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Participation Structures in a Reading Lesson with Hawaiian Children: Analysis of a Culturally Appropriate Instructional Event.
Peer reviewed Peer reviewed
Hu-pei Au, Kathryn – Anthropology and Education Quarterly, 1980
Analyzes a sample reading lesson to test the hypothesis that the reading achievement of young (5-8 years old) Hawaiian children was increased because the participation structures in their reading lessons had become more similar to those of the talk story, a major speech event in Hawaiian culture. (Author/GC)
Descriptors: Cultural Context, Cultural Traits, Hawaiians, Primary Education
Translating Culture: From Ethnographic Information to Educational Program.
Peer reviewed Peer reviewed
Jordan, Cathie – Anthropology and Education Quarterly, 1985
Describes how anthropological knowledge has been applied in the Kamehameha Elementary Education Program (KEEP), a multidisciplinary educational research and development effort to create a successful language arts program for underachieving native Hawaiian children. Discusses the process of translating anthropological knowledge into effective…
Descriptors: Classroom Techniques, Cultural Differences, Cultural Influences, Educational Anthropology
Unpackaging Cultural Effects on Classroom Learning: Native Hawaiian Peer Assistance and Child-Generated Activity.
Peer reviewed Peer reviewed
Weisner, Thomas S.; And Others – Anthropology and Education Quarterly, 1988
Presents the results of observation and interview studies of sibling caretaking and peer assistance in Native Hawaiian contexts, and compares these activities in natal and school activity settings. Classrooms should be accommodated to selected features of natal culture activity settings. (Author/BJV)
Descriptors: Class Activities, Classroom Environment, Classroom Research, Cultural Context
Explaining School Failure, Producing School Success: Two Cases.
Peer reviewed Peer reviewed
Vogt, Lynn A.; And Others – Anthropology and Education Quarterly, 1987
Specific cultural differences underlie school failure. A program successful in helping one ethnic majority may be incompatible with another minority group. Programs must be made culturally specific for each group. Examples are given of the KEEP program used with Hawaiians and Navajos. (VM)
Descriptors: Academic Failure, Adjustment (to Environment), Classroom Techniques, Cultural Awareness