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The second book, 'An African Exploration of the East Asian Education Experience', presents five country studies, as well as regional, comparative analyses highlighting insights gained during the study tour and putting them in the context of Sub-Saharan Africa. Together, the two books aim to foster knowledge exchange between Sub-Saharan African and East Asian countries on good practices in the design and implementation of education policies and programs. By facilitating the cross-country fertilization of ideas between two regions with relatively limited contact in the past, these books fi ll a clear gap in the current literature on development practice in education.

Convert currency. Add to Basket. Condition: New. Language: English. Brand new Book. This book provides a comprehensive analysis of education development in Singapore since , giving particular attention to the type of strategic management that has enabled Singapore over the last four decades to develop its education and training system, from one similar to that of many Sub-Saharan Africa countries, to become one of the World's best performing systems.

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I give a Conversation of number client vacuum. Nationally, while close to 30 percent of students do not graduate, only " Moreover, Diplomas Count tells us that the average graduation rate in urban districts is 60 percent, compared to a 75 percent graduation rate in suburban communities. School systems with high levels of racial segregation have a graduation rate of only Nationally, more than one-third of students 35 percent fail to make the transition from 9th to 10th grade.

In summary, the patterns in poor school districts mirror those found in racially segregated districts.

Education in East Asia

Demographer Harold Hodgkinson, who advocates universal preschool education as a means of providing true equal educational opportunity, reflects on the diversity in U. Almost 9 million young people ages 5 to 17 speak a language other than English in their home and 2. For our Children's Class of , we could estimate that almost one-half million are being raised in families that speak no English at home, and that at least , will need special attention in preschool and kindergarten to learn to speak and read English. However, the largest number of poor children are white while the highest percentage of poor children are black and Hispanic.

Of the 14 million children ages birth to 18 living in poverty in , 9 million were white and 4 million were black. Four million Hispanics were living in poverty, but were included in both white and black totals, as Hispanics are not a "race. Almost half of these single mothers are working, usually at very low-wage jobs. Hodgkinson advocates educational programs that, like Head Start, take into account not only academic needs but conceive of children as whole persons with social, emotional, and physical needs and strengths, in a family context Overall, the evidence that high-quality education before the child's fifth birthday can yield lifetime benefits is undebatable.

We know how to do it. Why don't we make such programs available to all? However, many schools do not have the opportunity to work with children at such a young age.


Thus, they must start work closing the achievement gap in later years. Burris and Welner documented changes in schooling practice that closed the achievement gap between black and Latino students and white and Asian students in middle and high school in the diverse Rockville Centre School District in New York. The district instituted detracking that is, heterogeneous grouping of high- and low-achievers in all classes and accelerated learning by gradually eliminating remedial classes and offering all students rigorous classes in mathematics, global history, International Baccalaureate English, and history—classes previously offered only to the highest achievers.

Their five-year study found a dramatic rise in the rate of students passing all eight New York State Regents tests to receive a Regents high school diploma. Before detracking, only 32 percent of the African American and Latino students in the graduating class of earned Regents diplomas, while 88 percent of white and Asian students did so.

After detracking and accelerated learning had been instituted for five years, 82 percent of African American and Latino students in the graduating class of earned Regents diplomas; 97 percent of white or Asian students did so. Burris and Welner , p. Hodgkinson highlighted another model—the Schools of the 21st Century—that regarded students as whole persons in their family context. This "is one of the most successful models for putting together all of the factors … that contribute to the positive academic, emotional, and social development of young children" p.

Schools of the 21st Century is now offered in over 1, schools in a wide variety of communities across the United States. Although the core components just mentioned are always present, the program is flexible enough to maximize the program's success in the unique "fingerprint" of each community setting. Hodgkinson concluded: "Although we do not know how to reduce poverty … there is an abundance of research on how to successfully reduce the effects of poverty on our youngest children" p.

Today, as in the past, teachers are being challenged to broaden their repertoire of teaching strategies to meet the needs and strengths of students from a tremendous diversity of backgrounds and cultures. These learners—African Americans, American Indians, Asian Americans, Hispanics, and many others—face societal discrimination, live in conditions of poverty, or both. The ways in which we teach these young people exert a powerful influence on their linguistic, social, cognitive, and general educational development. Research suggests, for example, that effective instruction acknowledges students' gender differences and reaffirms their cultural, ethnic, and linguistic heritages.

Many effective instructional approaches build on students' backgrounds to further the development of their abilities. Critically important is recognizing that the use of effective instructional practices as demonstrated by research will improve achievement for all children, including those who are not minorities or children of poverty.

The implementation of sound, research-based strategies that recognize the benefits of diversity can build a better future for all of us. The broad range of experiences and perspectives brought to school by culturally, linguistically, and ethnically diverse students offer a powerful resource for everyone to learn more—in different ways, in new environments, and with different types of people. Every single person in this enormously diverse and ever-changing system has the power to serve as an invaluable resource for all others—students, teachers, and the community as a whole.

Rather than constituting a problem for students and educators, the growing diversity in U. The United States is fortunate, for it includes not only immigrants but also political refugees, indigenous Americans, and descendants of people sometimes brought against their will from every continent on the globe. This boundless diversity has resulted in the inventions, discoveries, ideas, literature, art, music, films, labor, languages, political systems, and foods that enrich American culture.

These same resources also have the potential for enriching the American classroom. Immigrant students bring us opportunities to be explored and treasures to be appreciated, and they help us challenge the status quo. Adopting a truly global perspective allows us to view culturally and linguistically diverse students and their parents or guardians as resources who provide unparalleled opportunities for enrichment.

However, we need a greater repertoire of approaches to teaching and learning to cope with varied styles of learning. Teachers and students alike must cultivate interpersonal skills and respect for other cultures. The new world economy demands this global view. After all, our markets and economic competition are now global, and the skills of intercultural communication are necessary in politics, diplomacy, economics, environmental management, the arts, and other fields of human endeavor.

Surely a diverse classroom is the ideal laboratory in which to learn the multiple perspectives required by a global society and to put to use information concerning diverse cultural patterns. Students who learn to work and play collaboratively with classmates from various cultures are better prepared for the world they face now—and the world they will face in the future. Teaching and learning strategies that draw on the social history and the everyday lives of students and their cultures can only assist this learning process.

Teachers promote critical thinking when they make the rules of the classroom culture explicit and enable students to compare and contrast them with other cultures. Students can develop cross-cultural skills in culturally and linguistically diverse classrooms. For such learning to take place, however, teachers must have the attitudes, knowledge, and skills to make their classrooms effective learning environments for all students.

Given the opportunity, students can participate in learning communities within their schools and neighborhoods and be ready to assume constructive roles as workers, family members, and citizens in a global society. Zeichner has summarized the extensive literature that describes successful teaching approaches for diverse populations. From his review, he distilled 12 key elements for effective teaching for ethnic- and language-minority students.

Teachers have a clear sense of their own ethnic and cultural identities. Teachers communicate high expectations for the success of all students and a belief that all students can succeed. Teachers are personally committed to achieving equity for all students and believe that they are capable of making a difference in their students' learning. Teachers have developed a bond with their students and cease seeing their students as "the other.

Instruction focuses on students' creation of meaning about content in an interactive and collaborative learning environment. Teachers help students see learning tasks as meaningful. Curricula include the contributions and perspectives of the different ethnocultural groups that compose the society.

Teachers provide a "scaffolding" that links the academically challenging curriculum to the cultural resources that students bring to school. Teachers explicitly teach students the culture of the school and seek to maintain students' sense of ethnocultural pride and identity. Community members and parents or guardians are encouraged to become involved in students' education and are given a significant voice in making important school decisions related to programs such as resources and staffing.

Teachers are involved in political struggles outside the classroom that are aimed at achieving a more just and humane society. For the sake of clarity, this chapter breaks the teaching strategies into two main sections. The first section, "Strategies for Culturally and Ethnically Diverse Students," contains strategies appropriate for children whose primary language may or may not be English.

The second section, "Strategies for Linguistically Diverse Students," contains strategies that specifically address the unique needs of learners of English as a second language. Each strategy includes a brief discussion of the strategy as well as examples of the strategy in use. Resources at the end of each entry allow the reader to explore additional information and resources. Generally, U. For example, poor children and culturally and linguistically diverse students tend to receive inferior instruction because they are usually placed in the bottom reading groups or sent out of the classroom for remedial instruction.

Still other studies demonstrate that many teachers fail to communicate effectively with students from diverse backgrounds; typical and hard to change instructional procedures often violate the behavior norms of these students' home cultures Au, ; Cazden, ; Delpit, ; Heath, ; Ogbu, Also, teachers may have low expectations for students of diverse backgrounds and thus fail to present them with challenging and interesting lessons. Schools have control over some factors but not others.

If teachers understand these factors and their effects on young people who are newly arrived in the United States, they will be better able to assess their needs and strengths and find innovative ways of helping them adjust to their new schools and to life in a new culture. Some of these critical factors and their effects include the following issues.

The level of the family's socioeconomic resources is associated with success in school but is conditioned by other factors, such as immigrant status. Prior education in the country of origin is associated with success in school. The age of entrance into the United States affects success in the English language, as well as other academic areas, but the degree of success is also conditioned by literacy in the home language. Those children who enter the United States before puberty will have an advantage in school. The longer the length of the stay in the United States, the greater the success in school.

Unfortunately, this effect is offset by a reduction of motivation that comes through acculturation into the American society. Intact family and home support systems are associated with success in school. Not surprisingly, unaccompanied minors and students from single-parent families are at greater risk of failure in school. In this context, it is important to understand how we define various ethnic groups see "Major U. Ethnic Groups," p. For example, Asian Americans are often viewed incorrectly as a single ethnic group.

There are, however, many distinct subgroups of Asian Americans, each with its own culture, religion, and unique perspective. Generalization across such subgroups can lead to misperceptions and a failure to recognize and address specific concerns and needs. It is also important to understand that the overall descriptor "Southeast Asian" generally refers to those who report their own ethnic identity as Vietnamese, Laotian, Cambodian, or Hmong. The recent tendency to stereotype Asians as "high achievers" may mask significant and unique educational challenges and needs.

Similarly, Hispanics or Latinos are also composed of many distinct subgroups. Although the U.

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Census Bureau classifies all Spanish-speaking peoples under the general heading "Hispanic origin," this term includes all persons who identify themselves as members of families from Mexico, Central and Spanish-speaking South America, the Spanish-speaking Caribbean islands, or Spain. Furthermore, people of Hispanic origin may be of any race. Finally, it is important to be aware that agencies dealing with population data refer to Alaskan Natives or American Indians as one group, even though the customs, languages, and cultures of the many tribes and nations of these two groups are vastly different.

Major U. Ethnic Groups The U. African Americans or blacks refers to those of African ancestry who may have lived for generations in the United States. American Indians , also called Native Americans, were the original populations of North America before the arrival of the Spaniards, who were followed by the English, French, and other Europeans. American Indian groups often prefer to be called by their tribal affiliation or the nation to which they belong i. Asian Americans include all national-origin groups from Asia, some of whom come from technologically advanced countries like Japan.

Others come from countries where some of the population have access to advanced technology and others do not, such as Korea, China, Vietnam, and India. Hispanics also include descendants from Spain, while Latinos are those from the Americas living in the United States. People of Mexican descent are the largest Hispanic group in the United States, and many prefer to be called by their specific national origin such as Mexican American.

Others may prefer terms they call themselves such as Chicanos. Considerable evidence supports this crucial conclusion: the differences in achievement observed between and among students of culturally and ethnically diverse backgrounds and students of mainstream backgrounds are not the result of differences in ability to learn. Rather, they are the result of differences in the quality of the instruction these young people have received in school.

Moreover, many students who are at risk of failure in U. A multitude of complex factors contribute to students' at-risk status; many of these factors—crime, drugs, and poverty, among others—are beyond the control of educators. But educators do have the power to replace ineffective instructional practices. The strategies that follow have been demonstrated to be effective in increasing student achievement. Strategy 2.

Teachers who express high expectations convey the belief that their students have the ability to succeed in demanding activities. Such teachers avoid repetitive rote learning; instead, they involve young people in novel problem-solving activities. They ask open-ended questions requiring students to use their judgment and form opinions. They choose activities where students must use analytic skills, evaluate, and make connections.

They expect students to conduct research, complete their homework, and manage their time effectively. Now that detracking and accelerated learning with support have been shown to be effective, teachers can confidently advocate for them. Hugh Mehan , p.

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According to Mehan , research has shown that the schools' practice of tracking neither provides students with equal educational opportunities nor serves the needs of employers for a well-educated workforce. Students from low-income and ethnic or linguistic minority backgrounds are disproportionately represented in low-track classes and they seldom move up to high-track classes. Students placed in low-track classes seldom receive the educational resources that are equivalent to students who are placed in high-track classes.

They often suffer the stigmatizing consequences of negative labeling. They are not prepared well for careers or college. In an attempt to provide greater educational equity, educators in California schools have been trying an alternative to tracking since the s. In San Diego, one such program— Achievement Via Individual Determination AVID —has revamped the curriculum, course structures, and pedagogical strategies into "multiple pathways" to college and career so that students are better prepared and have more options when they complete high school.

AVID "untracks" low-achieving ethnic and language-minority students by placing both low- and high-achieving students in the same rigorous academic program. Students are taught explicitly how to study, how to work with teachers, and how to write college applications. These are skills often passed on by parents who have attended college, but they must be taught to students whose parents lack this form of "cultural capital. From to , 94 percent of AVID students enrolled in college, compared to 56 percent of all high school graduates. Jaime Escalante captured media attention with his success in teaching calculus to Hispanic students.

His high expectations for his students and their subsequent accomplishments were the subject of the film Stand and Deliver. Yet many teachers who will never be the subject of a Hollywood film have inspired and guided pupil achievement. When teachers believe that students can learn, they communicate these expectations explicitly, thus encouraging young people, and they also spend more time creating challenging activities.

They ask higher-order questions that require not only identification and categorization but also comprehension and analysis, application to other situations, synthesis, and value judgments. Heath and McLaughlin have found that one of the reasons for the effectiveness of after-school youth programs organized by community-based organizations is that staff members, often operating on a shoestring budget, depend on students to take some of the responsibility for activities. Young people plan, teach others, and perform a variety of tasks vital to the program.

When students are brought into the planning and become coaches for others, they are given "adult" responsibilities and challenges; everyone must be able to depend on everyone else to show up on time and do his or her part. In addition, involving students in the financial aspects of such operations whether by fundraising or making requests of foundations fosters involvement, responsibility, and the learning of math skills.

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Students acquire social skills along with communication and performance skills. In such collaborative work, diversity of skills is seen as a resource for the entire group; everyone brings something different to the table. When journal writing is a required part of students' group responsibilities, they reflect on what they are learning, practice writing skills, and keep the staff informed of their individual progress and well-being.

Students tend to want to participate and do their best when a teacher is nurturing and caring. Nel Noddings advocates that when society around us concentrates on materialistic messages, "we should care more genuinely for our children and teach them to care" p. Of course we want academic achievement for our students, she notes, but "we will not achieve even that unless our children believe they themselves are cared for and learn to care for others" p. Noddings describes a practice called "looping," where teachers stay with the same group of students for two or more years.

By following the same group of students for two or more years, teachers get to know their students' needs and strengths better; trust develops between teacher and students and among classmates. Looping also offers teachers the opportunity to provide more differentiated instruction, even tailoring lessons to individual children. Noddings's definition of caring "implies a continuous search for competence. Noddings suggests using integrated curricular themes to teach caring to students. In the domain of "caring for self" we might consider life stages, spiritual growth, and what it means to develop an admirable character; in exploring caring for intimate others, we might include units on love, friendship, and parenting; under caring for strangers and global others, we might study war, poverty, and tolerance.

Younger students also get excited when they learn that they can care for the environment through recycling projects, joining others in cleaning and beautifying local parks, starting a community garden, or planting a tree. These themes could be adapted for students from elementary school through high school.


In addition, Noddings suggests alternative methods of staff organization in schools. Elementary students would benefit from having the continuity of the same teacher or a stable group of specialists for two or more years. Even at the high school level, students might benefit if their teacher taught two subjects to the same 30 students rather than one subject to 60 different students.

By learning the strengths and challenges each student faces, teachers can refer children and their families to community-based organizations that provide after-school homework help and programs in sports and the arts. High-performing schools also tend to have systems in place to provide extra help for struggling learners or high-achieving students taking challenging coursework Viadero, , according to the NCEA's Just for the Kids Best Practices Studies and Institutes: Findings from 20 States. Teachers need support in this work.

Developing communities of teachers focused on student work was another practice cited by the NCEA. Successful schools accomplish goals through collaboration. The teachers in one Selma, California, high school hold "focus lesson meetings" in which educators from different disciplines meet and give feedback on one teacher's lesson plan, then try out the revision in one of their classes and give further feedback. Others have "scoring parties" to develop common ideas about what constitutes high-quality student work.

Educators must understand and respect the many different ways of being a parent and expressing concern about the education of one's children. For example, Gibson , reports that Punjabi immigrant parents in California believe it is the teacher's task to educate and that parents should not be involved in what goes on at school. Punjabi parents support their children's education by requiring that homework be done and ensuring that their youngsters do not "hang out" with other students but instead apply themselves to schoolwork.

Even though the parents themselves may be forced to take more than one job, they do not allow their children to work so that they have time to complete their homework. As a result, Punjabi students as a group have higher rates of graduation and college acceptance than other immigrant groups.

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Parental involvement is well established as being correlated with student academic achievement Epstein, Valenzuela and Dornbusch challenge "the dominant myth that academic achievement is obstructed by collective orientations. They suggested that when young people have relatives who have attended a U. Also, being part of a dense social network of relatives enhances the opportunity for "multiple alternatives for academic support.

Seek information about students' home cultures by asking them to interview their parents about their lives as children, the stories they remember, favorite poems, and family recipes. The results of these interviews can inform the teacher about the rich diversity in his or her classroom. The interviews also can be made into booklets and, subsequently, reading materials for the entire class to share. Parent-teacher organizations can hold meetings at times convenient for parents to attend, and they can provide translators for those who do not speak English.

A room in the school can be set aside for parents to meet and to discuss issues concerning their children's education or the school community. Teachers can visit parents in their homes, or they can use parent-teacher meetings as a time to discuss homework and discipline. Parents who are welcomed into the school in ways that are culturally appropriate for them become more accessible both as resources and as learners. Immigrant parents can learn both English as a second language ESL and survival skills for their new culture. Parents who are bilingual may be asked to translate for those who have not yet achieved fluency in a new language.

Parents who attend workshops can learn family literacy and math activities that enhance their own abilities to support their children's learning of these skills. When students see that their parents are respected by the school, there may be less of the conflict between home and school cultures that can cause a breakdown of discipline within the family. Parents and guardians are a child's first teachers, but they are not always aware of the ways in which they mold children's language development and communication skills. Children learn their language at home; the more interaction and communication they have at home, the more children learn.

Teachers can support this crucial role by sharing information about the link between home communication and children's learning. For example, teachers can act as "culture brokers" by talking with parents to emphasize the key role they play in their children's education. Teachers can assist parents in understanding the expectations of the school and their classroom as they elicit from parents their own expectations of teachers and students. Teachers also can suggest ways in which parents might converse more often with their children to prepare them for communication in the classroom.

Parents may not be aware of how they support their children's academic efforts when they discuss the importance of education and take them to informal educational resources in the community. Teachers play an enormously important role in referring parents to community resources such as children's museums, art and science museums, and community-based organizations that offer homework help and arts and sports programs. Children learn the importance of language in expressing ideas, feelings, and requests if parents or guardians respond to them and acknowledge their thoughts.

Children also need guidance in learning patterns of communication that are necessary in the classroom, including how to make a request, ask a question, and respond to a question. If parents or guardians are literate in any language, they can read to their children in that language to encourage reading for pleasure and to help children begin to make the connection between oral language and reading.

Even if parents or guardians are not literate, they can use wordless books or create prose as they hold their children and "read" with them. Even the simplest evidence of caring about the importance of literacy pays huge dividends in a young person's schooling. Parents or guardians can take time to talk with their children about any activity they are doing together—eating a meal, for example—thereby encouraging language development.

These conversations between parent and child are beneficial whether they are in the home language or in English. Parents or guardians can ask their children questions about whatever activity they are engaged in and how it relates to another activity, as well as ask how they feel about the activity or what they predict may happen next. They are thus modeling the kinds of communication patterns that young people will use in school. At the same time, of course, simply giving children the gift of attention pays huge dividends. Programs in family literacy can help parents acquire or strengthen their own literacy skills, making them better able to assist their children's development of literacy.

Other techniques, such as the use of recorded books, allow adults and children to learn reading skills together. Children are encouraged to read when they see their parents reading and have their parents read to them. Quite simply, reading for fun encourages more reading. Their materials assist with parent involvement in schools; their website includes summaries of research on family involvement. For example, NNPS studies Epstein, showed that through high school, family involvement contributed to positive results for students, including higher achievement, better attendance, more course credits earned, more responsible preparation for class, and other indicators of success in school Catsambis, ; Simon, Catsambis and Beveridge analyses indicated that students in neighborhoods with high concentrations of poverty had lower math achievement test scores, but this effect was ameliorated by on-going parental involvement in high school.

NNPS studies at the high school level indicated that it is never too late to initiate programs of family and community involvement, as the benefits accrue through grade Similarly, Sheldon and Epstein b found that when teachers involve families in subject-specific interventions in reading and related language arts, "students' reading skills and scores are positively affected" cited in Epstein, , p. Moreover, NNPS studies found "significant results of subject-specific family involvement [in homework] for students' science report card grades and homework completion" cited in Epstein, , p.

Students' self-esteem and motivation are enhanced when teachers elicit their experiences in classroom discussions and validate what they have to say. Young people become more engaged in lessons when they are brought into the initial dialogue by being asked what they know about the topic and what they want to know. If their questions are written down and used to form a guide for inquiry into the topic, students are far more likely to be interested in doing further research than if the questions simply come out of a text.

The teacher also obtains a better understanding of students' previous knowledge about a subject—a pre-assessment, as it were—that can guide the planning of the subsequent lesson. One way in which teachers can ensure recognition of students' contributions is to use "semantic webbing. For example, the teacher or one of the students might put the topic "culture" in a center circle on the chalkboard.

Then, the recorder notes students' associations in circles around the center circle. As a next step, the class can discuss and connect with lines all the related aspects of "culture," making a web of relationships on the board. This work can be expanded by categorizing the subtopics.

The teacher also can ask students what they want to know about the topic at hand. Students' questions, recorded for later use, can serve as guides for research.