東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Ngobe of Panama: Perspectives on rur...

Breitenbach, Marlene Diane.

Linked to FindBook

Google Book

Amazon

博客來

Ngobe of Panama: Perspectives on rural, indigenous schooling from parents and teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Ngobe of Panama: Perspectives on rural, indigenous schooling from parents and teachers./
Author:	Breitenbach, Marlene Diane.
Description:	151 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 4540.
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Education, Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3438348
ISBN:	9781124414836

Ngobe of Panama: Perspectives on rural, indigenous schooling from parents and teachers.
Breitenbach, Marlene Diane.

Ngobe of Panama: Perspectives on rural, indigenous schooling from parents and teachers. - 151 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 4540.

Thesis (Ed.D.)--Azusa Pacific University, 2010.

This exploratory research is about rural schooling in an indigenous community in Panama. This phenomenological study focused on the schooling in Salt Creek (Quebrada Sal), a Ngobe community, with the following research questions: What are the barriers to continued education in this community? How do adult leaders within the community provide support to improve education and overcome barriers through this school? What do the adult leaders of this community see as the values and goals of education for their children? The study findings served 2 main goals: (a) Knowledge about rural education in a Ngobe community was expanded, and (b) information was revealed which would be useful for instruction of this population or populations that share similar features in other locations such as the United States. The data were collected from interviews with participants and through observations on 2 visits to the community. All 31 parent or teacher participants were selected by purposeful sampling, with the criteria of having high interest in the education of children and the willingness to participate in this study. The findings showed that the barriers to continued education were instability of parents' financial resources, location of school, inadequate community services which support education followed by school facilities and instructional materials. Parents and teachers provided support to education through teaching life skills, academics and values at home and at school. Values and goals of education for the community's children were found to emphasize self-worth, passing the cultural knowledge, and being responsible. The findings were related to research on the relationship between school facilities and materials to student progress, parental involvement in school, socio-developmental paradigms of individualism and collectivism, and the relationship between self-esteem and primary language use. It was concluded that effective academic support for the students in this study and other populations from similar backgrounds must incorporate instructional strategies accommodating their students' cultural orientations. Implications for instructional practice and teacher preparation were suggested to support practices that focus on academic success and continued education for students from an indigenous community.

ISBN: 9781124414836Subjects--Topical Terms:

824875
Education, Continuing.

Ngobe of Panama: Perspectives on rural, indigenous schooling from parents and teachers.
LDR:03229nam a2200277 4500 001 1961146
005 20140701145350.5
008 150210s2010 ||||||||||||||||| ||eng d
020 $a 9781124414836
035 $a (MiAaPQ)AAI3438348
035 $a AAI3438348
040 $a MiAaPQ $c MiAaPQ
100 1 $a Breitenbach, Marlene Diane. $3 2096969
245 1 0 $a Ngobe of Panama: Perspectives on rural, indigenous schooling from parents and teachers.
300 $a 151 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 4540.
500 $a Adviser: Jenny Yau.
502 $a Thesis (Ed.D.)--Azusa Pacific University, 2010.
520 $a This exploratory research is about rural schooling in an indigenous community in Panama. This phenomenological study focused on the schooling in Salt Creek (Quebrada Sal), a Ngobe community, with the following research questions: What are the barriers to continued education in this community? How do adult leaders within the community provide support to improve education and overcome barriers through this school? What do the adult leaders of this community see as the values and goals of education for their children? The study findings served 2 main goals: (a) Knowledge about rural education in a Ngobe community was expanded, and (b) information was revealed which would be useful for instruction of this population or populations that share similar features in other locations such as the United States. The data were collected from interviews with participants and through observations on 2 visits to the community. All 31 parent or teacher participants were selected by purposeful sampling, with the criteria of having high interest in the education of children and the willingness to participate in this study. The findings showed that the barriers to continued education were instability of parents' financial resources, location of school, inadequate community services which support education followed by school facilities and instructional materials. Parents and teachers provided support to education through teaching life skills, academics and values at home and at school. Values and goals of education for the community's children were found to emphasize self-worth, passing the cultural knowledge, and being responsible. The findings were related to research on the relationship between school facilities and materials to student progress, parental involvement in school, socio-developmental paradigms of individualism and collectivism, and the relationship between self-esteem and primary language use. It was concluded that effective academic support for the students in this study and other populations from similar backgrounds must incorporate instructional strategies accommodating their students' cultural orientations. Implications for instructional practice and teacher preparation were suggested to support practices that focus on academic success and continued education for students from an indigenous community.
590 $a School code: 1323.
650 4 $a Education, Continuing. $3 824875
650 4 $a Latin American Studies. $3 1669420
690 $a 0651
690 $a 0550
710 2 $a Azusa Pacific University. $3 1021971
773 0 $t Dissertation Abstracts International $g 72-02A.
790 $a 1323
791 $a Ed.D.
792 $a 2010
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3438348