DOCSLIB.ORG

Multi-Language Education for Indigenous Children in Taiwan Cheng-Kan Chen

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Multi-Language Education for Indigenous Children in Taiwan Cheng-Kan Chen University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 8-1-2011 Multi-language education for indigenous children in Taiwan Cheng-Kan Chen Follow this and additional works at: http://digscholarship.unco.edu/dissertations Recommended Citation Chen, Cheng-Kan, "Multi-language education for indigenous children in Taiwan" (2011). Dissertations. Paper 94. This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2011 Cheng-Kan Chen ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School MULTI-LANGUAGE EDUCATION FOR INDIGENOUS CHILDREN IN TAIWAN A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Cheng-Kan Chen College of Education and Behavioral Sciences School of Teacher Education Program of Educational Studies August, 2011 ABSTRACT Chen, Cheng-Kan. Multi-Language Education for Indigenous Children in Taiwan. Published Doctor of Education dissertation, University of Northern Colorado, 2011 The purpose of the study was to explore the language education program implemented for indigenous children in Taiwan at the elementary level. More specifically, this study aimed at gaining insights into the implementation of language curriculum through a qualitative case study of an indigenous elementary school in Taiwan. The researcher’s intent was to explore the factors that influenced the implementation of the language education program with regard to curriculum design, instructional practices, language resources, and professional development and to gain the participants’ perspectives on the language education program. Two administrators, eight language teachers, and six community members were selected as participants for interviews. Moreover, these eight language teachers’ classrooms were observed. Data were collected through the sources of interviews, observations, field notes, and documents. The findings in relation to the research questions were divided into three chapters to report the overall implementation of each language area in the language education program, the influencing factors of the implementation of the language education program, and the participants’ perspectives on the implementation of the language education program. A number of overarching themes synthesizing the findings were subsequently presented. iii The findings suggested that the language education program at the participating school was designed in accordance with the mandated curriculum guidelines. Teachers had the flexibility to deviate from the prescribed curriculum guidelines and to design their instructional goals based on students’ needs and classroom schedules. Language resources, including the international youth volunteer, school signs with three languages (Chinese, English, and the Atayal language), English Express Wonderland, and Indigenous Language Wonderland, were conducive to the enhancement of multiple language learning. Teachers sought to improve their instructional strategies through weekly seminars, feedback from observation teachers, self-learning, and professional workshops. Moreover, this research reported the participants’ views toward the language education program, the loss of indigenous language among children, indigenous language instruction, and their strategies in promoting indigenous language. Finally, recommendations were drawn from the research findings for elementary schools, language teachers, and policy makers. Recommendations for future research that may contribute to understanding the multi-language education for indigenous children were provided as well. iv DEDICATION This dissertation is dedicated to my late father, Kuang-Chin Chen, and my mother, Lu-Hsiang Chen, who have been constant sources of unconditional love and unwavering support that sustain me throughout my life. v ACKNOWLEDGEMENTS I would like to express my heartfelt appreciation to my research advisor, Dr. Madeline Milian, who has provided me with insightful suggestions and invaluable assistance throughout my doctoral journey. Without her encouragement and guidance, I would have never reached this accomplishment. To my committee members, Dr. D. Allen Phillips, Dr. Dana Walker, and Dr. Deborah Romero, I am grateful for their expertise and feedback. This project would not have been possible without their intellectual thoughts and commitment. I am grateful to Dr. Maria Lahman, Dr. Susan Hutchinson, Dr. Heng-Yu Ku, and Dr. Alexander Sidorkin for their professional advice in research methodology, warmest friendships, and personal academic guidance. To my classmate, Dr. Bonita Hamilton, I feel so fortunate to have her as my doctoral supporting group member, who has provided me with constant care, countless discussions, and great assistance from the inception of brainstorming ideas to the final completion of my dissertation. Special thanks go to all of my participants for their generosity and openness in sharing their experiences with me. Without them, I could not have understood my inquiry more thoroughly. This dissertation could not have been completed without their cooperation. My deepest appreciation also goes to my colleagues at National Taiwan Normal University for their most generous support of granting me four years’ leave to vi concentrate on my study in the United States. Special thanks go to the former president, Dr. Yih-Shun Gou, and the current president, Dr. Kuo-en Chang, for their assistance and encouragement. I am also much obliged to the financial support from the University of Northern Colorado for helping me accomplish my advanced study. To the following teachers and friends in Taiwan, I owe special thanks for their encouragement and assistance during my preparation for studying abroad: Dr. Nicholas Koss, Dr. Su-Chiao Chen, and Dr. Sher-shiueh Li. I am also grateful to Dr. Chiou-Lan Chern and Dr. Jen-Chwan Liu, who have provided me with timely support and complete trust. To Prof. Crystal Brothe and Prof. Sonja Scullion, my writing tutors during my doctoral study, I have enjoyed all of our discussions regarding the usage of the English language. I also wish to thank Ko-Jen Hsueh and Li-Ching Wang for their loving care and constant encouragement from San Francisco; to Winifred and Clarence Johnson, Dr. Allen Huang and Dr. Lily Huang, Dr. Tad and Jane Gilmore, Kim and Wren Lawrence, Cherry and Tom Morgan, for their care, hospitality, and encouragement during my study in Greeley. My thanks also go to all of my friends in the Taiwanese Students Association for their friendships and assistance in every way. I am indebted to all the support from my family. Thanks to my mother for tolerating me to study in a country far away from Taiwan and for her loving care revealed through everyday international phone calls; to my late sister, Chia-Ling, who passed away during my study in the United States, for her constant support throughout my life; to my youngest sister, Chen-Hua, for bearing the responsibility of taking care of our mother during my temporary absence. I also wish to thank my mother-in-law, my sisters- vii in-law, Annie and Sammy, and Charles Bliss, for their assistance and encouragement along the way. Last but not least, I am grateful to my husband, Dr. Yeong-Ming Wang, who has constantly encouraged me to pursue my goal and provided me with financial support. Thanks to my children for understanding their mother’s wild dream as a life-long learner. My son, Chi-Yang, has been independent enough to study for his entrance examination without being accompanied by his mother. My daughter, Ching-Hsuan, has been my inseparable companion and my personal computer technician during my doctoral study. viii TABLE OF CONTENTS CHAPTER I. INTRODUCTION ..................................................................................... 1 Background of the Study ........................................................................... 1 Need for the Study ..................................................................................... 10 Purpose of the Study .................................................................................. 11 Research Questions ................................................................................... 11 Significance of the Study ........................................................................... 12 Definition of Terms ................................................................................... 12 Summary .................................................................................................... 13 II. LITERATURE REVIEW .......................................................................... 15 A Brief Introduction of Taiwan.................................................................. 15 The Ethnic Groups ..................................................................................... 15 The Holo People ............................................................................ 15 The Mainlanders ............................................................................ 16 The Hakka People ......................................................................... 16 The Indigenous Peoples ................................................................ 17 Socio-Historical Context ..........................................................................
Load more

Recommended publications
  • Becoming Taiwanese: Negotiating Language, Culture and Identity
    Becoming Taiwanese: Negotiating Language, Culture and Identity Ying-Chuan Chen Thesis Submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for a doctoral degree in Education Society, Culture, and Literacies Concentration Faculty of Education University of Ottawa © Ying-Chuan Chen, Ottawa, Canada, 2013 Abstract Between 1945 and 1987, as part of its efforts to impose a Chinese identity on native-born Taiwanese and to establish and maintain hegemony, Chiang Kai-shek‘s Kuomintang (KMT) government pursued a unilingual, Mandarin-only policy in education. This thesis studies the changing meaning of ―becoming Taiwanese‖ by examining the school experiences of four generations of Taiyu speakers who went to school during the Mandarin-only era: 1) those who also went to school under the Japanese; 2) those who went to school before 1949 when Taiwan was part of KMT-controlled China; 3) those who went to school during the 1950s at the height of the implementation of KMT rule; and, 4) those who went to school when Mandarin had become the dominant language. Two data types, interviews and public documents, are analyzed using two research methods, focus group interviews as the primary one, and document analysis as the secondary one. This research found that there is no direct relationship between how people negotiated language, hegemony and Taiwanese identity. First, as KMT hegemony became more secure, people‘s links to their home language became weaker, so their view of Taiwanese identity as defined by Taiyu changed. Second, as exposure to hegemonic forces deepened over time, people were less able to find cultural spaces that allowed escape from hegemonic influences, and this, along with other life-course factors such as occupation, had an impact on their contestations of language and identity.
    [Show full text]
  • Phonetic Evidence for the Contact-Induced Prosody in Budai Rukai *
    Concentric: Studies in Linguistics 37.2 (July 2011):123-154 Phonetic Evidence for the Contact-Induced Prosody in Budai Rukai * Chun-Mei Chen National Chung Hsing University This paper investigates the contact-induced prosody in Budai Rukai, an Austronesian language spoken in Taiwan. By providing phonetic representations of word stress shift in Budai Rukai, the contact-induced prosody has been further verified. The contrastive stress in the Budai dialect is in the process of developing predictable penultimate stress resulting in innovations in new settlements. Budai Rukai speakers who have frequent contact with Paiwan speakers tend to produce the Paiwan stress patterns. The prosodic change has applied an optional rule of extrametricality, and echo vowels have been treated as proper vowels in the varieties. Antepenultimate stress becomes penultimate stress in trisyllabic or longer prosodic words, with a release from extrametricality. Results also suggest that speaker variability affected the stress shift in Budai Rukai. Keywords: phonetic evidence, contact-induced prosody, Budai Rukai, stress 1. Introduction This paper investigates word-level phonetic features of the varieties of Budai Rukai, and I propose that the prosodic varieties of Budai Rukai have undergone a change due to language contact. Stress in Budai Rukai has been a controversial issue (Li 1977, Ross 1992, Blust 1997). Previous studies address the stress issue mainly within the work of historical reconstruction. None of the existing studies have made a careful examination on the prosodic phonology of stress in Budai Rukai, let alone empirical evidence for the innovation of the prosodic patterns. The controversy of the Rukai stress lies in the inconsistency with the penultimate prominence or “paroxytones”, following the practice of Zorc (1983), and the phonological environments in which predictable stress patterns are attested.
    [Show full text]
  • Pre-K and Latinos: Research Series the Foundation for July 2006 America’S Future
    2679_Latino_Rept_revised_v6.qxd 8/10/06 1:36 PM Page 1 Pre-K Now Pre-K and Latinos: Research Series The Foundation for July 2006 America’s Future Eugene E. Garcia, Ph.D. Danielle M. Gonzales, M.Ed. Arizona State University Pre-K Now College of Education Washington, DC Tempe, AZ www.preknow.org 2679_Latino_Rept_revised_v6.qxd 8/10/06 1:36 PM Page 2 Pre-K Now 1025 F Street, NW 202.862.9871 voice www.preknow.org Suite 900 202.862.9870 fax Washington, DC 20004 July 2006 Dear Colleagues, Latinos* are the largest minority group and the most rapidly growing segment of the U.S. population. The future productivity of the nation’s workforce depends, in large part, on their success. By providing high-quality pre-kindergarten programs that effectively serve all children, especially those from this quickly growing segment of the population, states can improve the economic outlook for both their Latino populations and their citizenry as a whole. Unfortunately, Hispanic youngsters often start school less prepared than white children and do not catch up during the primary grades. The much-discussed “achievement gap” between Latino students and their non-Latino peers actually begins before children even enter kindergarten and persists throughout the K-12 years. However, Hispanic families strongly value education. In fact, a recent survey shows that 97 percent of Latino parents would enroll their child if high-quality pre-k were available in their communities.1 It is imperative that policymakers and advocates understand how Hispanic children fare academically compared to their peers and become familiar with the programs, practices, and policies that promote Latino children’s educational and life success.
    [Show full text]
  • Catching up to College and Career Readiness
    Catching Up To 1 Introduction College and Career 2 Catching Up in Grades 8–12 Readiness 3 Catching Up Grades 4–8 4 Conclusion Policy discussions about preventing and closing academic preparation gaps should be informed by a realistic view of the difficulty of closing these gaps. Introduction n recent years educators and policymakers have set a goal that students graduate from high school ready for college and careers. However, as a Ination we are far from achieving this goal, particularly for low-income and minority students. For example, in states where all eleventh-graders take the ACT®, only 27 percent of low-income students in 2010 met the ACT College Readiness Benchmark in reading, with 16 percent meeting the Benchmark in mathematics, and 11 percent meeting the Benchmark in science.1 Efforts to improve students’ academic preparation have often been directed at the high-school level, although for many students, gaps in academic preparation begin much earlier. Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. These gaps are likely to widen over time because of the “Matthew effects,” whereby those who start out behind are at a relative disadvantage in acquiring new knowledge. Policy discussions about preventing and closing academic preparation gaps should be informed by a realistic view of the difficulty of closing these gaps. The more difficult and time-consuming it is to close the gaps, the more important it is to start the process earlier. Underestimating the time and effort required could lead educators and policymakers to underfund prevention efforts and choose intervention strategies that are too little and too late.
    [Show full text]
  • National History and Generational Memory – Taiwanese Comic Books As Lieux De Mémoire
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by CLoK Article National history and generational memory ± Taiwanese comic books as lieux de mémoire Zemanek, Adina Simona Available at http://clok.uclan.ac.uk/25873/ Zemanek, Adina Simona ORCID: 0000-0002-7960-8646 (2018) National history and generational memory ± Taiwanese comic books as lieux de mémoire. Positions . ISSN 1067-9847 It is advisable to refer to the publisher’s version if you intend to cite from the work. For more information about UCLan’s research in this area go to http://www.uclan.ac.uk/researchgroups/ and search for <name of research Group>. For information about Research generally at UCLan please go to http://www.uclan.ac.uk/research/ All outputs in CLoK are protected by Intellectual Property Rights law, including Copyright law. Copyright, IPR and Moral Rights for the works on this site are retained by the individual authors and/or other copyright owners. Terms and conditions for use of this material are defined in the http://clok.uclan.ac.uk/policies/ CLoK Central Lancashire online Knowledge www.clok.uclan.ac.uk ADINA ZEMANEK NATIONAL HISTORY AND GENERATIONAL MEMORY – TAIWANESE COMIC BOOKS AS LIEUX DE MÉMOIRE 1. Introduction In the late 1980s, Taiwan embarked on a locally grounded nation-building process that has been markedly self-reflexive (Lynch 2004, Harrison 2009): as latecomers to a global trend, Taiwanese nationalists can borrow from other countries' experience and existing theory. Shifts in ruling political parties and cross-strait relations have resulted in changes within this national project.
    [Show full text]
  • Volume 26 | Number 1 | 2014
    Pacific-AsianVolume Education 26 –| Vol.Number 26, No. 1 11 | 2014 Pacific-Asian Education The Journal of the Pacific Circle Consortium for Education Volume 26, Number 1, 2014 ISSUE EDITOR Elizabeth Rata, The University of Auckland EDITOR Elizabeth Rata, School of Critical Studies in Education, Faculty of Education, The University of Auckland, New Zealand. Email: [email protected] EXECUTIVE EDITORS Kirsten Locke, The University of Auckland, New Zealand Elizabeth Rata, The University of Auckland, New Zealand Alexis Siteine, The University of Auckland, New Zealand CONSULTING EDITOR Michael Young, Institute of Education, University of London EDITORIAL BOARD Kerry Kennedy, The Hong Kong Institute of Education, Hong Kong Meesook Kim, Korean Educational Development Institute, South Korea Carol Mutch, Education Review Office, New Zealand Gerald Fry, University of Minnesota, USA Christine Halse, University of Western Sydney, Australia Gary McLean,Texas A & M University, USA Leesa Wheelahan, University of Toronto, Canada Rob Strathdee, RMIT University, Victoria, Australia Xiaoyu Chen, Peking University, P. R. China Saya Shiraishi, The University of Tokyo, Japan Richard Tinning, University of Queensland, Australia Rohit Dhankar, Azim Premji University, Bangalore, India Airini, Thompson Rivers University, British Columbia, Canada ISSN 10109-8725 Pacific Circle Consortium for Education Publication design and layout: Halcyon Design Ltd, www.halcyondesign.co.nz Published by Pacific Circle Consortium for Education http://pacificcircleconsortium.org/PAEJournal.html Pacific-Asian Education Volume 26, Number 1, 2014 CONTENTS Articles The dilemmas and realities of curriculum development: Writing a social studies 5 curriculum for the Republic of Nauru Alexis Siteine Renewal in Samoa: Insights from life skills training 15 David Cooke and T.
    [Show full text]
  • Cultural Ecosystem of the Seediq's Traditional Weaving Techniques
    sustainability Article Cultural Ecosystem of the Seediq’s Traditional Weaving Techniques—A Comparison of the Learning Differences Between Urban and Indigenous Communities Shyh-Huei Hwang 1,* and Hsiu-Mei Huang 2 1 College of Design, National Yunlin University of Science & Technology, Yunlin 64002, Taiwan 2 Graduate School of Design, National Yunlin University of Science & Technology, Yunlin 64002, Taiwan; [email protected] * Correspondence: [email protected]; Tel.: +886-5-5342601 (ext. 6000) Received: 15 January 2019; Accepted: 4 March 2019; Published: 13 March 2019 Abstract: The Seediq tribe is one of Taiwan’s Indigenous peoples, and they have very traditional weaving techniques. Women of the Seediq weave clothes and quilts for their families as they believe that only women with good weaving skill can pass through the Rainbow Bridge and be reunited with ancestors after they die. However, due to changing society, there is little demand for weaving today, and the norms observed by their ancestors are gradually disappearing, resulting in the declining number of locals capable of weaving. The weaving techniques of these Indigenous people are on the verge of disappearing. Unfortunately, when the government took measures to preserve the techniques by registering Seta Bakan as the preserver of intangible cultural heritage, and launched training classes to save such techniques, no locals were initially interested in learning weaving. After non-Seediq people were allowed to participate in learning, the course attracted weaving lovers from all over the island. The course included five learning phases within four years, which were given in urban communities. In the fourth year, the weaving teacher was invited to carry out a course to teach in her Indigenous village.
    [Show full text]
  • Chinese Language Learning in the Early Grades
    Chinese Language Learning in the Early Grades: A Handbook of Resources and Best Practices for Mandarin Immersion Asia Society is the leading global and pan-Asian organization working to strengthen relationships and promote understanding among the peoples, leaders, and institutions of Asia and the United States. We seek to increase knowledge and enhance dialogue, encourage creative expression, and generate new ideas across the fields of policy, business, education, arts, and culture. The Asia Society Partnership for Global Learning develops youth to be globally competent citizens, workers, and leaders by equipping them with the knowledge and skills needed for success in an increasingly interconnected world. AsiaSociety.org/Chinese © Copyright 2012 by the Asia Society. ISBN 978-1-936123-28-5 Table of Contents 3 Preface PROGRAM PROFILE: By Vivien Stewart 34 The Utah Dual Language Immersion Program 5 Introduction 36 Curriculum and Literacy By Myriam Met By Myriam Met 7 Editors’ Note and List of Contributors PROGRAM PROFILE: 40 Washington Yu Ying Public Charter School 9 What the Research Says About Immersion By Tara Williams Fortune 42 Student Assessment and Program Evaluation By Ann Tollefson, with Michael Bacon, Kyle Ennis, PROGRAM PROFILE: Carl Falsgraf, and Nancy Rhodes 14 Minnesota’s Chinese Immersion Model PROGRAM PROFILE: 16 Basics of Program Design 46 Global Village Charter Collaborative, By Myriam Met and Chris Livaccari Colorado PROGRAM PROFILE: 48 Marketing and Advocacy 22 Portland, Oregon Public Schools By Christina Burton Howe
    [Show full text]
  • THE PHONOLOGY of PROTO-TAI a Dissertation Presented to The
    THE PHONOLOGY OF PROTO-TAI A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Pittayawat Pittayaporn August 2009 © 2009 Pittayawat Pittayaporn THE PHONOLOGY OF PROTO-TAI Pittayawat Pittayaporn, Ph. D. Cornell University 2009 Proto-Tai is the ancestor of the Tai languages of Mainland Southeast Asia. Modern Tai languages share many structural similarities and phonological innovations, but reconstructing the phonology requires a thorough understanding of the convergent trends of the Southeast Asian linguistic area, as well as a theoretical foundation in order to distinguish inherited traits from universal tendencies, chance, diffusion, or parallel development. This dissertation presents a new reconstruction of Proto-Tai phonology, based on a systematic application of the Comparative Method and an appreciation of the force of contact. It also incorporates a large amount of dialect data that have become available only recently. In contrast to the generally accepted assumption that Proto-Tai was monosyllabic, this thesis claims that Proto-Tai was a sesquisyllabic language that allowed both sesquisyllabic and monosyllabic prosodic words. In the proposed reconstruction, it is argued that Proto-Tai had three contrastive phonation types and six places of articulation. It had plain voiceless, implosive, and voiced stops, but lacked the aspirated stop series (central to previous reconstructions). As for place of articulation, Proto-Tai had a distinctive uvular series, in addition to the labial, alveolar, palatal, velar, and glottal series typically reconstructed. In the onset, these consonants can combine to form tautosyllabic clusters or sequisyllabic structures.
    [Show full text]
  • Managing France's Regional Languages
    MANAGING FRANCE’S REGIONAL LANGUAGES: LANGUAGE POLICY IN BILINGUAL PRIMARY EDUCATION IN ALSACE Thesis submitted in accordance with the requirements of the University of Liverpool for the degree of Doctor in Philosophy by Michelle Anne Harrison September 2012 Abstract The introduction of regional language bilingual education in France dates back to the late 1960s in the private education system and to the 1980s in the public system. Before this time the extensive use of regional languages was forbidden in French schools, which served as ‘local centres for the gallicisation of France’ (Blackwood 2008, 28). France began to pursue a French-only language policy from the time of the 1789 Revolution, with Jacobin ideology proposing that to be French, one must speak French. Thus began the shaping of France into a nation-state. As the result of the official language policy that imposed French in all public domains, as well as extra-linguistic factors such as the Industrial Revolution and the two World Wars, a significant language shift occurred in France during the twentieth century, as an increasing number of parents chose not to pass on their regional language to the next generation. In light of the decline in intergenerational transmission of the regional languages, Judge (2007, 233) concludes that ‘in the short term, everything depends on education in the [regional languages]’. This thesis analyses the development of language policy in bilingual education programmes in Alsace; Spolsky’s tripartite language policy model (2004), which focuses on language management, language practices and language beliefs, will be employed. In spite of the efforts of the State to impose the French language, in Alsace the traditionally non-standard spoken regional language variety, Alsatian, continued to be used widely until the mid-twentieth century.
    [Show full text]
  • User's Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version
    Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) User’s Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version NCES 2017-285 U.S. DEPARTMENT OF EDUCATION Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) User’s Manual for the ECLS-K:2011 Kindergarten–Second Grade Data File and Electronic Codebook, Public Version February 2017 Karen Tourangeau Christine Nord Thanh Lê Kathleen Wallner-Allen Nancy Vaden-Kiernan Lisa Blaker Westat Michelle Najarian Educational Testing Service Gail M. Mulligan Project Officer National Center for Education Statistics NCES 2017-285 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Institute of Education Sciences Thomas W. Brock, Commissioner for Education Research Delegated Duties of the Director National Center for Education Statistics Peggy G. Carr Acting Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high- quality data to the U.S.
    [Show full text]
  • An Investigation of Establishing the Indigenous Subjectivity Ecotourism of Atayal People in Taiwan
    An Investigation of Establishing the Indigenous Subjectivity Ecotourism of Atayal People in Taiwan Dr. Yin-Jen Chen, Associate Professor, Graduate Institute of Earth Science, Chinese Culture University, Taiwan Yen-Yu Chen, Ph.D. student, National Taipei University of Technology, Graduate Institute of Technological and Vocational Education, Taiwan Lecturer, St. Mary's Junior College of Medicine, Nursing and Management, Taiwan Dr. Su-Hsin Lee, Professor, Department of Geography, National Taiwan Normal University, Taiwan ABSTRACT In the development of tourism for indigenous peoples, ecotourism tends to be used to relive nature, natural, cultural, and environmental education, and create the opportunity to activate economic development of homelands. Although ecotourism provides a more proactive and positive tourism pattern to tribes, what academics and practitioners care about is that tribal communities develop tourism activities and develop autonomy during the promotion process. How to inherit and extend the spirit, value, and living system of the traditional culture of indigenous peoples, and put them into practice in subjective ecotourism of tribes, is an issue worthy of discussion and reflection. Therefore, this study used multidimensional Scaling to analysis and assesses the perceived status of seven common activity types of tribal ecotourism. This study used nine indices: community empowerment, subjectivity, traditional culture, participation, self-identity, communication, nature-based, conservation, and commerce to perform cluster analysis, benchmark analysis, and assessment on the competitive situation, and further develop appropriate subjective ecotourism mechanisms for indigenous peoples. Multidimensional Scaling and cluster analysis showed that, from the perspective of Atayal people, the community empowerment and subjectivity of “Indigenous Culture Interpretation” were better than other types of ecotourism.
    [Show full text]