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1.
In this article, we discuss the development of a new higher education phenomena within the United States-tribal colleges and universities (TCUs). The article highlights how these institutions have dramatically changed the higher education realm for American Indians and Alaska Natives in just the short time span of 30 years. A historical overview of TCUs portrays the growth of the TCU movement from previous externally imposed Indian education efforts that failed to meet the needs of students. Selected institutional portraits demonstrate the intersections between culture and community as tribal communities create and control their own institutions of higher education. These intersections are further illuminated through examination of broad TCU curricular functions. Successes and challenges experienced by Native teacher preparation programs nationally, as well as a case study of curriculum development for a specific Native teacher preparation program, provide further insight into how community members identify their own educational needs and develop programs that are specifically tailored to meet those needs. The article concludes that TCUs are promoting a new mindset that is leading to renewed economic, social, political, cultural, and spiritual vitality through education. As a consequence, American Indian people are hopeful about regaining their greatness in America with TCUs leading the way.  相似文献   

2.
The influence of economic factors on socio‐cultural aspects in traditional, industrial, and “transitional” societies is explored through an examination of the socio‐economic structure and organisation in these societies. Transitional societies are defined as those that are moving from a traditional nature to an industrial one. India is used as an example of a transitional society. Links between the socio‐economic contexts of the three societies, their child rearing goals and practices, and features of early intervention programs are established. Key aspects of effective intervention identified in the United States are analysed with respect to their appropriateness for Indian society. It is proposed that the diverse child rearing goals and practices of the Indian culture are not compatible with Western conceptualisations of effective early intervention. In conclusion, issues and questions for research that would lay the foundations for developing culturally responsive early intervention programs in transitional societies are identified.  相似文献   

3.
The changes in the social and economic structure of India have intensified the need for universal early childhood education. The formidable challenges before the Indian Government are: to provide high quality early childhood education programs; to preserve indigenous practices such as multilinguality, family/community involvement, participation of older children as caretakers of their younger siblings; and to provide early childhood education to all children despite serious financial constraints. This article presents a brief overview of the traditional childrearing practices in India, chronicles government initiatives in early childhood education, describes the range of programs available in India, and identifies goals that will shape the future of early childhood programs in India. Portions of this article will appear in Isenberg, J.P., & Jalongo, M.R. (Eds.). (1997, in press).Trends and issues in early childhood: Challenges, controversies, and insights. New York: Teachers College Press.  相似文献   

4.
Abstract

The author conducted a study with early childhood educators in New Delhi to understand the teachers’ perceptions of the relationship between their preparation and practice within a theory‐practice framework. The research problem emanated from the observations and experiences of the author, indicating an existing three‐way tension between the design of current Indian teacher education programs, the dominant discourse of early childhood education, and the underlying values of Indian philosophy that defined the construct of the teacher and child in Indian society.  相似文献   

5.
Every interaction within an early childhood program either promotes community or disrupts it. Therefore, excellent early childhood programs have in place a process that pulls the energies and abilities of all the members of the school community together so that everyone—children, educators, parents, and community members—develop well. In particular, healthy interactions between educators and families create the necessary conditions for the early childhood programs: (1) to impact the lifepaths of the families; and, in turn, (2) to engage the families in the work of improving the early childhood programs. In this article, research on the Jewish Early Childhood Education Initiative (JECEI) is presented. JECEI was selected for study because JECEI early childhood programs are characterized by healthy relationships, the capacity to successfully promote children’s learning and development, and the engagement of families in the work of school improvement.  相似文献   

6.
This paper reviews the possibilities and limitations of programs aimed at promoting early investment in child development programs and early childhood education as a strategy for reducing poverty. It sets modern theories of intellectual development within a broader Eriksonian conception of the whole child. This highlights the links between the cognitive and the affective. Sternberg's "triadic model of intelligence" serves as the organizing framework for this discussion. Having made this case, the paper examines a series of hypotheses regarding essential components of early intervention and educational programs designed to succeed with poor, high risk, underclass families. The results of this review are sobering, and make it clear that superficial efforts and other business-as-usual approaches will not meet with success. Nonetheless, it is also clear that the social and economic costs of the underclass for the community as a whole as well as for those caught within its cycles of poverty and social pathology can justify expensive interventions and still be cost effective and cost efficient. "Succeeding with those who cost the most saves the most in the long run" becomes a principle to complement the well established principle that "those who have the most, gain the most."  相似文献   

7.
High infant mortality rates among American Indians are disproportionate to state statistics for other races and higher than the national average. These findings prompted a community health center in a large Midwestern city to create and provide an American Indian infant mortality reduction project in the early 1990s. Strategies for program implementation included networking with local organizations, communicating with reservation health clinics throughout the state, educating American Indian mothers and their community about factors contributing to American Indian infant mortality, and providing individual case management to American Indian women and infants. We offer this article for three reasons: This grant project was successful, disparity in rates of infant mortality among peoples of color continues, and a paucity of information exists about the health behaviors of American Indian women.  相似文献   

8.
Although many would agree in theory with the notion of bilingual education for Native American pupils, one must look deeper at this complex issue before a commitment is made to such a program. Bilingual programs in reservation schools and off-reservation serving a dominant Indian population make good sense and will continue to provide an important service. Not only do such programs make the transition to school easier for young Native American pupils, but also they provide an important cultural link to the child's heritage and promote positive concepts of self and build prideful identity. In urban areas, however, where approximately half of the Indian population of this country resides, it is difficult to defend bilingual programs because of the many problems involved in implementing such programs successfully. It is probable that these programs will continue to be found mainly in early childhood day care settings.  相似文献   

9.
Since 1999, pre‐service teachers undertaking the Bachelor of Teaching (Secondary) Program at the University of Western Sydney have participated in an alternate practicum called Professional Experience 3 (PE3). This practicum encourages students to engage in broader educational settings within local communities. Increasingly, a number of service‐learning opportunities have been developed, most notably, senior student tutoring programs and the involvement of students in the Plan‐It Youth project in conjunction with the Department of Education and Training (DET) and the South‐western Sydney Institute of TAFE. A focus of these programs has been to address the issues related to students at risk of leaving school early within the local South‐western Sydney community.

In this paper we discuss the benefits of these programs to the university, pre‐service‐teachers, school students and school communities, and the broader local community. Specifically, we examine service learning as a conduit for the development and maintenance of meaningful symbiotic relationships between the university and the educational community, and pre‐service teachers and the local community. Finally, we look towards the future and highlight the challenges and opportunities for service‐learning programs within the practicum.  相似文献   


10.
Community colleges are key providers of early childhood teacher and paraprofessional education, and their programs include content knowledge that helps future educators work effectively with young children with and without disabilities in inclusive environments. In this article, we describe the Advancing Community College Efforts in Paraprofessional Training (ACCEPT) Project, a multi-year collaboration to infuse special education content into four North Carolina early childhood workforce education associate degree programs. The goals of the project included creating a climate that fostered and encouraged ongoing community college and university faculty collaboration around the planning, delivery, and assessment of special education content infused within multiple early childhood program courses. Project objectives are presented within the framework employed by Murray (1995, 1998, 1999, 2000) that includes climate, structure, connections with rewards, faculty ownership, colleague support, and perceived value by administrators. Implications for practice include the importance of content, project standards, and faculty ownership.  相似文献   

11.
ABSTRACT

As community colleges have more applicants, more programs have turned to selective admissions. Additionally, good postmatriculation advising requires more useful assessments than have been possible employing such measures as prior grade-point average (GPA). A variety of problems have been identified in relying on GPA. A series of noncognitive variables, as measured by the Noncognitive Questionnaire (NCQ), were included in a study of 263 community college students in health sciences programs at a western community college. NCQ scores were related to college grades using Pearson correlation and multiple regression. Results showed modest but statistically significant relationships with community college grades. The NCQ scales of Community, Leadership and Strong Support Person contributed most to multiple-regression Equations predicting college grades. NCQ scales tended to correlate highest with early and late community college grades. While students in the study had mean NCQ scores similar to normative samples, they tended to be lowest on Community, which was most predictive of their performance. It is recommended that a predicted GPA generated from NCQ scores be added to the admissions criteria for health programs at the college, and that pre and postmatriculation advising programs include use of noncognitive variables.  相似文献   

12.
美国印第安英语文学在文学在发展的初期阶段趋向于认同主流文化。而20世纪六、七十年代以来的印第六安英语文学，表现出强烈的印第安民族意识，深入探索如何通过在当代社会中坚持印第安传统与价值取向，寻找印第安身份，回归印第安自我。  相似文献   

13.
Increasingly, early childhood programs include children with disabilities and typically developing children. The purpose of this paper is to review the recent empirical literature that underlies the practice of inclusion at the early childhood level in order to provide a context for the research articles appearing in this issue of ECRQ. We first describe the definitions of inclusion, rationales for inclusive classes, and demographics of inclusive programs and staff. Using Bronfenbrenner's ecological systems theory as a conceptual framework, we review research related to variables proximal to the program (i.e., microsystem and mesosystem levels) such as classroom practices, children's social interactions, teacher beliefs, and professional collaboration. Next, we examine research associated with variables occurring more distally from the classroom program (i.e., exosystem and macrosystem levels): families' perspectives, social policy, community and culture. We conclude this review with an examination of research that illustrates the influence of variables a one level of the ecological system on those occurring at a different levels and recommend directions for future research.  相似文献   

14.
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15.
Research Findings: Policymakers preschool reforms that are to prepare young children for school success have sparked important conversations within the field of early childhood education over how these programs are to ready young children for school. This article presents findings from a case study that examined this issue of school readiness across a collection of pre-k programs. Doing so illustrates how preschool reforms can impact early childhood stakeholders' understanding of school readiness, what it is they do with their students in their programs, and why. Practice or Policy: These findings demonstrate how policymakers' pre-k reforms can tighten the link between preschool and elementary school in a way that prioritizes the goals of K-12 education systems. They also suggest that for those who want to expand the construct of school readiness they should do so in a way that addresses and recognizes the challenges pre-k stakeholders in local contexts face on a day-to-day basis. For policymakers, there appears to be an opportunity and willingness within the ECE community for preschool reform. They should take advantage of this willingness for change by considering policy solutions that value the complexity of the child and of the field of early education itself.  相似文献   

16.
This is the story of how a culturally aware staff successfully intervened with a clientele of another culture. A high infant mortality rate for American Indians in Milwaukee, WI, prompted a community health agency to initiate a program to address the problem. Efforts were made to educate the American Indian community about the importance of both prenatal and postnatal care. Part 1 of this report was published (Davis & Prater, 2001) and presented the design and implementation of the program, as well as program outcomes. Here, Part 2 describes aspects of the same program, including the personal story of a client and the results of an evaluation conducted by a three-person research team. Implications for practice are also presented. Among these are suggestions for hiring and retaining staff, locating and retaining clients, addressing cultural sensitivity, and identifying administrative actions that enhance program operation. The personal stories of two additional clients are included to illustrate the difficult reality of some clients' lives and the resulting necessity for flexibility and resourcefulness on the part of program staff. This program represents the positive impact that program workers had on the problem of American Indian infant mortality.  相似文献   

17.
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18.
During the past three years, a vast array of institutions charged with protecting the educational welfare of children, including school districts, state education departents, and even the United States Department of Justice, have faced the task of determining the appropriateness of American Indian imagery as the cornerstone of personal, school, and community identity. In this paper, an argument is introduced that the continued use of American Indian sport imagery is symptomatic of a form of cultural illiteracy. A case is further made that these images contribute not only to a hostile culture and classroom climate for American Indians but also serve to miseducate Americans in general about our shared history.  相似文献   

19.
自一万余年前的旧石器时代直至今天,龙在宗教、政治、文学、艺术等各个领域都充当着重要角色。龙的形象在西周已经完成,神圣合一,汉代确立了龙为天子神威的系统。由于佛教的传入,印度的龙文化进一步丰富了我国的龙文化,将龙的文化形象变得丰富多元,尔后龙成为中华民族的象征。  相似文献   

20.
Interest in community environmental education (EE) and community education for sustainable development (ESD) is increasing, as evidenced by the increase in studies examining community EE/ESD approaches and NAAEE’s current development of the Community EE Guidelines for Excellence. Thus, the purpose of this paper is to: (1) provide a review of research which identifies as examining community EE/ESD issues from 1994 to 2013, (2) examine themes specific to community-oriented program implementation and outcomes, and (3) examine theoretical trends within this work. While no single framework emerged from the diverse studies on community EE/ESD, themes suggested greater success for programs that were rooted in community issues, involved multiple community partners, were oriented towards collaborative and civic action, and incorporated reflection on social institutions and power dynamics. These characteristics reflect an emancipatory approach to education which seeks to enhance human development through public participation and engagement. To this end, future researchers and practitioners should consider: (1) the resources needed to understand community values and concerns, (2) skills and knowledge required to build relationships and attend to community culture, values and democratic processes, (3) theories that account for the socio-historical contexts of participants and their pathways for transformation and empowerment, and (4) a process of action that continually reflects on power structures and dynamics.  相似文献   

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