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| 2521 |
among secondary school students: Poetic
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In: http://isdsnet.com/ijds-v2n1-9.pdf
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| 2522 |
Identifying Children at Risk for Language Impairment or Dyslexia With Group-Administered Measures.
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| 2523 |
Observed and Parent-Report Measures of Social Communication in Toddlers With and Without Autism Spectrum Disorder Across Race/Ethnicity.
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| 2524 |
The influence of immigrant parents on the college decisions of Latinx community college students
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| 2525 |
Effect of parent-child interaction therapy on the verbalizations of behavior disordered children
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| 2526 |
Legislative Story - A report by Florida Education Association
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| 2527 |
Differences between young adult perceptions of family environment, family values, sexual behavior, sexual attitudes and attitude toward divorce by gender and family type
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| 2528 |
A study of freshmen student attitudes and behavior toward alcohol in relation to their parents attitudes about alcohol
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| 2529 |
Perspectives on Quality in Minority Education in China: The Case of Sunan Yughur Autonomous County, Gansu
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Abstract:
This exploratory multiple embedded case study investigates perspectives on education reform under conditions of minority language endangerment in Sunan Yughur Autonomous County, a minority-district in northwest China. The study included three school sites: a Yughur minority urban school; a Yughur minority rural district school, and a Yughur majority rural district school and four embedded cases: school administrators, teachers, parents and students, of Yughur, other minority, or Han nationality. Adult stakeholders were interviewed on what is important to learn in “education for quality”, and what aspects of Yughur knowledge, culture and language should be included in school curriculum as part of education for quality, while students were asked what they enjoyed studying and whether they would enjoy learning stories, poems and songs in Yughur in school. Findings include strong support among parents and students regardless of ethnicity or school site for Yughur language and culture as “essential qualities” to foster in Sunan County school curriculum, with moderate to weak support among educators ranges with some variation among sites. Three parallel visions emerge from the study of what it means today for Chinese minority student to be an educated person in contemporary China: (a) regular Chinese-medium education; (b) multicultural Chinese-medium education; and (c) maintenance bilingual education in Yughur and Chinese. The third vision envisions developing additive bilinguals who know the heritage of their minority as well as the national curriculum in Mandarin. A vision of balanced bilingualism and multiculturalism that sees heritage languages and Mandarin as “resources” is shared by the large majority of parents and students, most teachers and some administrators. Holders of other visions for local minority education largely share a “Language as Problem” orientation towards minority languages. One aim of devolution of school-based curriculum authority is to develop schools’ individuality. This study reveals three divergent models of local schooling that have developed in one minority school district: one that centres on a monolingual model of national culture, one monolingual, multicultural model, and one bilingual, multicultural model, with the latter model corresponding more closely to minority stakeholder perspectives that schools should play a stronger role in the maintenance and revitalization of their cultural and linguistic heritage. ; EDD
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Keyword:
0282; 0515; 0727; bilingual education; endangered language; language revitalization; minority education China; quality education; school-based curriculum; stakeholders perspectives students parents teachers administrators; Yughur language; Yughur nationality
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URL: http://hdl.handle.net/1807/19123
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| 2530 |
Proposta de acolhimento a pais de crianças disfônicas: relato de caso
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In: Revista CEFAC, Vol 18, Iss 4, Pp 889-896
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| 2531 |
Treino parental para manejo comportamental de crianças com Síndrome de Prader-Willi: impacto sobre a saúde mental e práticas educativas do cuidador
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In: Revista CEFAC, Vol 18, Iss 5, Pp 1077-1087
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