ISSN:0306-0012    

DOI:10.1093/cs/13.1.3

出版商:Oxford University Press    

年代:1990

数据来源: OUP

摘要:

AbstractIs bilingual-bicultural education a vehicle for Limited English Proficient (LEP) children to learn the English language or an obstacle to their learning? The author addresses this question by reviewing changing language policies in the United States and ongoing controversies surrounding this issue. He posits that bilingual education is an educational tool for initiating formal learning from a position of strength for the learner. Becoming literate in the first language provides a cognitive foundation for second-language learning. Making use of the learner's native language to facilitate reading and writing skills in the first language reduces the learner's negative associations with initial formal learning and promotes psychological nurturance critical for success in lifelong learning. Failure to honor the learner's native language in initial learning has negative consequences for both the learner and society. The learner is more likely to become a dropout statistic, and society loses the learner's potential contribution. The author presents school social workers with background and a framework for examining the questions and potential merits of bilingual education as a dropout prevention vehicle. Federal legislation that prescribes program alternatives are presented. Potential school social work roles in the context of the National Association of Social Workers' (NASW) school social work study “The Human Factor: A Key to Excellence in Education” are discussed.

ISSN:0306-0012    

DOI:10.1093/cs/13.1.7

出版商:Oxford University Press    

年代:1990

数据来源: OUP

摘要:

AbstractThis article argues for a multicultural perspective on parent involvement in education through examination of a research study and of a case example. Part 1 reports on an exploratory study of 1,188 black and Hispanic parents that describes the attitudes and practices of minority parents regarding involvement in their children's education. The major study finding was that black and Hispanic parents were concerned about their children's education and wanted an active role in their children's education. Part 2 describes a case example where effective multicultural practices were used to ensure active participation of minority parents in their children's education. School social workers can use their expertise to help schools provide minority parents with a variety of opportunities for involvement in their children's education.

ISSN:0306-0012    

DOI:10.1093/cs/13.1.22

出版商:Oxford University Press    

年代:1990

数据来源: OUP

摘要:

AbstractA secondary analysis of statewide survey data provides new evidence on the importance of family variables in school dropout. Findings indicate that the frequently found correlation between socioeconomic status and dropout may be primarily due to parent education, not family income, and that the number of family stressors is significantly related to dropout. Implications for dropout prevention and social work intervention are discussed.

ISSN:0306-0012    

DOI:10.1093/cs/13.1.34

出版商:Oxford University Press    

年代:1990

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/13.1.49

出版商:Oxford University Press    

年代:1990

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/13.1.58

出版商:Oxford University Press    

年代:1990

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/13.1.69

出版商:Oxford University Press    

年代:1990

数据来源: OUP

ISSN:0306-0012    

DOI:10.1093/cs/13.1.71

出版商:Oxford University Press    

年代:1990

数据来源: OUP