ethanporcaro/eric-fulltext-meta huggingface dataset:
Lessons from China and Japan for Preschool Practice in the United States
Author: Che, Yi
Date: 2007-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Foreign Countries,Teaching Methods,Preschool Curriculum,Educational Practices,Comparative Education,Change Strategies,Educational Change

For the past six years the authors have been working together on a major study of early childhood education in China, Japan, and the United States. This study, &quot;Continuity and Change in Preschools in Three Cultures,&quot; is a sequel to &quot;Preschools in Three Cultures,&quot; a book by Joseph Tobin, David Wu, and Dana Davidson that was published in 1989. In the new study, as in the original one, the authors have found major differences in how these three countries approach the education and care of young children. In this paper, the authors present examples of preschool practices from China and Japan that they suggest can be used to improve early childhood education in the US. They call these examples lessons for the US, but they are not suggesting that American early childhood educators should copy these approaches. Instead, they are hoping that American teachers who have read this paper and had the opportunity to reflect on the logic of the Chinese and Japanese approaches will find that they have a new way of thinking about their practice.
Between "What I Am" and "What I Am Not": Asians and Asian Americans in Contention and Conversation
Author: Pyon, Heekyong Teresa
Date: 2007-00-00
Type: Journal Articles
Subjects: Cultural Pluralism,Korean Americans,Asian Americans,North Americans,Self Concept,Personal Narratives,Political Attitudes,Ethnicity,Asians,Foreign Students,Student Attitudes,English (Second Language),Second Language Learning

In this article, the authors examine "the complex processes of identity formation among Asians in America" by means of a narrative self-inquiry that explores the formation of their own multilayered identities. They do this by telling a story of becoming Asians and/or Asian Americans. They start with Heekyong Teresa Pyon's narrative of becoming an "in-between generation Korean American." Next, Yan Cao undertakes a critical inquiry into her identity formation during a cross-cultural academic journey in the U.S. Finally, Huey-li Li recollects and reflects on her struggle with the labels of "Asian" and "Asian American" in shaping her political identity in the academy. Through the stories that they tell, the authors hope to explicate the intersection between individual identities and group identities and affinities in order to stimulate cross-cultural dialogues and conversation about coexistence, reconciliation, recognition, and multiculturalism.
Voices of Sensei: Oral Histories of Japanese American Women Teachers, 1950-2000
Author: Kang, Julie
Date: 2007-00-00
Type: Journal Articles
Subjects: Oral History,Teaching (Occupation),Japanese Americans,Asian Americans,Womens Education,Womens Studies,Women Faculty,Teaching Experience,Teacher Characteristics,Interviews,Content Analysis,Transcripts (Written Records),Position Papers,Phenomenology

Data from the Washington State Office of the Superintendent of Public Instruction show that Asians are the largest non-European teachers group teaching in Washington (2004). One thousand, three hundred, and thirty-three, full-time classroom teachers identify themselves as Asian. In Washington classrooms, there are more Asian teachers than Black teachers (818) or Hispanic teachers (1,175). But despite the large numbers of Asian teachers, Asian Americans have been greatly neglected in studies of the lives and work of US teachers. Most research on teachers' lives and work explores the identities of teachers of European descent, and, in a few instances, the lives of African-American teachers. This study aims to add to the research on Asian American teachers by collecting the oral histories of one Asian subgroup, seven Japanese Americans women in the Pacific Northwest. Drawing on oral history interview data and historical records, the author was able to explore how they became teachers and how they contributed to student learning. She will begin with an overview of the existing literature on issues relating to the hiring and placement of teachers of color in order to provide readers with the background and context in which these teachers were hired and placed in Seattle schools. The experience of African American teachers, who were also marginalized, provides a useful historical foundation for understanding the experiences of Japanese Americans in the teaching profession. Following this review of the literature, she will describe the intersectional framework that guides this study. Finally, she will discuss oral history research methodology and present some of the findings of this research. (Contains 3 endnotes.)
Developing Curriculum Materials on East Asia for Secondary School Students
Author: Menton, Linda K.
Date: 2007-00-00
Type: Journal Articles
Subjects: Curriculum Development,Area Studies,Curriculum Research,Instructional Materials,Foreign Countries,Social Studies,Secondary School Curriculum,Asian Studies,Instructional Development,Program Administration,Program Development,Program Descriptions

The Curriculum Research &amp; Development Group (CRDG) is a research unit of the College of Education at the University of Hawai'i. Part of its mission is to develop curriculum materials for students in grades K-12. The social studies section of CRDG has been developing curriculum materials on Asia since the early 1990s. As part of a project entitled Curriculum on Asian and Pacific History, CRDG planned to develop a set of four interrelated but stand-alone books on China, Japan, Southeast Asia, and the Pacific. All of these instructional materials were designed to be used as flexibly as possible: to supplement the truncated information in world history texts; to be used as a primary text in an area studies course; and to use in related student activities such as Model United Nations or World Quest. As a result of its work on the China and Japan books, CRDG decided to follow up by developing a text on East Asia. The first step in developing instructional materials, regardless of their subject or format, is to develop a solid organizational framework. This article discusses the process of developing the organizational framework for a thematically based text focused on China, including Hong Kong and Taiwan; Japan; and South and North Korea. (Contains a Bibliography and 7 endnotes.)
Language and Cultural Maintenance of Hawai'i-Born Nisei
Author: Yoshida, Hiromi
Date: 2007-00-00
Type: Journal Articles
Subjects: Asian Culture,Cultural Maintenance,Japanese Americans,Immigrants,Language Maintenance,Japanese,Rewards,Linguistic Theory

This article examines how &quot;Nisei,&quot; the second generation of Japanese immigrants, in Hilo on the island of Hawai'i have maintained their Japanese cultural and linguistic skills. In this article, the author first provides a history of these Japanese immigrant communities in Hilo. This article describes the author's research findings. The author then offers an analysis and explanation using the &quot;reward system&quot; theory proposed by Joshua A. Fishman. The author concludes with some comments on the &quot;Nisei&quot; use of Japanese and the special Japanese culture they uphold. (Contains a bibliography and 17 endnotes.)
The US Occupation and Japan's New Democracy
Author: Kumano, Ruriko
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Change,Foreign Countries,Democratic Values,Cultural Education,Change Strategies,Social Change,Foreign Policy,Nationalism,Politics of Education,Political Attitudes,War,Change Agents,Educational Administration,Asian Studies

During the US Occupation of Japan (1945-1952), a victorious America attempted to reform Japanese education by replacing Japan's tradition system of values with one that promoted American democratic values. The United States had considered the source of Japan's militarism to lie in the selfless loyalty and love of country that many older Japanese had valued. They wanted to replace these older values with new ones that would ensure a more pacifist outlook. Thus, in the name of democratization and pacification, Japan lost some important aspects of its cultural heritage. But why did the United States want to eliminate these natural sentiments from the Japanese psyche? And what was the cost of these changes? This paper focuses on the first four months of the Occupation when Japan's first postwar education minister, Maeda Tamon, attempted to change education in the direction of a new democratic Japan. Maeda, Japan's preeminent liberal at the time, took the position of minister of education on August 18, 1945, before the Allied Occupation officially began. In his first two months, he quickly initiated a number of educational reforms without interference from American officials. He wanted these reforms not only to meet American expectations but also to preserve what he believed to be the unique aspect of Japanese culture--the emperor system. However, Maeda's understanding of the word &quot;democracy&quot; differed dramatically from what America wanted, and this difference incited the US to intervene with a different set of educational reforms. This paper examines Maeda's efforts, and the US reaction to them. (Contains 94 endnotes.)
Metaphor and Metonymy in English Language Program Curriculum Discourse in Hawai'i: Towards an Ecological Approach
Author: Rugen, Brian
Date: 2007-00-00
Type: Journal Articles
Subjects: Metalinguistics,Figurative Language,Holistic Approach,English (Second Language),Second Language Learning,Online Courses,Educational Policy,Discourse Analysis,Ideology,Second Language Programs

In this article, the authors explore the representational practices found in online curriculum policy discourse from three private English language programs in Hawai'i. These representational practices attempt to position students &quot;so that they are prepared for uncritical admission into sociocultural conditions discursively constructed well in advance of that admission&quot;. Furthermore, the authors hope to elaborate on a model of critical policymaking in order to raise awareness of the language in policy discourse. In conclusion, the authors hope that by describing the use of metaphor and metonymy in English language program policy, they have added a new dimension to a critical policymaking model--a dimension that takes a first step in illuminating such myths and other, possibly hegemonic, ideological positions. They also hope that the analysis offered in the article may provide a small first step in raising language awareness and engaging educators and policy makers with the possibilities offered by such an approach.
The Impact of Life Stages on Parent-Child Relationships: A Comparative Look at Japanese &amp; American University Students
Author: Takei, Yoshimitsu
Date: 2007-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Adolescents,Foreign Countries,Comparative Analysis,Undergraduate Students,Cultural Differences,Family Relationship

Adolescence is often considered a period in a person's life when important physiological and emotional changes occur. When discussing adolescence, however, it should not be forgotten that it is just another stage in one's life span between birth and death. By adopting a life-span perspective, researchers are more likely to consider contextual factors which affect adolescents and less likely to ignore the possibility of the individual going through many changes in his or her life span. This paper uses data obtained from undergraduate university students in the United States and Japan to address questions related to adolescence. The authors explore the extent to which relationships between adolescents and parents reveal cross-cultural similarities or differences. They also explore how changes in child-parent relationships, and the reasons which purportedly account for those changes, reveal cross-cultural similarities or differences. While many would assume that major differences in family relationships naturally exist between two societies that are as culturally different as the United States and Japan, there is a theoretical reason to anticipate the opposite. Goode (1970) proposed that families in industrialized societies show structural and normative changes which tend to converge. If this is true, then patterns of parent-child relationships in the two societies should reveal considerable similarities. The authors provide a brief overview of this topic and then present an analysis of data collected from a sample of Japanese and American undergraduates. They identify similarities and differences in the parent-child relationships, as well as the changes that occurred over time. Their analysis offers some grounds for suggesting that industrialization, as Goode argues, could create similar patterns of change in relationships within the family in culturally dissimilar societies. (Contains 6 tables and a bibliography.)
Albert Nawahi Like
Author: Nishimoto, Warren
Date: 2007-00-00
Type: Journal Articles
Subjects: War,Interviews,Profiles,Personal Narratives,United States History,Educational History

This article presents an interview with Albert Nawahi Like, Hawai'i Department of Education teacher from 1927 to 1965. Albert Nawahi Like was born 1900 in Honolulu's Chinatown. When Like was eight years old, his family moved to Kalihi. After the death in 1912 of his father, Edward Like, who was editor of the Hawaiian-language newspaper &quot;Ke Aloha 'Aina,&quot; and the remarriage of his mother, Like returned to Chinatown and attended school at nearby St. Louis, then located on River Street. Upon graduation, Like enrolled in classes at the University of Hawai'i in 192. Three years later, after taking classes at the Territorial Normal and Training School, Like began teaching young patients at Kalihi Hospital, the Hansen's disease facility also known as the Kalihi Receiving Station. With the closing of the school shortly after the start of World War II, Like transferred to Central Intermediate School, where he taught for over twenty years until his retirement in 1965. In this interview, Like narrates his life experiences and focuses on his childhood, education, professional career, and the events that shaped his life. (Contains 3 endnotes. This article was edited by Cynthia Oshiro.)
Amy Lum Fern
Author: Rossi, Joe
Date: 2007-00-00
Type: Journal Articles
Subjects: Volunteers,Interviews,Teachers,Certification,Educational Background,Gardening,Teacher Retirement,Teacher Associations,Teaching (Occupation),Profiles,Awards

This article presents an interview with Amy Lum Fern, Hawai'i Department of Education teacher from 1933 to 1972. Amy Lum Fern was born in Honolulu in 1909. She received her early education at Central Grammar School and later attended McKinley High School. After graduating from McKinley in 1928, she entered the University of Hawai'i, where she earned her teaching degree in 1933. Fern spent her first two years as a teacher at Waimea High School on Kaua'i. She then taught for eight years at Farrington High School, eight years at Kuhio Elementary School, and twelve years at Dole Intermediate School. She retired from full-time teaching in 1972. Her interests included gardening and volunteer work. Fern won the Frank Gardner Memorial Award in 2001 for her service to Meals on Wheels. She also was active with the O'ahu Retired Teachers Association [ORTA]. In this interview, Fern narrates her life experiences and focuses on her childhood, education, professional career, and the events that shaped her life. Fern also shares her experience during the war years up to her retirement in 1972. (Contains 5 endnotes. This article was edited by Cynthia Oshiro.)
Laurence J. Capellas
Author: Nishimoto, Warren
Date: 2007-00-00
Type: Journal Articles
Subjects: Schools of Education,Agriculture,Economic Opportunities,School Personnel,Secondary School Teachers,Curriculum Development,Vocational Education,Teacher Associations,Community Organizations,Teacher Retirement,Profiles,Teaching (Occupation),Teacher Certification,Educational Background,Interviews

Laurence J. Capellas, teacher, principal, and administrator in the Hawai'i Department of Education from 1935 to 1977. Laurence J. Capellas was born in 1913 in Hakalau to two Hawai'i island school-teachers. After attending Hakalau School, St. Mary's School in Hilo, and St. Louis College in Honolulu, he went on to the University of Hawai'i Teachers College, graduating in 1935. Capellas taught vocational agriculture at Waimea High School on Kaua'i for eight years before being appointed principal of Pa'auhau School on Hawai'i island in 1943. In succeeding years, he served as principal of Pa'auilo Elementary and Intermediate, Pahala High and Elementary (later renamed Ka'u High and Pahala Elementary), and Hilo High schools. In 1966, he joined the Hawai'i island district office as a secondary curriculum specialist. After completing a forty-two-year career in the Department of Education, Capellas served as president and chairman of the Hawai'i County Economic Opportunity Council. He also served on the boards of the Hawai'i Education Association and the Hawai'i State Retired Teachers Association. In this interview, Capellas narrates his life experiences and focuses on his family, childhood, education, professional career, and the events that shaped his life. (Contains 10 endnotes. This article was edited by Cynthia Oshiro.)
Marion McGregor Lee Loy
Author: Rossi, Joe
Date: 2007-00-00
Type: Journal Articles
Subjects: Teacher Certification,Teacher Attitudes,Teachers,Interviews,Teacher Retirement,Educational Background,Teaching (Occupation),Profiles,Schools of Education

This article presents an interview with Marion Frances Kaleleonalani McGregor Lee Loy who served as a teacher in the Hawai'i Department of Education from 1935 to 1974. Marion McGregor Lee Loy was born in 1911 in Honolulu. She attended Central Grammar and Lincoln Grammar schools before entering Kamehameha School for Girls in the ninth grade. Lee Loy graduated from Kamehameha in 1929 and enrolled in the University of Hawai'i, where she received her fifth-year teaching certificate in 1934. Her first teaching job was at Huelo, Maui. Later, Lee Loy taught at Hawai'i island schools in Kohala, Honoka'a, and Hilo. In 1951 she returned to Honolulu, where she taught at Ali'iolani, Ka'ahumanu, and Kapalama elementary schools. She spent the last fourteen years of her career at Farrington High School before retiring in 1974. In this interview, Lee Loy narrates her life experiences and focuses on her childhood, education, professional career and the events that shaped her life. Lee Loy also shares the reason of her retirement in 1974. (Contains 5 endnotes. This article was edited by Cynthia Oshiro.)
R. Burl Yarberry
Author: Nishimoto, Warren
Date: 2007-00-00
Type: Journal Articles
Subjects: English Literature,Vocational Schools,Tenure,War,Educational Change,Superintendents,Principals,United States Literature,College Presidents,Teaching (Occupation),Profiles,Educational Background,Interviews,Educational Administration

R. Burl Yarberry was born in 1920 in Pueblo, Colorado. He attended public schools in Pueblo and graduated from high school in 1938. After a year attending the Colorado School of Mines, he enlisted in the U.S. Marine Corps and served in the Pacific during World War II. Following his discharge, he earned a BA in English from Western State College of Colorado and an MA in American and English literature from the University of Arizona. Between 1950 and 1954, Yarberry was teacher and principal at Ouray High School in Colorado. In 1956, Yarberry received a PhD in English from the University of New Mexico. Shortly thereafter, he arrived in Hawai'i as an English instructor at Hawai'i Vocational School, today known as University of Hawai'i at Hilo. He soon became the college's director, a position equivalent to chancellor today. In 1962, at the age of forty-one, Yarberry was selected by the state Board of Education to be superintendent of schools. After a four-year tenure as state superintendent, he became coordinator of secondary education and boys' school principal at the Kamehameha Schools. Two years later, he was named commissioner of education for the U.S. Trust Territory of the Pacific Islands [TTPI]. Beginning in 1972, Yarberry was involved in various federal and private projects focusing on educational reform. This article presents a narrative on Yarberry's early life in Colorado, education, years as head of UH-Hilo, and tenure as state superintendent of schools. (Contains 7 endnotes. This article was edited by Cynthia Oshiro.)
Andrew W. S. In
Author: Nishimoto, Warren
Date: 2007-00-00
Type: Journal Articles
Subjects: Profiles,Interviews,Personal Narratives,Principals,Deans,English (Second Language),Sino Tibetan Languages,Native Language Instruction,Preservice Teacher Education,Graduate Study

This article presents an interview with Andrew W. S. In, professor and dean in the University of Hawai'i's College of Education from 1951 to 1984. Born and raised in Honolulu, In attended Royal Elementary, Central Junior High, and McKinley High schools, graduating from McKinley in 1938. He then attended the University of Hawai'i Teachers College (later known as the College of Education). His undergraduate studies were interrupted by World War II. Following five years of military service, In completed his education degree in 1946. He enrolled in the master's and doctorate programs at New York University, earning his PhD in 1951. In returned to Hawai'i and began his professional academic career as an assistant professor assigned to the University Laboratory School. In 1956, he became principal of the school. He later served as the first chair of what is known today as the Department of Curriculum Studies in the College of Education. In this interview, In narrates his life experiences and focuses on his family, childhood, education, professional career and the events that shaped his life. In also shares how he spent his retirement, working with the United Church of Christ and the Soo Yong Huang Foundation. (Contains 9 endnotes.)
Harlan Cleveland
Author: Nishimoto, Warren
Date: 2007-00-00
Type: Journal Articles
Subjects: Political Science,Tenure,College Administration,Governing Boards,Student Participation,Interviews,College Students,College Presidents,Collective Bargaining,Faculty College Relationship,Student College Relationship,Higher Education

This article presents an interview with Harlan Cleveland, political scientist, diplomat, public executive, author of dozens of articles and books, and eighth president of the University of Hawai'i. Harlan Cleveland was born in 1918 in New York City. He was the son of Stanley Matthews Cleveland and Marian Phelps Van Buren Cleveland. Cleveland stepped into the University of Hawai'i presidency in the aftermath of a long, bitter dispute between and among the university administration, faculty and students regarding the tenure of Oliver Lee, a UH-Manoa political science professor whose strong antiwar views led to the denial of his tenure application by the Thomas H. Hamilton administration, a decision supported by the UH Board of Regents. On April 2, 1969, following the resignation of Hamilton, the regents named Cleveland to be the university's eighth president. Cleveland served during one of the most tumultuous eras of the twentieth century. In this interview, Cleveland narrates his experiences as president of the University of Hawai'i from 1969 to 1974. (Contains 10 endnotes. This article was edited by Hunter McEwan.)