Your search found 323195 results.

Descriptors:
Lifelong Learning; Interviews; Self Concept; Language Proficiency; Teaching Methods; Heritage Education; Second Language Instruction; Native Language Instruction; Case Studies; Chinese Americans; Chinese; Diaries; Teacher Attitudes; Language Teachers; Cultural Awareness; Teacher Student Relationship; Parent Role

Abstract:
Heritage language education has come to prominence worldwide. Despite the increasing number of Chinese heritage language learners and Chinese schools in the USA, little attention has been given to teachers. This study investigated three heritage language teachers' professional identity and beliefs about curriculum and instructional practices in a community-based Chinese school. A qualitative multiple case study was employed, and multiple data sources, such as semi-structured interviews, researcher's journals, and teachers' artefacts, were included. Cross-case analysis indicated that these teachers appeared to develop a weak sense of professional identity since they viewed teaching Chinese as a "secondary" and "volunteer" job. Teaching Chinese as a heritage language helped the teachers reconnect language and cultural knowledge. Learning contexts involved dynamic teacher-student interaction, parental support, and cultural-knowledge integration. While these teachers believed that they had a responsibility to develop students' language proficiency, they viewed parents as the people most critical to maintaining students' lifelong learning. This study provides various suggestions for reform in an effort to foster students' learning and promote high-quality Chinese heritage language contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Testing; Academic Achievement; Exit Examinations; Program Effectiveness; Grading; Case Studies; Foreign Countries; College Preparation; Program Evaluation; Administrative Organization; Change Strategies; Academic Standards; State Standards; Alignment (Education); Educational Policy; Policy Analysis; Program Administration; Test Format; Student Surveys; Teacher Surveys; Delivery Systems; Evaluation Criteria; Evaluation Methods; Educational Assessment; Educational Indicators

Abstract:
In this article we present results from a study investigating the impact of three state exit exam systems on teaching and learning in college-preparatory schools. The study compares one state with a traditionally more centralized exam regime, one state that is more de-centralized and one state that has recently switched to more centralized testing. The German Abitur is a cognitively rather complex exam that is largely unstandardized as measured by the standards of international testing regimes. Moreover, performance differences in system monitoring tests between states with different exam regimes can only be found for mathematical literacy. Therefore, centrally regulated topics and grading criteria--as opposed to exams that are locally designed and reviewed centrally--make little difference in softer subjects with a more open canon, but seem to have a stronger impact in mathematics. Against this background and taking an international perspective, we argue that an overall low stakes testing regime might be the first step towards a good compromise between local flexibility for students' interests on one hand, and rigor as well as a healthy dose of performance motivation on the other hand. (Contains 1 figure, 7 tables, and 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (525K) |  More Info:
Help Find in a Library

Descriptors:
Immigrants; Literacy; Self Esteem; Community Programs; Heritage Education; Second Language Instruction; Native Language Instruction; Literacy Education; Cultural Maintenance; Language Maintenance; English (Second Language); Second Language Learning; Chinese; Chinese Americans

Abstract:
English literacy skills are important in order to participate fully in public life; however, the heritage-based literacy skills learned outside of the classroom also are critical in the P-12 classroom. School teachers are important advocates for immigrant students--to preserve their first language and heritage, to integrate knowledge of their two or more languages and cultures with their literacies and content knowledge development, and to help develop their full potential and positive self-esteem. This article explores what a community-based heritage language (HL) school is, as well as advocates for its recognition in the American education system. Additionally, Chinese HL schools are used as an example to illustrate what cultural and literacy resources HL schools hold that can be incorporated into P-12 schools. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Writing Instruction; Curriculum Design; Freshman Composition; Local History; Performance Based Assessment; Program Evaluation; Formative Evaluation; Program Administration; Organizational Development; Curriculum Development; Persuasive Discourse; Accreditation (Institutions)

Abstract:
This profile describes a new WPA's choice to work incrementally to assess an inherited, fledgling First-Year Writing curriculum at the University of Louisiana at Lafayette and change it over a three-year period with continual stakeholder involvement. The methods used for assessment were two rounds of instructor surveys and three rounds of direct assessment of student writing samples, motivated in part by the university's reaccreditation review. The resulting curriculum's main areas of focus are academic writing techniques, argument structure, and research-based writing. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (148K)

Descriptors:
Foreign Countries; Federal State Relationship; Educational Change; School Turnaround; Educational Improvement; Educational Policy; Accountability; Administrative Organization; Instructional Leadership; Academic Achievement; Elementary Secondary Education; Public Schools; Elementary Schools; Case Studies

Abstract:
Securing a higher level of performance in all schools in all settings has been a major priority of governments in Australia for nearly 40 years. With the first decade of the 21st century drawing to a close, a sense of urgency has grown. The Australian federal government is seeking an education revolution through an unprecedented partnership with state governments, known as "new federalism." While the term "turn-around school" has not been adopted in Australia, policymakers at all levels are consistent in their determination to turn around low-performing schools. Thus, it is timely to review what has been accomplished to date through this new federal and state partnership; to assess the potential for significant, systematic, and sustained change in the years ahead; and to suggest implications for other countries. (Contains 1 figure, 2 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  Publisher's website

Descriptors:
Secondary Schools; Native Speakers; Foreign Countries; Heritage Education; Japanese; Student Needs; Second Language Learning; Native Language Instruction; Educational Experience; Student Placement; Second Language Instruction; Withdrawal (Education); Questionnaires; Interviews; Teacher Attitudes; Student Attitudes; Teaching Methods; Curriculum Design

Abstract:
While heritage language learners are becoming visible in the research literature as a distinct group of language learners with specific needs, existing curriculum structures in secondary schools often focus on programs either for foreign language learners or for first language learners. The study reported here examines the experiences of heritage learners of Japanese who have been inappropriately placed in courses designed for native speakers and as a result, in some cases, have withdrawn from taking any formal program of Japanese language study. Focusing on the situation of Australian senior secondary Japanese students, this article reports the findings of questionnaire and interview data, featuring the voices of both teachers and heritage learners of Japanese. The data identify the issues that delineate heritage language learners from native speakers and highlight, through the experiences of misplaced learners, the need for appropriate placement, pedagogy and curriculum. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Art Education; Museums; Multicultural Education; Informal Education; Culturally Relevant Education; Teaching Methods; Heritage Education; Exhibits; Delivery Systems; Community Education; Ethnic Groups; Community Cooperation; Ethnic Diversity; Controversial Issues (Course Content); African American Culture; Educational Opportunities; Curriculum Design; Racial Identification; Program Descriptions

Abstract:
Art museums and other institutions of informal learning can promote multicultural understanding by collaborating with community ethnic groups and designing exhibitions that richly characterize the cultures they represent. Through the lens of educational programming for the exhibition "30 Americans," this article describes how both the Corcoran Gallery of Art and Corcoran College of Art and Design strive to engage with culturally responsive teaching through curriculum content and its delivery in a museum, school, and community-based programs. It also explores how a programmatic focus on contemporary art by people of color positively impacts the Corcoran's art education preservice programs. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Faculty Development; Educational Change; Accreditation (Institutions); Educational Improvement; Instructional Design; Course Evaluation; Inquiry; Curriculum Development; Curriculum Implementation; College Instruction; College Curriculum; Teaching Methods; Program Evaluation; Undergraduate Study; Program Descriptions; Program Effectiveness; Program Implementation; Educational Policy; Case Studies; Student Surveys; Active Learning; College Freshmen; First Year Seminars

Abstract:
The term "assessment" sends shivers down academic spines. For faculty, it signals marching orders from external parties who may or may not appreciate the subtle and not always quantifiable value of faculty efforts. For administrators, it means the dual challenge of recalibrating internal measures to meet external mandates but also inspiring faculty to recognize how those external mandates can lead to genuine growth. The story of introducing inquiry-guided learning (IGL) to Virginia Wesleyan College (VWC) is a story of turning external assessment-driven beginnings into internally meaningful and comprehensive pedagogical reform. It is especially a story of drawing upon the model of IGL itself to enable faculty to work collectively toward the common goal of being more effective teachers. Just as IGL requires that students begin with questions, so does successful faculty development. This article describes how this faculty inquiry process at VWC became the catalyst for more comprehensive curricular reform using IGL. (Contains 8 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Language Maintenance; Language Planning; American Indians; Ethnography; Global Approach; Case Studies; American Indian Languages; English (Second Language); Official Languages; Sociolinguistics; Epistemology; Language Research; Teaching Methods; Alaska Natives; Eskimo Aleut Languages; Native Language Instruction; Heritage Education; Navajo

Abstract:
In Native American communities, the "global here and now" (Appadurai, 2001) is linked to twin movements for standardization and English supremacy, resulting in the decline of Indigenous languages and persistent educational disparities. This article takes up Appadurai's call to democratize research on globalization, juxtaposing theories that emphasize mobility, the distribution of sociolinguistic resources, and transnational connectivities with an Indigenous epistemological stance stressing continuity and place. Drawing on ethnographic data from Hopi, Navajo, and Yup'ik cases, the article then inspects the processes by which these language practices are being re-emplaced in new concrete and mobile spaces by Indigenous practitioner-intellectuals. The article concludes by problematizing the tensions between globalizing/standardizing discourses and Indigenous senses of place, returning to Appadurai's call for collaborative research on globalization that contributes to new, liberatory language pedagogies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
State Universities; Private Colleges; Cultural Context; Heritage Education; Second Language Learning; Second Language Instruction; Native Language Instruction; Spanish; Hispanic Americans; Surveys; Internet; Incidence; Geographic Regions; Student Needs; Departments; Second Language Programs

Abstract:
This article reports the results of an investigation into current Spanish heritage language (SHL) course offerings and their content in 4-year public and private universities in the American Southwest. Prior research has indicated that the number of language departments in the United States offering SHL courses remains small (18 and 17.8%, respectively). The data collection consisted of a survey method carried out through an extensive Web search and follow-up communications with all universities with Hispanic populations of at least 5% in the region. The findings showed a prevalence of SHL programs in the region, although there remained an uneven distribution throughout the Southwest as reported earlier in nationwide or local studies, with a great discrepancy between the low availability of programs in certain areas and a higher accumulation of programs in others. This distribution was, however, significantly proportionate to the size of the Hispanic population in the various universities. In addition, existing SHL programs were limited with respect to their instructional goals and the types of students they accommodated in their courses. This study encourages reflection on how to best serve the pedagogical needs of the growing population of SHL learners and incorporate insights from SHL research findings into SHL programs. (Contains 5 notes and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website