Download or read book Adult Education in a Chinese American Community written by Sally A. Brown and published by . This book was released on 1949 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Development of a Model Adult Education Center for the Chinese Community in New York City written by Susan Pien Hsu and published by . This book was released on 1976 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning to be Chinese American written by Liang Du and published by Lexington Books. This book was released on 2010-09-23 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to Be Chinese American aims at exploring the complicated identity production process among Chinese immigrants in the United States in relation to the rapidly changing global and local contexts. Based on original ethnographic material collected in an upper-middle class Chinese American community, the author argues for the need to move beyond the framework of traditional nation-state boundaries in order to examine the identity production process of contemporary Chinese Americans. In doing so, we can better understand how this particular group, in response to changing economic and social conditions, actively takes part in the production of their unique ethnic identities through local institutions such as community-based organizations and ethnic education. This book expands the scope of existing literature on identity production among immigrants of color in both empirical and methodological terms.
Download or read book Adult Education in Selected Countries in the Asian Region written by Madhu Singh and published by UNESCO. This book was released on 2002 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The objectives of this action research programme are to promote international intellectual cooperation in the field of adult literacy education, to support experimental socio-education practices and to disseminate its findings at the international level. Adult learning is increasingly exploring the possibilities afforded through information and communication technologies (ICTs). Alternative and innovative delivery methods have been developed in terms of providing distance education to increase access to educational opportunities, particularly for remote and rural communities. ICTs have also have played an important role in the development and distribution of learning materials, such as facilitating the production of literacy materials in a variety of languages, and enabling increased access to materials to sustain literacy skills, increase continuing education opportunities, and promote lifelong learning. This reference guide details some of the institutions and delivery modes in the administration and co-ordination of adult learning policies and programmes in an Asian context. It represents a starting point for discussions on best practices, future directions, challenges, and achievements in adult learning.
Download or read book Adult Education in an Urban Context Problems Practices and Programming for Inner City Communities written by Larry G. Martin and published by Jossey-Bass. This book was released on 2004-04-07 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This sourcebook offers adult education scholars and practitioners in academic, community, and work-related urban settings insight into the education and learning problems and needs confronted by low-income residents of inner-city communities. Additionally, it offers fresh perspectives and approaches to practice that can assist these residents in crossing the socioeconomic and race-ethnicity borders that separate them from more affluent urban communities. This is the 101st issue of the quarterly higher education series New Directions for Adult and Continuining Education.
Download or read book The Handbook of Race and Adult Education written by Vanessa Sheared and published by John Wiley & Sons. This book was released on 2010-05-24 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Race and Adult Education While much attention has been given to inclusion, diversity, and multiculturalism within adult education, The Handbook of Race and Adult Education is the first comprehensive work to engage in a dialogue specifically about race and racism and the effect these factors have on the marginalization or oppression of groups and individuals. This landmark book provides the field of adult and continuing education with a model for the discussion of race and racism from social, educational, political, and psychological perspectives, and seeks to articulate a conceptual challenge to the ethnocentric focus of the discussion in the field. It offers adult education scholars, as well as those engaged in research and teaching about race, an opportunity to engage in a discourse about race and racism, including examinations of how these factors have been seen through multiple theoretical frameworks; how they have affected many lived experiences at work, home, and within educational settings; and how they have served to privilege some and not others. The book offers an exploration into how these factors need to be centered in a discourse and perspective that can provide those in the margins as well as in the center with ways to think about creating changes in their classrooms, communities, and homes. This volume is a timely addition to the intense racial debate occurring in this country today. It is a long overdue medium through which those in higher education, as well as the general adult education field, can engage in a discussion that leads to critical understanding and moves us into meaningful change.
Download or read book Adult Education 101 written by California. Legislature. Assembly. Select Committee on Adult Education and published by . This book was released on 2003 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learner s Privilege and Responsibility written by Wen Ma and published by IAP. This book was released on 2014-03-01 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about the learner side of the teaching and learning equilibrium, centering on the educational experiences and perspectives of Chinese students in the United States. These students ranged from kindergarteners, adolescents, undergraduate, graduate, to adult learners, across the educational spectrum. Because Chinese students are the largest cohort among all international students in the U.S., and their prior educational experiences and perspectives in China are so different from those in the U.S., exploring who they are, what their learning experiences have been, and how their learning needs can be better met, may not only allow U.S. educators to teach them more effectively, but also help the educational community in both countries better learn about and from each other. The chapters in the book examine the constructs of learner privilege and responsibility in the teaching and learning equation, cultural and linguistic challenges and transitional adjustments, self-concept, learning strategies, comparison and contrast of differences and similarities between Chinese and American students, and/or critical reflections on significant issues confronting Chinese learners. While each chapter is situated in its own research literature and connects with its own teaching and learning practices, all of them are united around the overarching themes of the book: the experiences and perspectives of diverse learners from Chinese backgrounds in the United States. The chapters also flesh out some of the larger theoretical/pedagogical issues between education in China and in the United States, provide useful lenses for rethinking about and better understanding their differences and similarities, as well as offer pertinent suggestions about how the educational community in both countries may benefit from learning about and from each other.
Download or read book Reauthorization of the Adult Education Act written by United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities and published by . This book was released on 1987 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Community based Lifelong Learning and Adult Education written by Romee Lee and published by . This book was released on 2016 with total page 43 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1999 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Asian American Achievement Paradox written by Jennifer Lee and published by Russell Sage Foundation. This book was released on 2015-06-30 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Experiences of Middle level Chinese Female Adult Immigrants Working at West Coast Community and Technical Colleges written by Lin Zhou and published by . This book was released on 2015 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community and technical colleges in the United States are experiencing an expansion of racial and ethnic diversity in students, faculty, and administrators. From 1996 to 2006, the number of Asian female college students increased 55.3%, from 13,184 to 20,477. The number of Asian male students increased 48.9%, from 9,731 to 14,493 (Aud et al, 2010). According to the American Association of Community Colleges, Asian/Pacific Islander students made up 7% of students in the 1,032 U.S. public two-year colleges, only 1% of U.S. higher education administrative positions (including executive positions) are held by people of Asian descent (AACC, 2010). It is crucial to recognize the complexity of diversity and unique needs of each individual, as the colleges are designed to help students achieve their educational and personal goals. As a new emerging group in higher education, Chinese immigrant women who are middle-level administrators play a role as important as that of other leaders. Yet current the literature include very limited information about this population. In addition, addressing the barriers and challenges that these women overcome will assist administrators as they work to create more effective work environments. This study explored the work experiences of adult Chinese immigrant female middle-level leaders at West Coast community and technical colleges. Because this is an emerging population, the numbers of these women is continuing to grow, however, the number of mid-level leaders who are Chinese immigrants is small and consequently the population for this study was limited. Of the five participants, all five were born in Mainland China or Hong, Kong, they are between 28 and 50 years old. Except one participant, who currently holds a working visa, the other four women became U.S. citizens within the past ten years. Five Chinese immigrant female administrators were interviewed in this case study. A case study is "an empirical inquiry that investigates a contemporary phenomenon in depth and within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident" (Yin, 2009, p.18). This research method provided a tool for this study to explore the life experiences and perspectives of this emerging population. Therefore, a descriptive holistic multiple-case study with single units of analysis was used as a research method. The constant comparative analytic process offered a more comprehensive hermeneutic framework and provided an in-depth understanding of the status of adult female Chinese immigrants in middle-level administrator positions at community colleges in Oregon and Washington. The common factors that were shared among these female administrators that influenced them were mentoring from their peers and supervisors, networking within their workplaces and in their communities, and being reflective practitioners. Language barriers, limited professional development opportunities, and work-personal life conflict were identified as work-related issues that impact their ability to grow in their positions. The results of this study indicated that, according to these participants, more needs to be done to help them grow professionally and to provide support for their unique needs. Additionally, this study contributed to fill a gap in the literature by offering a thoughtful review of middle-level Chinese female adult immigrants who work at West Coast Community and Technical Colleges. In addition, this study also provided insightful information to administrators in community and technical colleges who seek to improve the diversity awareness of minority populations, especially the Chinese American female administrators on campus.
Download or read book Adult Education in Asia and the Pacific written by Unesco. Regional Office for Education in Asia and the Pacific and published by . This book was released on 1982 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring Spirituality and Culture in Adult and Higher Education written by Elizabeth J. Tisdell and published by John Wiley & Sons. This book was released on 2003-06-17 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring Spirituality and Culture in Adult and Higher Education is written from the unique perspective of teacher, researcher, and author Elizabeth Tisdell who has extensive experience dealing with culture, gender, and educational equity issues in secular adult and higher education classrooms, and formerly in pastoral and religious education settings on college campuses. This important book discusses how spiritual development is informed by culture and how this knowledge is relevant to teaching and learning. For educators, an understanding of how spirituality is informed by culture, and how spirituality assists in meaning-making, can aid in their efforts to help their students' educational experiences become more transformative and culturally relevant.
Download or read book Educating Chinese Heritage Students in the Global Local Nexus written by Guofang Li and published by Routledge. This book was released on 2017-08-14 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Weaving together a richly diverse range of student voices, perspectives, and insights, this collection of studies from around the world offers the educational community a better understanding of K-12 and adult Chinese–heritage students’ languages, cultures, identities, motivations, achievements, and challenges in various cross-cultural settings outside North America. Specifically, it addresses these overarching questions: What are Chinese–heritage students’ experiences in language and education in and outside schools? How do they make sense of their multiple ethnic and sociocultural identities? What unique educational challenges and difficulties do they encounter as they acculturate, socialize, and integrate in their host country? What are their common struggles and coping strategies? What are the instructional practices that work for these learners in their specific contexts? What educational implications can be drawn to inform their teachers, fellow students, parents, and their educational communities in a global context? Individual chapters employ different theoretical frameworks and methodological instruments to wrestle with these questions and critical issues faced by Chinese–heritage learners.
Download or read book A Special Report to the President and to the Congress of the United States written by United States. National Advisory Council on Extension and Continuing Education and published by . This book was released on 1979 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report points out that the U.S. is virtually alone among industrialized countries in having no officially recognized body through which a dialog can be sustained on adult education matters. Furthermore, the delivery system is too often prevented from delivering needed services by its near-total dependence on tuition income. Activities of the National Advisory Council speak to these and other national issues, describing public hearings, meetings with concerned officials and representatives, and recommendations for action. The report recommends to the President that the Executive Branch activate its leadership potential in educational planning, policy, and program development for the unserved and underserved adult learner; expand the scope of NIE (National Institute of Education) research activities; and encourage ICA (International Communications Agency) support for adult and continuing education. The Congress is requested to reauthorize Title 1 of the Higher Education Act to improve ways of meeting adult learning needs. Congress, the report emphasizes, should find ways to encourage and support those who are unable to study full-time and who are discriminated against economically. Appendixes include an executive summary and discussion of federal policies for postsecondary continuing education, an analysis of the current federal role in support of such education, and a summary of public hearings on Title 1. (CP).
