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American Students (american + student)
Kinds of American Students Selected AbstractsInternationalism and the Junior Year Abroad: American Students in France in the 1920s and 1930s,DIPLOMATIC HISTORY, Issue 2 2005Whitney Walton First page of article [source] The Influences of Culture on Learning and Assessment Among Native American StudentsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2005William G. Demmert Jr. The purpose of this article is to raise issues concerning the influences of culture on assessments of Native American students. The nature and extent of the problem is portrayed by citing information from national data sources on the achievement of Native American students. Cultural aspects of assessment and principles of assessment are discussed, using personal experiences to encourage others to reflect on cultural aspects of assessment. The article ends with the argument that there is much to learn about assessing Native American and other minority students, taking into account the external influences of culture, environment, attitudes, context, and perspectives. [source] The Omnipresent Classroom during Summer Study Abroad: American Students in Conversation with Their French HostsMODERN LANGUAGE JOURNAL, Issue 2 2002Sharon Wilkinson Study abroad is often promoted as one of the best opportunities to use foreign language skills outside the classroom. Yet, relatively little is known about the language that students produce when speaking in noninstructional settings. Relying on conversation analysis and ethnographic techniques, this qualitative study investigates both speech and speaker perceptions through tape,recorded conversations between summer study abroad students and their French hosts, as well as through interviews and observations. Findings indicate that natives and nonnatives alike relied heavily on classroom roles and discourse structures to manage their interactions, calling into question the assumption that language use with a native,speaking host family liberates students from classroom limitations. The inappropriateness of transferring didactic discourse patterns to out,of,class interactions also raises issues for consideration about the nature of in,class instructional practices. [source] Creating a Culturally Responsive Learning Environment for African American StudentsNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 82 2000Mary F. Howard-Hamilton This chapter explores the creation of a culturally responsive learning environment for students and faculty. How African American and white students as well as faculty develop a strong identity and healthy interpersonal relationships is translated into teaching practice. [source] Cultural Influences on Help-Seeking Attitudes in Asian American StudentsAMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 1 2009Julia Y. Ting MS There is considerable evidence indicating that Asian American college students have less favorable attitudes toward and are less likely to use mental health services than other ethnic groups in the United States. Because a person's attitudes are often strongly associated with their voluntary behaviors, understanding what influences help-seeking attitudes may help shed light on why Asian American college students refrain from seeking mental health treatment. Andersen's Sociobehavioral Model is commonly used as a guide to understand help-seeking in the mainstream population. A modified version of this model that includes culture-related variables (i.e., level of acculturation and stigma tolerance) was used to guide this study. Results indicated that stigma tolerance predicted help-seeking attitudes above and beyond traditional variables associated with help-seeking. These findings suggest that reducing societal stigma and increasing individual tolerance to stigma should be a focus for prevention and intervention programs on college campuses. [source] A Hidden Curriculum in Language Textbooks: Are Beginning Learners of French at U.S. Universities Taught About Canada?MODERN LANGUAGE JOURNAL, Issue 2 2009CAROL A. CHAPELLE This study investigated a hidden curriculum in published language teaching materials by tabulating the number of instances that Canada was mentioned in 9 French textbooks and their accompanying workbooks and CD,ROMs. The materials were used at large public universities in the northern United States. For the present study, 2 raters, a Québécois student and an American student of French, found that, on average, 15.3% of the analyzed sections of the textbooks, 6.5% of the workbook sections, and 29.9% of the sections in the CD,ROMs contained Canadian content. Based on a transnational view of culture, which suggests that cultural content in language materials should be chosen in view of local issues (Risager, 2007), I argue that Canada should play a larger role in French teaching materials used in the northern United States. In particular, increased Canadian content might help to create needs for and interest in French, foster learning about the nonneutrality of language, and stimulate discovery of local historical linguistic and cultural diversity. [source] The Elephant in the Living Room That No One Wants to Talk About: Why U.S. Anthropologists Are Unable to Acknowledge the End of CultureANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2009Greg Tanaka Findings from a four-year action research project at a highly diverse, West Coast U.S. university reveal that a large percentage of white students cannot trace their identities to a particular nation in Europe and are, as a result, unable to name the shared meanings of a particular ethnic culture. Each time Latino, Asian American, and African American classmates describe their families' ethnic histories, it is the European American student who feels dissociated. Extracted from a polyphonic novelistic ethnography, this essay focuses on an exchange among three students at a town hall meeting and explores the ramifications for social cohesion when members of "the dominant group" appear to be experiencing declining subjectivity. This reflection also raises two larger disciplinary questions: (1) How can 10,000 U.S. anthropologists continue to deploy the concept of culture at field sites outside the United States when so many in their own population cannot claim an ethnic culture of their own? and (2) Given the recent turn in events in the U.S. political scene, shouldn't anthropologists now begin developing new constructs for social analysis after race and culture?,[culture concept, subjectivity, soul] [source] Complicating Discontinuity: What About Poverty?CURRICULUM INQUIRY, Issue 1 2005MARY HERMES ABSTRACT In this article, two white science teachers at tribal schools in the Upper Midwest of the United States, who were identified by community members and school administrators as "successful" teachers, describe experiences of how they wrestle with the daily effects of generations of oppression. Most vividly, they talk about poverty. This article provides a description of some of the beliefs and attitudes, described by the teachers, that help them to be effective allies and teachers for Native American students. Their interviews offer a glimpse into the internal struggle with the contradictions of oppression. This article broadens the discussion of Native American culture-based education and raises questions for the general applicability of cultural discontinuity as an all-encompassing explanation for Native American school failure. [source] Can High School Achievement Tests Serve to Select College Students?EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 2 2010Adriana D. Cimetta Postsecondary schools have traditionally relied on admissions tests such as the SATand ACT to select students. With high school achievement assessments in place in many states, it is important to ascertain whether scores from those exams can either supplement or supplant conventional admissions tests. In this study we examined whether the Arizona Instrument to Measure Standards (AIMS) high school tests could serve as a useful predictor of college performance. Stepwise regression analyses with a predetermined order of variable entry revealed that AIMS generally did not account for additional performance variation when added to high school grade-point average (HSGPA) and SAT. However, in a cohort of students that took the test for graduation purposes, AIMS did account for about the same proportion of variance as SAT when added to a model that included HSGPA. The predictive value of both SAT and AIMS was generally the same for Caucasian, Hispanic, and Asian American students. The ramifications of universities using high school achievement exams as predictors of college success, in addition to or in lieu of traditional measures, are discussed. [source] THE TIMING OF SIGNALING: TO STUDY IN HIGH SCHOOL OR IN COLLEGE?,INTERNATIONAL ECONOMIC REVIEW, Issue 3 2007Sanghoon Lee American students study harder in college than in high school, whereas East Asian students study harder in high school than in college. This article proposes a signaling explanation. Signaling may occur over time both in high school and in college, and societies may differ in the timing of signaling. Students work harder in the signaling stage determined by the society as a whole. A testable implication is that high ability workers in East Asia are more concentrated among a few colleges than their U.S. counterparts. This implication is confirmed by top CEO education profile data in the United States and Korea. [source] Relationship between the curriculum system and the understanding of nutritional terms in elementary school childrenINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2002Yoko Suzuki Abstract To clarify the relation between the curriculum system and the understanding of nutrition terms, 944 students aged 8,12 years living in Japan, the USA and the UK, were asked about the recognition, medium for recognition, and understanding of nutrition terms. The effect of nutrition education from an early stage in elementary schools in the UK and the USA was confirmed. These results suggest the possibility of beginning nutrition education earlier in the elementary school in Japan. American students had paid attention to food labels. These results showed that a learning and teaching strategy founded on comprehensively based subjects in the USA had influenced good behaviour for dietary life. On the other hand, there was not a relationship between an understanding of nutrition terms and a developmental stage. Many students in three countries were influenced by television commercials to buy candy or soda. We think that it is important to develop a curriculum that includes practical learning and ensures hours of teaching for the purpose of acquirement of nutritional knowledge. It is also necessary to encourage critical thinking skills to evaluate television commercial messages through school lessons. [source] The Relationship Between Learning Styles and Visualization Skills Among Interior Design StudentsJOURNAL OF INTERIOR DESIGN, Issue 2 2000Linda L. Nussbaumer OBJECTIVE: The purpose of this study was to determine if learning styles were an influencing factor on visualization skills among interior design students. RESEARCH DESIGN: A sample of 578 interior design students from thirteen universities who were enrolled in interior design courses between fall of 1997 and spring of 1999 completed a biographical data sheet, Kolb's Learning Style Inventory, and Isham's visualization skills test. ANALYSIS: Frequencies, means, and percentages were used to analyze the data. A two-way analysis of variance (ANOVA) was used to test these hypotheses: (a) there is a relationship between students' learning styles and visualization skills, and (b) factors that influence students' visualization skills are their year in current major, preprofessional experience, and cultural background. KEY FINDINGS: Results of this study revealed that there is a relationship between learning styles and visualization skills. Converger and Assimilator learning styles scored the highest on visualization tests. Year in major and cultural background were significant factors influencing skills. As students progress through their courses, visualization skills significantly improve, and the greatest improvement occurs between the second and fourth years. Asian/Asian American students scored highest on the visualization test. CONCLUSIONS: Teaching methods need to be developed to enhance visualization skills for all learning styles for interior design students. [source] How and when does complex reasoning occur?JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2009Empirically driven development of a learning progression focused on complex reasoning about biodiversity Abstract In order to compete in a global economy, students are going to need resources and curricula focusing on critical thinking and reasoning in science. Despite awareness for the need for complex reasoning, American students perform poorly relative to peers on international standardized tests measuring complex thinking in science. Research focusing on learning progressions is one effort to provide more coherent science curricular sequences and assessments that can be focused on complex thinking about focal science topics. This article describes an empirically driven, five-step process to develop a 3-year learning progression focusing on complex thinking about biodiversity. Our efforts resulted in empirical results and work products including: (1) a revised definition of learning progressions, (2) empirically driven, 3-year progressions for complex thinking about biodiversity, (3) an application of statistical approaches for the analysis of learning progression products, (4) Hierarchical Linear Modeling results demonstrating significant student achievement on complex thinking about biodiversity, and (5) Growth Model results demonstrating strengths and weaknesses of the first version of our curricular units. The empirical studies present information to inform both curriculum and assessment development. For curriculum development, the role of learning progressions as templates for the development of organized sequences of curricular units focused on complex science is discussed. For assessment development, learning progression-guided assessments provide a greater range and amount of information that can more reliably discriminate between students of differing abilities than a contrasting standardized assessment measure that was also focused on biodiversity content. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 610,631, 2009 [source] Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly white institutionJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2005Melody L. Russell This study focuses on 11 African American undergraduate seniors in a biology degree program at a predominantly white research institution in the southeastern United States. These 11 respondents shared their journeys throughout the high school and college science pipeline. Participants described similar precollege factors and experiences that contributed to their academic success and persistence at a predominantly white institution. One of the most critical factors in their academic persistence was participation in advanced science and mathematics courses as part of their high school college preparatory program. Additional factors that had a significant impact on their persistence and academic success were family support, teacher encouragement, intrinsic motivation, and perseverance. © 2005 Wiley Periodicals, Inc. [source] The black,white "achievement gap" as a perennial challenge of urban science education: A sociocultural and historical overview with implications for research and practice,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2001Obed Norman A perennial challenge for urban education in the United States is finding effective ways to address the academic achievement gap between African American and White students. There is widespread and justified concern about the persistence of this achievement gap. In fact, historical evidence suggests that this achievement gap has existed at various times for groups other than African Americans. What conditions prevailed when this achievement gap existed for these other groups? Conversely, under what conditions did the gap diminish and eventually disappear for these groups? This article explores how sociocultural factors involved in the manifestation and eventual disappearance of the gap for these groups may shed some light on how to address the achievement gap for African American students in urban science classrooms. Our conclusion is that the sociocultural position of groups is crucial to understanding and interpreting the scholastic performance of students from various backgrounds. We argue for a research framework and the exploration of research questions incorporating insights from Ogbu's cultural, ecological theory, as well as goal theory, and identity theory. We present these as theories that essentially focus on student responses to societal disparities. Our ultimate goal is to define the problem more clearly and contribute to the development of research-based classroom practices that will be effective in reducing and eventually eliminating the achievement gap. We identify the many gaps in society and the schools that need to be addressed in order to find effective solutions to the problem of the achievement gap. Finally, we propose that by understanding the genesis of the gap and developing strategies to harness the students' responses to societal disparities, learning can be maximized and the achievement gap can be significantly reduced, if not eliminated entirely, in urban science classrooms. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1101,1114, 2001 [source] Design, technology, and science: Sites for learning, resistance, and social reproduction in urban schoolsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2001Gale Seiler The teaching of science through activities that emphasize design and technology has been advocated as a vehicle for accomplishing science for all students. This study was situated in an inner7-city neighborhood school populated mainly by African American students from life worlds characterized by poverty. The article explores the discourse and practices of students and three coteachers as a curriculum was enacted to provide opportunities for students to learn about the physics of motion through designing, building, and testing a model car. Some students participated in ways that led to their building viable model cars and interacting with one another in ways that suggest design and technological competence. However, there also was evidence of resistance from students who participated sporadically and refused to cooperate with teachers as they endeavored to structure the environment in ways that would lead to a deeper understanding of science. Analysis of in-class interactions reveals an untapped potential for the emergence of a sciencelike discourse and diverse outcomes. Among the challenges explored in this article is a struggle for respect that permeates the students' lives on the street and bleeds into the classroom environment. Whereas teachers enacted the curriculum as if learning was the chief goal for students, it is apparent that students used the class opportunistically to maintain and earn the respect of peers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 746,767, 2001 [source] The Influences of Culture on Learning and Assessment Among Native American StudentsLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 1 2005William G. Demmert Jr. The purpose of this article is to raise issues concerning the influences of culture on assessments of Native American students. The nature and extent of the problem is portrayed by citing information from national data sources on the achievement of Native American students. Cultural aspects of assessment and principles of assessment are discussed, using personal experiences to encourage others to reflect on cultural aspects of assessment. The article ends with the argument that there is much to learn about assessing Native American and other minority students, taking into account the external influences of culture, environment, attitudes, context, and perspectives. [source] The "model minority" and their discontent: Examining peer discrimination and harassment of Chinese American immigrant youthNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 121 2008Desiree Baolian Qin Using an ecological framework, the authors explore the reasons for peer discrimination and harassment reported by many Chinese American youth. They draw on longitudinal data collected on 120 first- and second-generation Chinese American students from two studies conducted in Boston and New York. Our analyses suggested that reasons for these experiences of harassment lay with the beliefs about academic ability, the students' immigrant status and language barriers, within-group conflicts, and their physical appearance that made them different from other ethnic minority or majority students. Implications and future research are also discussed. © 2008 Wiley Periodicals, Inc. [source] An Asian American Perspective on Psychosocial Student Development TheoryNEW DIRECTIONS FOR STUDENT SERVICES, Issue 97 2002Corinne Maekawa Kodama Psychosocial student development theory based on predominantly white student populations may not be appropriate for Asian American students. The authors propose a new model of psychosocial development for Asian American students that takes racial identity and external influences into account. [source] Questions of Communism and Anticommunism in Twentieth-Century American Student ActivismPEACE & CHANGE, Issue 3 2001J. Angus Johnston The question of the proper relationship between the communist and noncommunist left was long one of the most divisive in American radical politics, and it has retained its resonance in the historiography of the twentieth century. Before, during, and after the Cold War, American students displayed an extemporaneous, fluid approach to both the theory and practice of organizing, and communist and noncommunist student activists regularly forged significant bonds in defiance of off-campus pressure. This article traces some of the sources and consequences of that striking propensity. [source] Predictors of Depressive Symptoms in Chinese American College Students: Parent and Peer Attachment, College Challenges and Sense of CoherenceAMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 2 2007Yu-Wen Ying PhD Based on Antonovsky's salutogenic model, the authors hypothesized that sense of coherence would mediate the effects of parent and peer attachment and college challenges on depressive symptoms as well as moderate the relationship between college challenges and depressive symptoms in Chinese Americans. To test our hypotheses, 353 Chinese American college students completed paper-pencil measures. Supporting our hypotheses, sense of coherence fully mediated the effects of parent and peer attachment on depressive symptom level and served as a partial mediator and moderator of the effect of college challenges on depressive symptoms. Implications of the study findings for promoting the mental health of Chinese American students are discussed. [source] Becoming a Hurdler: How Learning Settings Afford IdentitiesANTHROPOLOGY & EDUCATION QUARTERLY, Issue 1 2009Na'ilah Suad Nasir In this article, we present a model for thinking about how learning settings provide resources for the development of the practice-linked identities of participants, drawing on data from a study on an African American high school track and field team. What does it mean to make an identity available in the context of a learning setting? In this article, we draw on current theories in anthropology, psychology, sociology, and sociocultural theory to develop a conceptual frame that might be helpful in addressing these questions. We focus on how individuals are offered (and how they take up) identities in cultural activities. We define three types of identity resources that were made available to student-athletes learning to run track and explore how they took shape in teaching and learning interactions in track.,[identity, learning, African American students, culture] [source] Attitudes Towards Personnel Selection Methods: A Partial Replication and Extension in a German SampleAPPLIED PSYCHOLOGY, Issue 4 2003Bernd Marcus Cette recherche qui fait appel à un échantillon de 213 étudiants allemands porte sur les attitudes envers un ensemble de méthodes utilisées dans la sélection professionnelle. Son but premier était d'apporter un nouvel éclairage sur les différences culturelles qui marquent les réactions des candidats devant les techniques de sélection en reconstituant partiellement une étude de Steiner & Gilliland (1996) qui recueillirent des évaluations de l'acceptation du processus pour dix procédures différentes auprès d'étudiants français et américains. Des divergences significatives sont apparues au niveau des moyennes, mais aucune structure sous-jacente ne put rendre compte de ces différences. En général, les sujets des trois nations ont note les plus favorablement les méthodes répandues (l'entretien et le C.V.), ainsi que les procédures en rapport évident avec le travail (les tests d'échantillon de travail), puis les tests papier-crayon, tandis que les contacts personnels et la graphologie étaient négativement appréciés. Autre objectif important: éprouver la validité des courtes descriptions des instruments de sélection généralement utilisées dans les études comparatives portant sur ce thème. On a évalué deux fois les attitudes envers quatre types de tests imprimés, une premiére fois après la présentation de la description et une seconde fois à l'issue de la passation du test. La convergence prétest-posttest, de basse à moyenne, met en évidence de sérieux problémes en ce qui concerne ces descriptions des tests papier-crayon. On aborde aussi les leçons à en tirer quant aux jugements sur les pratiques de sélection du point de vue des candidats et pour les recherches à venir. This research examined attitudes towards a variety of personnel selection methods in a German student sample (N= 213). Its first objective was to shed further light on cultural differences in applicant reactions to selection techniques by partially replicating a study by Steiner and Gilliland (1996), who obtained ratings of process favorability for ten different procedures from two groups of French and American students. Results indicated a number of significant mean discrepancies but no systematic pattern appeared to underlie these differences. In general, subjects in all three nations rated widespread methods (e.g. interview, résumés) or obviously job-related procedures (work sample tests) most favorably, followed by paper-and-pencil tests, whereas personal contacts and graphology appeared in the negative range. A second major objective was to examine the validity of the brief descriptions of selection instruments often used in comparative studies on this topic. Attitudes towards four different types of written tests were assessed twice for this purpose, once after presenting descriptive information, and a second time after actual test administration. Low to moderate pretest,posttest convergence pointed to serious problems with these descriptions for paper-and-pencil tests. Implications for current evaluations of selection practices from the applicants' perspective and for future research are discussed. [source] Street Codes in High School: School as an Educational DeterrentCITY & COMMUNITY, Issue 3 2007Pedro Mateu-Gelabert Elsewhere we have documented how conflict between adolescents in the streets shapes conflict in the schools. Here we consider the impact of street codes on the culture and environment of the schools themselves, and the effect of this culture and on the students' commitment and determination to participate in their own education. We present the high school experiences of first-generation immigrants and African American students, distinguishing between belief in education and commitment to school. In an environment characterized by ineffective control and nonengaging classes, often students are not socialized around academic values and goals. Students need to develop strategies to remain committed to education while surviving day to day in an unsafe, academically limited school environment. These processes are sometimes seen as minority "resistance" to educational norms. Instead, our data suggest that the nature of the schools in which minority students find themselves has a greater influence on sustaining or dissuading students' commitment to education than do their immigration status or cultural backgrounds. [source] | ||||||||||||||||||||||