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Exploring Connections in Pedagogy of Japanese
Students who have completed a year of German read Brecht in their second year, those of Spanish read Cervantes. Teachers of first and second-year Japanese can often find nothing comparable. "Why aren't your students reading literature?" they are asked. "Why not Soseki? Or Murakami?" What are instructors of Japanese doing wrong? Nothing, according to the authors of this volume. Rather, they argue, such questions exemplify the gross misunderstandings and unreasonable expectations of teaching reading in Japanese. In Acts of Reading, the authors set out to explore what reading is for Japanese as a language, and how instructors should teach it to students of Japanese. They seek answers to two questions: What are the aspects of reading in Japan as manifested in Japanese society? What L2 (second-language) reading problems are specific to Japanese? In answering the first and related questions, the authors conclude that reading is a socially motivated, purposeful act that is savored and becomes a part of people's lives. Reading instruction in Japanese, therefore, should include teaching students how to work with text as the Japanese do in Japanese society. The second question relates more directly to traditional concerns in L2 reading. The authors begin with a general theory of reading. They then offer a welcome glimpse into the rich and complex perspectives-sometimes conflicting, other times symbiotic-on what reading is and how it is performed in L1 and L2, and, most importantly, on the web of interconnections between the phenomenology of reading and the demands it places on teaching approaches to reading in Japanese.
Bilingual Education and Dominican Immigrant Youth in the Heights
Additive Schooling in Subtractive Times documents the unusually successful efforts of one New York City high school to educate Dominican immigrant youth, at a time when Latino immigrants constitute a growing and vulnerable population in the nation’s secondary schools. Based on four and a half years of qualitative research, the book examines the schooling of teens in the Dominican Republic, the social and linguistic challenges the immigrant teens face in Washington Heights, and how Gregorio Luperón High School works with the community to respond to those challenges. The staff at Luperón see their students as emergent bilinguals and adhere to a culturally and linguistically additive approach. After offering a history of the school’s formation, the authors detail the ways in which federal No Child Left Behind policies, New York State accountability measures, and New York City’s educational reforms under Mayor Bloomberg have complicated the school’s efforts. The book then describes the dynamic bilingual pedagogical approach adopted within the school to help students develop academic Spanish and English. Focusing on the lives of twenty immigrant youth, Bartlett and García also show that, although the school achieves high completion rates, the graduating students nevertheless face difficult postsecondary educational and work environments that too often consign them to the ranks of the working poor.
Staughton Lynd and Cold War Dissent, 1945-1970
The story of an activist’s struggle for social change in the United States
Son of famous sociologists Helen and Robert Lynd, Staughton Lynd was one of the most visible figures of the New Left, a social movement during the 1960s that emphasized participatory democracy. His tireless campaign for social justice prompted his former Spelman College student, Alice Walker, to remember him as “her courageous white teacher” who represented “activism at its most contagious because it was always linked to celebration and joy.”
In this first full-length study of Lynd’s activist career, author Carl Mirra charts the development of the New Left and traces Lynd’s journey into the southern civil rights and anti–Vietnam War movements during the 1960s. He details Lynd’s service as a coordinator of the Mississippi Freedom Schools, his famous and controversial peace mission to Hanoi with Tom Hayden, his turbulent academic career, and the legendary attempt by the Radical Historians’ Caucus within the American Historical Association to elect him AHA president. The book concludes with Lynd’s move in the 1970s to Niles, Ohio, where he assisted in the struggle to keep the steel mills open and where he works as a labor lawyer today.
The Admirable Radical is an important contribution to the study of social history and will interest both social and intellectual historians.
“Some studies have emphasized the burnout of the 1960s generation or the conversion of former radicals to conservative politics; Lynd, however, has remained a steadfast, long-distance runner.” — from the Introduction
“A terrific, fascinating, and rich history of a great historian blended with the story of momentous social movements that changed his life and ours.” —Tom Hayden, lifelong activist and principal author of The Port Huron Statement (1962)
How Social Class Influences the Adjustment to Middle School
Addressing the issues of educational equity and social class diversity, Donna Marie San Antonio documents the challenges adolescents face when making the transition from elementary school to middle school. The book explores the values, resources, and ways of interacting that students from diverse economic backgrounds bring from their families and communities, and how they are enabled or discouraged from integrating these assets in their new school environment.
A Study of University Extension Students
The Moonlight Schools and Americanization Programs
Analyzing Syntax and Semantics features the Personalized System of Instruction (PSI) approach. This method uses student performance objectives, practice, feedback, individualization of pace, and repeatable testing as instructional strategies.
African Americans and the Struggle for Access and Equity in Higher Education in Texas
As we approach the fiftieth anniversary of Brown v. Board of Education (1954), it is important to consider the historical struggles that led to this groundbreaking decision. Four years earlier in Texas, the Sweatt v. Painter decision allowed blacks access to the University of Texas's law school for the first time. Amilcar Shabazz shows that the development of black higher education in Texas--which has historically had one of the largest state college and university systems in the South--played a pivotal role in the challenge to Jim Crow education.
Shabazz begins with the creation of the Texas University Movement in the 1880s to lobby for equal access to the full range of graduate and professional education through a first-class university for African Americans. He traces the philosophical, legal, and grassroots components of the later campaign to open all Texas colleges and universities to black students, showing the complex range of strategies and the diversity of ideology and methodology on the part of black activists and intellectuals working to promote educational equality. Shabazz credits the efforts of blacks who fought for change by demanding better resources for segregated black colleges in the years before Brown, showing how crucial groundwork for nationwide desegregation was laid in the state of Texas.
The College of Wooster from Howard Lowry to the Twenty-First Century
The College of Wooster was a proud but modest college for much of its life, exemplified by the titles of the first two volumes of its history, Wooster of the Middle West. In 1944, a Wooster alumnus named Howard Lowry became president and created the Independent Study (I.S.) program, distinguishing Wooster from other quality liberal arts colleges nationwide. I.S. was and is much more than a capstone research project for seniors; the heavy responsibility of mentoring undergraduate research was offset for faculty by university level research leave, guaranteeing Wooster a faculty of true teacherscholars.
This third volume of Wooster’s history begins with Lowry’s arrival during World War II, when Navy V5 cadets were almost the only males on campus. At war’s end, a cadre of veterans taking advantage of the GI Bill arrived, young men tougher and worldlier than Wooster’s traditional students, and the demographics changed. Typical for universities at the time, Wooster students followed the rules in the moderate ’50s, before the ’60s unsettled this and many other campuses. Dramatic blows struck in 1967, when the elegant 66yearold bachelor president suffered a fatal heart attack in the San Francisco apartment of his 27yearold woman friend, leaving a college shocked both by his death and by financial strains that few knew about until then.
Wooster’s next decade was rocky and cautiously traversed. One antidote for the financial crisis was expansion of the student body, which grew revenue but lowered academic standards and frustrated an overworked faculty. In 1977, Henry Copeland, a 41yearold historian, was the surprising choice for president, and his term marked a double triumph: restoring the College’s academic integrity and raising endowment from $15 million to more than $150 million in little more than a decade. Roads to success are rarely smooth—a failed presidential search following Copeland’s retirement embarrassed the College—but the Wooster family proved too solid and too dedicated to stumble for long.
As An Adventure in Education brings Wooster into the twentyfirst century, it finds a picturebook campus with extraordinary new facilities, national recognition for both I.S. and the quality of its teaching, a student body diverse in terms domestic and international, and a striking confidence and ambition that might have surprised even Howard Lowry. How the college got from there to here is a tale instructive for anyone concerned with American higher education.