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Author: Philip E. Vernon
Publisher: Elsevier
ISBN: 1483265757
Category : Psychology
Languages : en
Pages : 338
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Book Description
The Abilities and Achievements of Orientals in North America is concerned with the study of the abilities, achievements, and personality characteristics of oriental immigrants and their descendants in North America. The book attempts to set a correlation between the cultural background from which the immigrants came and their history in North America, and to discover the implications for psychological theory. The text contains discussions on the problems of heredity, environment, and acculturation; racial and ethnic differences; and a comparison of biological, environmental and cultural differences between orientals and occidentals. Sociologists, psychologists, ethnologists, historians, and people who wish to study oriental character traits will find the book very insightful.
Author: Philip E. Vernon
Publisher: Elsevier
ISBN: 1483265757
Category : Psychology
Languages : en
Pages : 338
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Book Description
The Abilities and Achievements of Orientals in North America is concerned with the study of the abilities, achievements, and personality characteristics of oriental immigrants and their descendants in North America. The book attempts to set a correlation between the cultural background from which the immigrants came and their history in North America, and to discover the implications for psychological theory. The text contains discussions on the problems of heredity, environment, and acculturation; racial and ethnic differences; and a comparison of biological, environmental and cultural differences between orientals and occidentals. Sociologists, psychologists, ethnologists, historians, and people who wish to study oriental character traits will find the book very insightful.
Author: Dr. Jesse J. Hargrove
Publisher: AuthorHouse
ISBN: 1463409532
Category : History
Languages : en
Pages : 116
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Book Description
This book reveals how this new generation of learners, the Deuce Millennium Generation (DMG), began their journey from Pre-kindergarten at the start of the new millennium in fall 2001 to their middle school years. This generation has endured the societal effects of the post 9/11 years for almost ten years, yet the author asserts that they will be the best and the brightest. He contends that the recent educational training delivered by highly-skilled Teacher Training Institutions will contribute to an increase in students' knowledge and performance on high stakes measures of assessments over the years. The book acknowledges that accreditation is a key factor that plays an important role in the student achievement process. This book is a primary source for understanding how the achievement gap in America can be closed. The author contends that this scholarly work is the first comprehensive book written on the subject. He engages the audiences in issues that are thought-provoking and makes the case that the historical, social, and public education processes have a profound impact on the learning outcomes of students in American schools. It is easy to understand why the author puts a name and a face on this new generation of learners. The book reveals a clear picture concerning who this generation is and what effects will occur to them, if the signs of the times are not reversed. This book should be read and used by all Teacher Training Institutions, teachers, parents, and decision-makers who are interested in Closing the Achievement Gap in America. The gap issue is a national imperative!
Author:
Publisher:
ISBN:
Category : Temperance
Languages : en
Pages : 580
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Book Description
Author: Jennifer Lee
Publisher: Russell Sage Foundation
ISBN: 1610448502
Category : Social Science
Languages : en
Pages : 267
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Book Description
Asian Americans are often stereotyped as the “model minority.” Their sizeable presence at elite universities and high household incomes have helped construct the narrative of Asian American “exceptionalism.” While many scholars and activists characterize this as a myth, pundits claim that Asian Americans’ educational attainment is the result of unique cultural values. In The Asian American Achievement Paradox, sociologists Jennifer Lee and Min Zhou offer a compelling account of the academic achievement of the children of Asian immigrants. Drawing on in-depth interviews with the adult children of Chinese immigrants and Vietnamese refugees and survey data, Lee and Zhou bridge sociology and social psychology to explain how immigration laws, institutions, and culture interact to foster high achievement among certain Asian American groups. For the Chinese and Vietnamese in Los Angeles, Lee and Zhou find that the educational attainment of the second generation is strikingly similar, despite the vastly different socioeconomic profiles of their immigrant parents. Because immigration policies after 1965 favor individuals with higher levels of education and professional skills, many Asian immigrants are highly educated when they arrive in the United States. They bring a specific “success frame,” which is strictly defined as earning a degree from an elite university and working in a high-status field. This success frame is reinforced in many local Asian communities, which make resources such as college preparation courses and tutoring available to group members, including their low-income members. While the success frame accounts for part of Asian Americans’ high rates of achievement, Lee and Zhou also find that institutions, such as public schools, are crucial in supporting the cycle of Asian American achievement. Teachers and guidance counselors, for example, who presume that Asian American students are smart, disciplined, and studious, provide them with extra help and steer them toward competitive academic programs. These institutional advantages, in turn, lead to better academic performance and outcomes among Asian American students. Yet the expectations of high achievement come with a cost: the notion of Asian American success creates an “achievement paradox” in which Asian Americans who do not fit the success frame feel like failures or racial outliers. While pundits ascribe Asian American success to the assumed superior traits intrinsic to Asian culture, Lee and Zhou show how historical, cultural, and institutional elements work together to confer advantages to specific populations. An insightful counter to notions of culture based on stereotypes, The Asian American Achievement Paradox offers a deft and nuanced understanding how and why certain immigrant groups succeed.
Author: Rod Paige
Publisher: AMACOM
ISBN: 0814415202
Category : Education
Languages : en
Pages : 241
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Book Description
When it comes to race in America, we must face one uncomfortable but undeniable fact. Almost 50 years after the birth of the civil rights movement, inequality still reigns supreme in our classrooms. At a time when African-American students trail their white peers on academic tests and experience high dropout rates, low college completion rates, and a tendency to shy away from majors in hard sciences and mathematics, the Black-White achievement gap in our schools has become the major barrier to racial equality and social justice in America. In fact, it is arguably the greatest civil rights issue of our time. The Black-White Achievement Gap is a call to action for this country to face up to and confront this crisis head on. Renowned former Secretary of Education Rod Paige believes we can close this gap. In this thought-provoking book, he and Elaine Witty trace the history of the achievement gap, discuss its relevance to racial equality and social justice, examine popular explanations, and offer suggestions for the type of committed leadership and community involvement needed to close it. African-American leaders need to rally around this important cause if we are to make real progress since students’ academic performance is a function not only of school quality, but of home and community factors as well. The Black-White Achievement Gap is an unflinching and long overdue look at the very real problem of racial disparity in our schools and what we must do to solve it.
Author: Frank Joseph
Publisher: Simon and Schuster
ISBN: 1591439817
Category : Body, Mind & Spirit
Languages : en
Pages : 285
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Book Description
The examination of four great civilizations that existed before Columbus’s arrival in North America offers evidence of sustained contact between the Old and New Worlds • Describes the cultural splendor, political might, and incredibly advanced technology of these precursors to our modern age • Shows that North America’s first civilization, the Adena, was sparked by ancient Kelts from Western Europe and explores links between Hopewell Mound Builders and prehistoric Japanese seafarers Before Rome ruled the Classical World, gleaming stone pyramids stood amid smoking iron foundries from North America’s Atlantic seaboard to the Mississippi River. On its east bank, across from today’s St. Louis, Missouri, flourished a walled city more populous than London was one thousand years ago, with a pyramid larger--at its base--than Egypt’s Great Pyramid. During the 12th century, hydraulic engineers laid out a massive irrigation network spanning the American Southwest that, if laid end to end, would stretch from Phoenix, Arizona, to the Canadian border. On a scale to match, they built a five-mile-wide dam from ten million cubic yards of rock. While Europe stumbled through the Dark Ages, a metropolis of weirdly shaped, multistory superstructures, precisely aligned to the sun and moon, sprawled across the New Mexico Desert. Who was responsible for such colossal achievements? Where did their mysterious builders come from, and what became of them? These are some of the questions investigated by Frank Joseph in his examination of ancient influences at work on our continent. He reveals that modern civilization is not the first to arise in North America but was preceded instead by four high cultures that rose and fell over the past three thousand years: the Adena, Hopewell, Mississippian, and Anasazi-Hohokam. How they achieved greatness and why they vanished so completely are the intriguing enigmas explored by this unconventional prehistory of our country, Advanced Civilizations of Prehistoric America.
Author:
Publisher:
ISBN:
Category : Methodist Church
Languages : en
Pages : 1112
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Book Description
Author:
Publisher: DIANE Publishing
ISBN: 1428928073
Category :
Languages : en
Pages : 297
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Book Description
Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 1412964555
Category : Education
Languages : en
Pages : 305
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Book Description
'Beginning with a remarkably comprehensive and accessible analysis of the gap's causes, the book offers a refreshingly balanced, evidence-based, state-of-the-art outline of productive solutions that should inform the work of all educational stakeholders' - Ken Leithwood, Professor, OISE/University of Toronto 'No one is better positioned than Joseph Murphy to provide lessons for education leaders on this important topic' - Andrew Porter, George and Diane Weiss Professor of Education , University of Pennsylvania 'For too long, the achievement gap has been proclaimed, discussed, and then dismissed as a subject of despair. Seldom has it been systematically defined, placed in historical perspective, or positively addressed. Through thorough scholarship, comprehensive knowledge, and creativity, this book fills that void' - James W. Guthrie, Patricia and Rodes Hart Professor of Educational Leadership and Public Policy, Vanderbilt University 'While offering no simple pathway to progress, this book reminds us how much more we can do to close achievement gaps' - Michael S. Knapp, Director Center for the Study of Teaching & Policy, University of Washington Distinguished researcher Joseph F. Murphy has gathered and analyzed the most up-to-date research and data to help headteachers understand what the achievement gap is, why it persists, and what teachers can do about it. This comprehensive handbook: - Examines external factors that contribute to achievement gaps, such as socioeconomic status, family environment, racism, and individual differences - Covers internal factors such as instruction, school culture, and school support - Provides strategies for addressing both internal and external factors to make an impact.
Author: Michael Hoberman
Publisher: Rutgers University Press
ISBN: 081358969X
Category : History
Languages : en
Pages : 199
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Book Description
In A Hundred Acres of America: The Geography of Jewish American Literary History, Michael Hoberman introduces cultural geography as an alternative approach to the immigrant model. Cultural geography allows Hoberman to restore Jewish American writers to their roles as important, active members of the American literary landscape from the 1850s to the present, and to argue that Jewish history, American literary history, and the inhabitation of American geography are, and always have been, contiguous entities. A Hundred Acres of America makes its case by investigating both canonical and extra-canonical literary depictions of six geographies: the frontier, the small town, the urban, the suburban, America as seen from Europe, and Israel as seen from America. Hoberman reads dozens of representative texts closely, and analyzes a wide range of authors, from frontier-era memoirists and turn-of-the-century native-born reformers to contemporary novelists. He adroitly demonstrates that Jewish American authors are not only present throughout American literary history, but actively shaped this history with writings that often subverted or contradicted the ways their non-Jewish peers depicted these geographies"--
