitutional argument is that, due to their secular bias, schools fail in their requirement to take a neutral stance toward religion; he contends that this creates a school environment hostile to religion that thus requires a legal remedy. Nord's primary educational argument is that religion courses are needed to counterbalance the secular bias dominant in public schools and universities. Feinberg delineates how Nord's constitutional argument fails and how his educational argument has serious flaws and contradictions. According to Feinberg, a stronger argument for mandating courses on religion in schools would be that because public schools exist in a religiously infused environment, it is important for students to be exposed to alternative understandings that promote reflection on and criticism of one's own beliefs, including religious beliefs. Feinberg concludes that if religion is to be taught in the public schools, it needs to be justified on civic rather than religious grounds. 相似文献