Your search found 12 results.

Descriptors:
Parents; Immigrants; Public Education; Student Diversity; Ethnic Diversity; Social Attitudes; Cultural Influences; Social Values; Knowledge Level; Interviews; Foreign Countries; Language Usage; Religion; Parent School Relationship; Misconceptions; Social Bias

Abstract:
Immigrant parents bring their values, language, culture, religion, and educational backgrounds to our schools, enriching our educational environments. The literature on immigrant parents, however, uses a deficit model. This study explored the value of and knowledge of immigrant parents on the margins of the public education system. Data were collected through in-depth interviews with thirty-eight immigrant parents from fifteen countries. The results of this study illustrate the significance of immigrant parent knowledge, cultural, first language and religious knowledge, and the need for teachers and school administrators to recognize and make use of parent knowledge. (Contains 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Attention Deficit Hyperactivity Disorder; Schizophrenia; Autism; Foreign Countries; Mandarin Chinese; Screening Tests; Pervasive Developmental Disorders; Mental Disorders; Comparative Analysis; Parents; Scores; Urban Schools; Questionnaires; Cutting Scores; Translation

Abstract:
Background: This study screened children in Beijing, China, in order to establish the validity of a Mandarin Chinese translation of the ASSQ. Methods: We recruited children diagnosed with autism spectrum disorders (ASDs), attention deficit/hyperactivity disorder (ADHD), childhood-onset schizophrenia (COS) (DSM-IV diagnoses made independently by two senior psychiatrists) and unaffected children attending a public school in Beijing. Their parents were asked to complete the CH-ASSQ. Results: Data from the parents of 94 children with ASD (mean age: 81 plus or minus 47 months), 45 with ADHD (106 plus or minus 27 months), 26 with COS (166 plus or minus 36 months), and 120 unaffected control (72 plus or minus 16 months) were collected. The total scores of ASSQ in children with ASD, ADHD, COS, and unaffected controls were 25.3 plus or minus 9.2, 10.4 plus or minus 7.1, 12.2 plus or minus 10.6, and 5.2 plus or minus 6.6 respectively. Total ASSQ scores of children with ASD were significantly higher than in any other group (all p less than 0.0001). ROC analysis of ASD versus unaffected control subjects showed the area under curve was 0.957, with a cutoff of 12 having the maximum sensitivity (0.957) and specificity (0.825). Conclusions: Our pilot data suggest that CH-ASSQ successfully differentiates clinically diagnosed ASD patients from unaffected controls, as well as from patients with ADHD and COS. The instrument might therefore be useful for screening for ASD in urban Mandarin Chinese-speaking populations. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; Muslims; Religion; Population Growth; Foreign Countries; Immigrants; Census Figures; Minority Groups; Violence; National Security; Peace; Interviews; Parent Attitudes; Islam; Student Diversity; Disadvantaged

Abstract:
Immigration is now the primary source of population growth in Canada. For the year 2006, the Canadian Census reported that almost 20 percent of the population was born outside of Canada (Statistics Canada, 2007). Between the years 1991 and 2001 specifically, the number of non-Christians, such as Muslims, Buddhists, Sikhs, and Hindus, had more than doubled in Canada (Statistics Canada, 2003). It is estimated that by the year 2017 more than 10 percent of Canadians will be non-Christians. These demographic changes have profound implications for Canadian public school systems. While Canada promotes many ways of recognizing diversity, it seems to demonstrate however an aversion to utilizing the word "religion." The Eurocentric nature of public schools in general means that religious minority parents need to constantly negotiate parameters for their children's involvement in school curricula and activities. This negotiation is particularly challenging for Muslim immigrant parents. Islam is often portrayed as an inherently violent religion and Muslims are seen as threatening the peace and security of Western nations. Yet little attention has been paid to how minority parents negotiate their religious practices within public schools. Given these concerns, data were collected through in-depth interviews with immigrant parents who had recently arrived in Calgary, Alberta, Canada, from India, Pakistan, Bangladesh, Algeria, Somalia, and Suriname. This study examines how these Muslim immigrant parents struggle within the public schools to negotiate the continuity of their Islamic practices and how they counteract their own marginality as immigrants, a marginality often connected with other sites of oppression such as race and gender. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Focus Groups; Parent Participation; Parent Teacher Cooperation; Cultural Differences; Parent Teacher Conferences; English (Second Language); Limited English Speaking; Communication Research; Asians; Interviews; Expectation; Interaction Process Analysis; Culturally Relevant Education; Bilingualism; Naturalistic Observation

Abstract:
Research in home-school communication has incorporated little, to date, about participation by English as a second language (ESL) parents. This article examines the communication processes between recent Chinese immigrant parents and Canadian teachers at secondary school Parents' Nights. Drawing from observations of three annual Parents' Nights, interviews with teachers and bilingual assistants who acted as interpreters for parents, and focus groups, this study revealed that teachers and parents held conflicting expectations of Parents' Night. Such a mismatch of expectations could make their communications difficult even before meeting at Parents' Night. The organization and delivery of Parents' Nights made it clear that parent participation was strongly limited by a structure of power often faced by marginalized parents within the school space. The study suggested that it is important to move beyond cultural differences to understand actual ESL parent-teacher interactions and that using bilingual assistants or liaisons may help parents participate fully in Parents' Nights or similar school events. Implications for the future development of ESL parent-teacher communication are considered. (Contains 1 table and 6 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Medical Schools; Medical School Faculty; Needs Assessment; Faculty Development; Career Development; Learning Experience

Abstract:
To explore the need for faculty development among Chinese medical educators. Leaders at each medical school in China were asked to complete a 123-item survey to identify interest in various topics and barriers and perceived benefits of participating in faculty development programs. Interest levels were high for all topics. Experience with Hospital Management and Research positively correlated with interest in learning more (p less than 0.001). Ninety-two percent believe that international experiences are very or extremely important to medical educators' career advancement. Chinese medical education faculty members have a strong interest in faculty development programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Educational Strategies; English (Second Language); Second Language Learning; Literature Reviews; Foreign Countries; Meta Analysis; Special Needs Students; Educational Needs; Limited English Speaking; Educational Diagnosis; Academic Accommodations (Disabilities); Content Area Reading; Content Area Writing; Educational Practices; Student Evaluation; Performance Factors

Abstract:
This is a review of the literature that supports content-based language learning. The articles and books reviewed cover recent literature as well as a number of key contributions that date as far back as the late 1980s. There are many commonalities between the earlier works and those of more recent origins since the authors grapple with similar concepts. These early inquiries into content-based language learning offer insights and discuss educational benefits in the areas of learning strategies, thematic teaching, sheltered instruction, collaborative learning, use of comprehensible input and concept development. The foundational literature is preoccupied with identifying areas of interest, while the more contemporary resources approach these issues more pragmatically. More recent texts read as "how-to" manuals for the classroom teacher. A number of additional themes emerge within this body of literature. Common instructional strategies are repeatedly cited as sound practice for the content-based language learning classroom. The development and use of native language is seen as advantageous to both learner and teacher. The learner builds cognitive resources and gains cultural knowledge, while the teacher is able to activate prior learning and build background knowledge. Under the umbrella of comprehensible input, the use of appropriate materials and visuals, modified language and scaffolding are discussed. While commonalities do emerge, the field is divided regarding direct instruction. There are two distinct camps, where one calls for direct instruction in all aspects of language, e.g., vocabulary, structure and concepts, and the other posits that learners will acquire the language when actively engaged in learning the content. While the line between the two approaches has been drawn, both sides do agree that vocabulary development is key to content-based language learning and collaborative active learning is essential in building language and content knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Focus Groups; Study Skills; Immigrants; English (Second Language); Parent Attitudes; Teacher Attitudes; Second Language Learning; Second Language Instruction; Interviews; Foreign Countries; Socialization; Acculturation; Student Adjustment; Language Skills; Program Effectiveness; Asians; Family Involvement; Parent School Relationship; Cultural Influences; School Culture; Secondary Schools

Abstract:
Interest in home-school communication has paid little attention, to date, to the experiences of English as a second language (ESL) parents. This article examines recent Chinese immigrant parents' and Canadian teachers' perspectives of ESL learning presented at Parents' Night. On the basis of observations of three annual Parents' Nights, interviews of teachers and bilingual assistants who served as interpreters for parents and focus groups, the study reveals a deep division between the two on both what and how students should learn. Teachers believed that the ESL classes help socialize students into Canadian school and social cultures and develop language and study skills and appropriate attitudes to help prepare them for entry into mainstream classes. In contrast, in the parents' views, the current ESL program has many problems, such as the lengthy time students stayed in the program, the lack of exams, mixed grades, the low level of content, and the lack of grammar instruction. (Contains 3 footnotes and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Language Dominance; Indigenous Knowledge; International Relations; Foreign Countries; English (Second Language); Global Approach; Speech Communication; Primary Education; Secondary Education; Higher Education; Cultural Influences; Teaching Methods

Abstract:
English has become the dominant global language of communication, business, aviation, entertainment, diplomacy and the internet. Governments as well as some scholars appear to be accepting such a spread of English uncritically. However, we argue that the increasing dominance of the English language is contributing to neocolonialism by empowering the already powerful and leaving the disadvantaged further behind, an issue that needs attention. Specifically, we discuss how English as a dominant language worldwide is forcing an unfamiliar pedagogical and social culture on to its learners, along the way socio-psychologically, linguistically and politically putting them in danger of losing their first languages, cultures and identities, and contributing to the devaluation of local knowledge and cultures. Drawing on the work of critical theorists who have drawn our attention to the close relationship between language and power, we show how the global spread of English is not only a product of colonialism, but also the most potent instrument of cultural control and cultural construct of colonialism. We call for more inclusive and egalitarian language policies and practices and suggest some new strategies that may be used to develop policies and practices that enrich rather than replace local knowledge in China in this global era. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Experimental Groups; Control Groups; Intervention; Females; Marketing; Urban Areas; Rural Areas; Behavior Change; Foreign Countries; Adults; Food; Nutrition; Mass Media Role; Health Promotion; Statistical Analysis; Program Effectiveness; Health Programs

Abstract:
Objective: To test the feasibility and effectiveness of social marketing on the improvement of women's knowledge, attitudes, and behaviors regarding iron-fortified soy sauce (FeSS). Design: A community-based intervention was conducted among 4 groups, experimental rural (E[subscript R]), control rural (C[subscript R]), experimental urban (E[subscript U]), and control urban (C[U]). Setting: Urban and rural areas in Guizhou province, China. Participants: Women 19 to 70 years old (n = 193 in rural areas and n = 179 in urban areas). Intervention: A mass-media campaign to promote use of FeSS was conducted throughout Guizhou province. In the intervention areas, social marketing strategies using integrated 6 Ps (product, price, place, promotion, policy, and partnership) were implemented from December 2004 to February 2006. Main Outcome Measures: Knowledge of FeSS; benefits, barriers, and intention to purchase; availability of FeSS; behaviors regarding purchase and use of FeSS. Analysis: Analysis of covariance, paired T test and cross-tabulations were used. The [alpha] level was set at 0.05. Results: Compared with the baseline, perceived benefits of FeSS, barriers (BARRI) and intention to buy (INTEN) significantly improved within both experimental groups (P less than 0.01 or 0.001). The only improvement in control groups was for BARRI in CR (P less than 0.001). Availability of FeSS increased in all areas. Purchase and use of FeSS in rural and urban intervention groups increased by nearly 30% more than those in control groups. Conclusion and Implication: Social marketing of FeSS is feasible and effective to improve knowledge, perception (perceived benefits and overcoming barriers), intention to purchase, and consumption of FeSS among women in Guizhou, China. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Secondary Education; Parent Participation; Parent School Relationship; English (Second Language); Second Language Learning; Barriers; Foreign Countries

Abstract:
When I visited Canadian elementary and secondary schools over the past 10 years, many teachers told me that it was difficult to get English-as-a-second language (ESL) parents involved in K-12 education. I was often asked by teachers, "Why don't they show up at school?" The absence of ESL parents from school is often misinterpreted as parents' lack of concern about their children's education. However, many ESL parents indicated that they care passionately. Instead of assuming that ESL parents do not care, educators need to understand the barriers that hinder some parents from participating in their children's education. This article explores the barriers affecting ESL parent-teacher communication based on relevant literature and the author's reflections. It goes on to identify parents' and teachers' varying perspectives on ESL learning, followed by an indication of successful strategies to improve ESL parents' participation. The article concludes that schools and teachers must take the initiative if the resource of ESL parent participation is to be fully utilized. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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