ethanporcaro/eric-fulltext-meta huggingface dataset:
What School You Went? Local Culture, Local Identity, and Local Language: Stories of Schooling in Hawai'i
Author: Lum, Darrell H. Y.
Date: 2008-00-00
Type: Journal Articles
Subjects: Ethnicity,Pidgins,Creoles,Local Norms,Influences,Educational Experience,Vignettes,Resistance to Change,Social Change,Cultural Context,Personal Narratives,Sociolinguistics

In this article, the author explores local culture and local cultural practices in an attempt to understand the forces and influences that have affected the development of a local identity as well as the persistence of Pidgin (Hawai'i Creole) as its language. The author begins with an introductory discussion of themes that emerge in two short stories, (1) &quot;What School You Went?&quot;; and (2) &quot;No Pass Back,&quot; narrated in Pidgin by a young narrator describing his school experiences during the 50s and 60s. The vignettes in the first story demonstrate the clear distinctions between the mainstream adult culture and that of the students. The second story &quot;No Pass Back&quot; is an exploration of power and resistance and of how change can occur from within a community. Together they paint a picture of local Hawai'i culture and of the narrator's growing understanding of his place in the world. The stories are fitting examples of the ways in which literature can illuminate the complexities of identity formation in the context of family, friends, classmates, and teachers. (Contains 11 endnotes.)
Learning Da Kine: A Filmmaker Tackles Local Culture and Pidgin
Author: Booth, Marlene
Date: 2008-00-00
Type: Journal Articles
Subjects: Pidgins,Creoles,Hawaiians,Language Attitudes,Culture,Cultural Differences,Personal Narratives,Films

In this essay, the author discusses her experiences in creating her film about Hawai'i Creole. She shares how she chronicles the essence of local life in the film through Pidgin. She also discusses how she came to understand the power of Pidgin, its centrality in people's lives, and its place in defining the uniqueness of Hawai'i. As the author discovered, understanding the &quot;thinking behind the language&quot; is crucial to an understanding of a people.
The &quot;Pidgin Problem&quot;: Attitudes about Hawai'i Creole
Author: Yokota, Thomas
Date: 2008-00-00
Type: Journal Articles
Subjects: Pidgins,Creoles,Language Attitudes,Interviews,Diachronic Linguistics,Sociolinguistics,Community Surveys,Community Characteristics,Community Attitudes

In this essay, the author examines the attitudes that people in Hawai'i have about Hawai'i Creole. The author first describes the background of the language and explores educators' views from the 1920s to 1940s about Hawai'i Creole (HC), which was first viewed as the the &quot;Pidgin problem&quot; in Hawai'i. The frustrations expressed by educators might help to reveal why people believe that the &quot;Pidgin problem&quot; is still present today. In this essay, the author focuses on the connections people have made with HC and their own identity. In order to understand why the HC issue continues today the author decided to interview residents of Hawai'i. The author sought to understand the different values people hold towards this language. The people being interviewed considered themselves to be middle class, and that had a strong influence on their attitudes toward Hawai'i Creole. The persistence of this language issue reveals an interesting conflict that lies beneath the surface of Hawai'i's local culture. It reveals that people in Hawai'i are still divided on issues of material success and local identity. The interviews reveal that many HC speakers are affected unconsciously by numerous factors that challenge their identities. Ironically, HC serves as a means of identifying local culture that translates variously into a source of pride and shame.
Pidgin and Education: A Position Paper
Date: 2008-00-00
Type: Journal Articles
Subjects: Pidgins,Writing Tests,Position Papers,Creoles,Standardized Tests,Language Role,Language Attitudes,English,Contrastive Linguistics,Language Variation,Standard Spoken Usage,Sociolinguistics

This article presents an adaptation of a position paper written by Da Pidgin Coup, a group of concerned faculty and students in the Department of Second Language Studies (SLS). In fall 1999, the group became concerned about a statement made by the chairman of the Board of Education implicating Pidgin in the poor results of the students of Hawai'i on national standardized writing tests. The group's discussions led to the writing of this position paper. Their aim was to provide well-researched advice about the complex relationship between Pidgin and English, and the issues involved in discussing the role of Pidgin in education. (Contains 1 endnote.)
Kent Sakoda Discusses Pidgin Grammar
Author: Sakoda, Kent
Date: 2008-00-00
Type: Journal Articles
Subjects: Municipalities,Pidgins,Creoles,Japanese,Japanese Americans,Filipino Americans,Asian Americans,Grammar,English,Hawaiians,Interviews,Language Acquisition,Second Language Learning,Second Language Instruction

For a number of years, Kent Sakoda has been teaching at the University of Hawai'i at Manoa in the Department of Second Language Studies. His course, &quot;Pidgin and Creole English in Hawai'i,&quot; is popular among students on campus. He has also taught at Hawai'i Pacific University. Because of his expertise on the grammar of Pidgin (Hawai'i Creole), Sakoda is a frequently-invited guest speaker. Sakoda was born in Hanapepe, Kaua'i, and grew up there in the 1950s and 60s. His parents owned a garage repair shop, where they spent most of their waking hours. Sakoda recalls his youth as an idyllic time. Everyone in this small rural community knew each other and helped each other out. He and his friends spent many hours playing in the town's park, swimming in the nearby stream, and frequenting one or the other of the town's two movie theaters. They attended 'Ele'ele School, situated on a hillside overlooking Hanapepe. Sakoda's family lived right below the hill. Sakoda remembers the school having a courtyard and large wooden buildings with lots of greenery surrounding it. His classmates were Japanese American, Filipino American, and Native Hawaiian. Like many Japanese American children of his time, he also attended Japanese language school. And like the other youth growing up in Hanapepe, his first language was Pidgin or Hawai'i Creole. After graduating from the eighth grade at 'Ele'ele, he attended Waimea High. In this interview, Sakoda talks about his introduction to Pidgin as a subject of study and then discusses some of the basic features of Pidgin grammar. (Contains 1 endnote.)
Culturally Responsive Talk between a Second Grade Teacher and Native Hawaiian Children during &quot;Writing Workshop&quot;
Author: Rynkofs, J. Timothy
Date: 2008-00-00
Type: Journal Articles
Subjects: Creoles,Nonstandard Dialects,Hawaiians,Cultural Differences,Writing Workshops,Grade 2,English,Elementary School Students,Elementary School Teachers,Classroom Communication,Standard Spoken Usage,Culturally Relevant Education,Teaching Methods

In this article, the author describes a three-month study he conducted in Ellen Hino's classroom during writing workshop. The major purpose of the study was to look at the ways this native-born teacher responds orally to students who share her own bidialectical background. Most of these students are Native Hawaiian and speak a nonprestigious dialect called Hawai'i Creole (HC) as their primary language and Standard English (SE) as their secondary language. Not only do these students speak a dialect particular to the Hawaiian Islands, but their classroom interactions can be strikingly different from those of mainstream American culture. This study addresses issues of linguistic and cultural differences in the context of what is called &quot;writing workshop.&quot;
Pidgin in the Classroom
Author: Siegel, Jeff
Date: 2008-00-00
Type: Journal Articles
Subjects: Standard Spoken Usage,Language Acquisition,Pidgins,Dialects,Creoles,Multilingualism,English,Administrators,Language Usage,Language of Instruction,Cultural Relevance

Like plate lunches, aloha shirts, and lei, Pidgin is an important part of local identity in Hawai'i. While some people still think of Pidgin as &quot;broken English,&quot; many now realize that it is a distinct creole language, similar to others that have developed in multilingual environments, and call it Hawai'i Creole or HCE (Hawai'i Creole English). Pidgin is integral to the development of modern Hawai'i and therefore it is surprising that there is nothing about it in the school curriculum. Even more surprising, however, is that in many schools, Pidgin is frowned upon and the language is kept out of the classroom. In some cases, Pidgin is even denigrated, and its speakers constantly corrected. But even when there is no overt negative treatment, teaching is often done completely in standard English as if Pidgin did not exist. In either case, Pidgin-speaking students are not allowed to express themselves in the language they feel most comfortable with. Again, this is surprising, since teachers and educational administrators normally have the interests of their students at heart, and want to do what's best for them. Most teachers would never think of putting their students down because of their ethnicity or socioeconomic status. Yet, when it comes to language, many teachers and administrators seem to abandon these principles--especially with regard to Pidgin--and these practices are supported by parents and the general community. Why is this? Part of the answer is that the acquisition of standard English is considered to be one of the most important goals of formal education. Most people in Hawai'i see a knowledge of standard English as the key to academic and economic success, and Pidgin as the greatest obstacle to the acquisition of this knowledge. Therefore it seems logical to avoid Pidgin at all costs, especially in the schools. In this article, the author examines some of the reasons behind current practices and looks at whether they are justified according to research into language varieties and alternative educational programs that do make use of vernaculars such as Pidgin. These reasons fall into three categories: (1) beliefs about the nature of Pidgin; (2) confusion about the nature of educational programs that would use Pidgin; and (3) concerns that the use of Pidgin in schools would be detrimental to students' acquisition of standard English. The author then discusses some of the potential benefits of alternative programs. (Contains 1 table and 2 endnotes.)
If Can, Can: Hawai'i Creole and Reading Achievement
Author: Au, Kathryn H.
Date: 2008-00-00
Type: Journal Articles
Subjects: Creoles,Reading Achievement,Literacy,Reading Instruction,Hawaiians,Power Structure,Language Role,Educational Change,Educational Improvement,Language Acquisition,English,Standard Spoken Usage

Every multicultural society has a language of power--the language spoken by members of the dominant group or groups--as well as languages that lack power because they are spoken by members of the subordinate group or groups. The ascension of one language over another has long been a source of controversy in Hawai'i, as it has in many parts of the world. In this essay, the author reviews what she has come to understand about Hawai'i Creole (HC) and its relationship to learning to read. The essay is organized around four topics: (1) language, literacy, and power in Hawai'i; (2) HC and literacy learning; (3) resistance to learning literacy in school; and (4) sustained school change to improve the literacy learning of students who speak HC as their primary language.
A Descriptive Study of Working Memory, Phonological Awareness and Literacy Performance of People Who Use AAC
Author: Taibo, Maria Luisa Gomez
Date: 2009-00-00
Type: Journal Articles
Subjects: Spelling,Augmentative and Alternative Communication,Phonology,Reading Tests,Phonological Awareness,Cerebral Palsy,Young Adults,Program Effectiveness,Short Term Memory,Literacy,Adolescents,Classification,Predictor Variables

Ten cerebral palsied adolescents and young adults with complex communicative needs who use augmentative and alternative communication were studied. They were classified according to their high versus low working memory capacity and according to their high versus low phonological skills into two groups of participants. These groups were compared on their performance in reading tests--an orthographic knowledge test, a word test and a pseudoword reading test- and in the spelling of words, pseudowords and pictures' names. Statistical differences were found between high vs. low phonological skills groups, and between high and low working memory groups. High working memory capacity group scored significantly higher than low working memory group in the orthographic and word reading tests. The high phonological skills group outperformed the low phonological skills group in the word reading test and in the spelling of pseudowords and pictures' names. From a descriptive point of view, phonological skills and working memory, factors known to be highly predictive of literacy skills in people without disabilities, also hold as important variables for the participants in our study. Implications of the results are discussed. (Contains 7 tables and 2 figures.)
Jan Waterink (1890-1966), A Dynamic Dutch Pioneer of Special Education
Author: Wingerden, Marjoke Rietveld-van
Date: 2009-00-00
Type: Journal Articles
Subjects: Special Schools,Learning Problems,Scientific Research,Compulsory Education,Psychologists,Disabilities,Foreign Countries,Special Education,Biographies,Career Development,Recognition (Achievement),College Faculty

During the first half of the twentieth century the interest in special education was increasing in Western countries. This was a reaction to the inclusive practise of the nineteenth century school systems. Most handicapped children were kept home or sent to regular schools, which neglected their special needs. The introduction of compulsory education, in the Netherlands in 1900, stimulated the founding of special schools and the development of tests and further research on children with behavioural and learning problems. In the Netherlands Jan Waterink (1890-1966), professor at the Vrije Universiteit in Amsterdam took a leading part in this field of research. This paper describes his career and contribution to the academic child studies and special education. His pioneering work in his Psychological Laboratory and &quot;Paedologisch Instituut&quot; in Amsterdam, aimed at integrating scientific research and caring concerning disabled and problem children. Many pedagogues and psychologists from abroad visited the institute and considered it to be a model for a clinic in their own country.
An Analysis of Pre-School Teachers' and Student Teachers' Attitudes to Inclusion and Their Self-Efficacy
Author: Sari, Hakan
Date: 2009-00-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Attitudes,Educational Needs,Foreign Countries,Education Courses,Inclusive Schools,Preschool Education,Preschool Teachers,Self Efficacy,Disabilities,Credits,Measures (Individuals),Scores,Teacher Education,Special Education

The aim of this study was to investigate what the self-efficacy and attitudes of pre-school teachers and student teachers towards inclusive education were and to elucidate the relationship between self-efficacy and the attitudes on inclusion. Therefore, the present study investigated the self-efficacy perceptions and attitudes of student teachers towards inclusive education, who received the special education course in the Department of Preschool Education at Faculty of Vocational Education in Selcuk University and pre-school education teachers who work in nursery classes and nursery schools affiliated to Konya Local Education Authority. Two scales were used in the study. These were: (1) the Opinions Relative to Inclusion Scale and (2) the Teacher Self-efficacy Perception Scale. Results indicated that: (a) attitudes of pre-school education teachers and the student teachers were undecided; (b) the two groups considered themselves efficient for being teachers in terms of the three dimensions of the self efficacy scale; (c) the attitudes' scores of the student teachers towards inclusive education were higher than the teachers' scores; (d) the scores of the teachers' self efficacy were higher than the student teachers' scores; (e) the attitudes of the teachers towards inclusive education were effected by their self efficacy perceptions in terms of teaching dimension; (f) the student teachers' perceptions on self efficacy were not effected by their attitudes towards inclusive education; (g) the student teachers should receive more courses on education of children with special educational needs during their university education; and (h) teachers should receive more support services than they have for how to educate children with SEN from the support units in accordance with the child's needs, type and severity of the child's handicap conditions. Further research is needed due to the fact that there may be a difference between the student teachers' scores on their attitudes towards special education according to how many credits they have received the courses on special education and practice in schools what they have learned from the courses regarding special education. (Contains 9 tables.)
Factors Influencing Transition for Students with Disabilities: The American Indian Experience
Author: Applequist, Karen L.
Date: 2009-00-00
Type: Journal Articles
Subjects: American Indians,Disabilities,Lifelong Learning,Self Advocacy,Secondary Education,Postsecondary Education,Tribes,Interviews,Individualized Education Programs,Placement,Inclusive Schools,Academic Accommodations (Disabilities),Religion,Family Relationship,Student Attitudes,Self Determination,Student Promotion,Student Adjustment,Mentors,Secondary School Teachers

The purpose of this study was to explore those factors impacting successful transition of American Indian students with mild to moderate disabilities to postsecondary academic settings and other lifelong learning opportunities. Thirty-five individuals from three Southwestern tribes were interviewed about personal factors during transition, and secondary, and postsecondary experiences. A second interview was conducted with 14 participants approximately two years later to follow-up on the progress of the student following transition. Many of the participants did not see themselves as active participants in the IEP process and educational placements ranged from inclusive to more traditional resource classrooms and self-contained settings. Secondary teachers and mentors offered support and encouragement to participants. Fewer participants received accommodations in postsecondary settings, and in some instances instructors lacked an understanding about ADA and ways to modify instruction. Participants highlighted the importance of family and religion in their lives throughout the transition process. Those participating in both interviews showed statistically significant positive change in self-ratings of dimensions of self advocacy and self-determination. Implications of the findings will be discussed. (Contains 4 tables and 1 figure.)
A Predictor of Quality of Life of the Mainstreamed Elementary Students: Cognitive Errors
Author: Odaci, Hatice
Date: 2009-00-00
Type: Journal Articles
Subjects: Mainstreaming,Emotional Disturbances,Quality of Life,Correlation,Foreign Countries,Sampling,Instructional Effectiveness,Predictor Variables,Disabilities,Questionnaires,Multiple Regression Analysis,Elementary School Students,Self Evaluation (Individuals),Cognitive Structures,Error Patterns,Student Attitudes

The aim of this study is to examine the cognitive errors as predictor of quality of life of mainstreamed elementary students. Quality of life is the degree of well-being felt by an individual. The functional deficiencies, which occur due to physical, cognitive, sensory, emotional disorders, affect the quality of life of the individuals. In this study, it is aimed to analyze the cognitive errors as the predictor of the quality of life of the mainstreamed students. The sample of the research was composed of 117 mainstreamed students (46 of the students are female and 71 of the students are male) selected by random sampling method who attend from first to fifth classes of a school under the control of Ministry of National Education in the academic year of 2007-2008 in Turkey, Samsun. The students were evaluated by the Children's Negative Cognitive Errors Questionnaire and Quality of Life Inventory for Children. The results of multiple regression analyses indicated that cognitive errors predict quality of life of the mainstreamed elementary students. The results of the Pearson product-moment correlation coefficient showed that cognitive errors were related to quality of life of the mainstreamed elementary students. Future studies are needed to replicate these results. Moreover, the relation between cognitive errors and quality of life were examined by self-report measures. In the future studies, different methods such as interview or observation could be used. (Contains 2 tables.)
Language Use by Bilingual Special Educators of English Language Learners with Disabilities
Author: Paneque, Oneyda M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Language Patterns,Second Language Learning,Special Education Teachers,Bilingual Teachers,English (Second Language),Case Method (Teaching Technique),Bilingualism,Language Usage,Disabilities,Interviews,Observation,Spanish,Teacher Education,Audio Equipment,Classroom Communication,Teacher Characteristics

Using an exploratory case study approach, the language use of five bilingual special education teachers of English Language Learners (ELLs) with disabilities was examined. Audio tapes, classroom observations, and teacher interviews yielded data on the language used by the bilingual teachers. Data revealed information on the frequency of the use of English and Spanish, patterns of language use for each language, and differences in the way English and Spanish were used in the classroom. Implications for teacher preparation programs are discussed. (Contains 1 table.)
Cardio Respiratory Adaptations with Long Term Personalized Exercise Program in a T12 Spinal Cord Injured Person
Author: Vasiliadis, Angelo
Date: 2009-00-00
Type: Journal Articles
Subjects: Metabolism,Exercise,Intervention,Injuries,Exercise Physiology,Program Effectiveness,Assistive Technology,Males,Tests,Individualized Programs,Training

The purpose of this study was to investigate the physiological adaptations in cardio respiratory endurance with a personalized exercise program with arm-cranking exercise in a paraplegic person (incomplete T12 spinal cord injury). A 32 year-old man with spinal cord injury (T12) participated in the present study performing 30 minutes arm cranking ergometry three times per week, for 12 weeks. Prior, during and after the training intervention, six maximal arm cranking exercise tests were performed on a Monark ergometer with the subject seated in his own wheelchair. Cardio respiratory and metabolic values were recorded during the exercise tests, and blood lactate concentration was measured after each test. A four-minute sub-maximal workload was selected to achieve cardio respiratory steady state, in order to evaluate sub-maximal performance. The peak oxygen uptake improved from 17.7 to 23 ml/min/kg for the arm-cranking test. Peak ventilation and maximal heart rate were higher at the end of the training program. The most impressive observation was a gradual increase during the six exercise tests in peak work rate from 10 to 40 Watt, and in total test time from 433 to 1024 sec. Finally, measurements at sub-maximal performance revealed lower oxygen consumption and decreased heart rate frequencies at the end of training intervention. The findings of this study showed that an individualized training program can motivate spinal cord injured persons to start exercising, and gain advantage from improvements to sub-maximal and maximal performance. (Contains 2 tables and 3 figures.)