標(biāo)題: Titlebook: Ethnic Minority-Serving Institutions; Higher Education Cas Weiyan Xiong Book 2020 The Editor(s) (if applicable) and The Author(s), under ex [打印本頁] 作者: Ford 時(shí)間: 2025-3-21 17:35
書目名稱Ethnic Minority-Serving Institutions影響因子(影響力)
作者: 考得 時(shí)間: 2025-3-21 23:22 作者: 無目標(biāo) 時(shí)間: 2025-3-22 02:23
https://doi.org/10.1007/978-3-0348-6688-0In addition to introducing the research background and research methods, this introductory chapter presents the research questions, the significance of this book, and the book structure.作者: Intuitive 時(shí)間: 2025-3-22 06:49 作者: Notorious 時(shí)間: 2025-3-22 10:13 作者: Licentious 時(shí)間: 2025-3-22 16:30
Ethnic Minority-Serving Institutions978-3-030-55792-8Series ISSN 2731-6424 Series E-ISSN 2731-6432 作者: Licentious 時(shí)間: 2025-3-22 17:31 作者: 多余 時(shí)間: 2025-3-22 22:19
https://doi.org/10.1007/978-3-8350-9442-0histories and policies because they are relevant to the formation and development of Tribal Colleges and Universities (TCUs) in the United States and Ethnic Minority-Serving Institutions (EMSIs) in China. This chapter reviews the literature in three primary sections, first by examining the history o作者: Indicative 時(shí)間: 2025-3-23 02:43 作者: Indigence 時(shí)間: 2025-3-23 06:55
Die Entstehungsgeschichte des Indikators,nd Universities (TCUs) and Ethnic Minority-Serving Institutions (EMSIs) also bear other roles relevant to their respective contexts. In specific, TCUs emphasize the importance of tribal nation building, and other roles are tributaries to this ultimate role. For EMSIs, in the centralized higher educa作者: ear-canal 時(shí)間: 2025-3-23 10:37 作者: SPECT 時(shí)間: 2025-3-23 17:09
https://doi.org/10.1007/978-3-642-94429-1 bring challenges from different perspectives, such as the funding sources for TCUs and preferential policies for EMSIs. TCUs and EMSIs face some similar internal challenges like student readiness and preparation and the lack of qualified faculty members; however, the reasons and contexts of these c作者: 果核 時(shí)間: 2025-3-23 19:46
https://doi.org/10.1007/978-3-322-96302-4issions. For the exemplary strategies, practices, and specific programs presented in this chapter, TCUs and EMSIs demonstrate different focuses. In addition to the student-centered strategies and practices, TCUs emphasize their place- and needs-based, and culturally grounded characteristics in their作者: BIAS 時(shí)間: 2025-3-23 22:33
https://doi.org/10.1007/978-3-8349-8709-9 and Universities (TCUs) and Ethnic Minority-Serving Institutions (EMSIs). However, in order to achieve this optimistic future, interviewees from both countries presented different blueprints for TCUs and EMSIs. In addition to increasing their visibility in the United States society, TCUs need to co作者: 裹住 時(shí)間: 2025-3-24 04:06
https://doi.org/10.1007/978-3-8349-6853-1Is) from a comparative perspective to discuss their roles, facilitating factors, challenges and responses, and future development. TCUs and EMSIs have some common roles, facilitating factors, and challenges, and which are also similar to their mainstream counterpart higher education institutions. Ho作者: Adrenaline 時(shí)間: 2025-3-24 08:12 作者: 錯誤 時(shí)間: 2025-3-24 10:55 作者: grotto 時(shí)間: 2025-3-24 18:55 作者: Legion 時(shí)間: 2025-3-24 20:33
American Indians and Alaska Natives and Chinese Ethnic Minorities: Demographics and Higher Educatioies. While promoting education for AIANs and CEMs has been promised for many years by the United States and Chinese governments, both groups are underrepresented in their educational systems, especially at the postsecondary level. This chapter presents the demographic status and higher education access and attainments of AIANs and CEMs.作者: BIBLE 時(shí)間: 2025-3-25 00:16
American Indian and Alaska Native and Chinese Ethnic Minority Higher Education: Evolution, Charactef AIAN higher education since the colonial era and the policies of CEM higher education from 1949. Next is an overview of the characteristics of AIAN and CEM higher education to provide the foundational contexts in which TCUs and EMSIs currently operate. Finally, this chapter summarizes the common challenges faced by TCUs and EMSIs.作者: 雕鏤 時(shí)間: 2025-3-25 05:02
Roles in Support of Indigenous/Ethnic Minority Peoples,tion system of China, their roles, for the most part, follow government policies. In this sense, the roles of EMSIs continually expand and change because of the evolving focus of the Chinese government on higher education in general or particular to Chinese Ethnic Minorities.作者: hazard 時(shí)間: 2025-3-25 11:11 作者: 現(xiàn)任者 時(shí)間: 2025-3-25 13:56 作者: Arthritis 時(shí)間: 2025-3-25 19:22 作者: DEFER 時(shí)間: 2025-3-25 20:41
Discussion: A Comparative Analysis,wever, TCUs and EMSIs have an additional unique purpose to provide indigenous/ethnic higher education, conduct meaningful research, and provide needs-based community service and outreach. Also, their dual missions—especially their attention on culture and language preservation—make them differ from mainstream higher education institutions.作者: 狗舍 時(shí)間: 2025-3-26 03:57
Book 2020es on institutions serving American Indians and Alaska Natives (AIANs) and Chinese Ethnic?Minorities (CEMs), such as Tribal Colleges and Universities (TCUs) in the US and Ethnic Minority Serving Institutions?(EMSIs) in China. Chapters center voices within indigenous and ethnic education, including e作者: 藝術(shù) 時(shí)間: 2025-3-26 06:54
2731-6424 MSIs) in China.Based on interview data from over two dozen T.This book presents a comparative study of the history and development of indigenous and ethnic higher education in the US?and China. The author focuses on institutions serving American Indians and Alaska Natives (AIANs) and Chinese Ethnic?作者: Hormones 時(shí)間: 2025-3-26 10:33 作者: inspiration 時(shí)間: 2025-3-26 15:30
Research Design, Natives and Chinese Ethnic Minorities? This chapter first introduces the analysis framework and then presents a detailed overview of the sampling, data collection, and data analysis approaches used in this study. In addition, a discussion of the comparability of TCUs and EMSIs is also included in this chapter.作者: forecast 時(shí)間: 2025-3-26 19:11 作者: cortisol 時(shí)間: 2025-3-27 00:07
https://doi.org/10.1007/978-3-8350-9442-0f AIAN higher education since the colonial era and the policies of CEM higher education from 1949. Next is an overview of the characteristics of AIAN and CEM higher education to provide the foundational contexts in which TCUs and EMSIs currently operate. Finally, this chapter summarizes the common challenges faced by TCUs and EMSIs.作者: Instinctive 時(shí)間: 2025-3-27 02:39
Die Entstehungsgeschichte des Indikators,tion system of China, their roles, for the most part, follow government policies. In this sense, the roles of EMSIs continually expand and change because of the evolving focus of the Chinese government on higher education in general or particular to Chinese Ethnic Minorities.作者: Kinetic 時(shí)間: 2025-3-27 08:56 作者: octogenarian 時(shí)間: 2025-3-27 10:13
https://doi.org/10.1007/978-3-642-94429-1hallenges often differ. For TCUs, many internal challenges derive from the poverty and social issues on tribal reservations. For EMSIs, their internal challenges come from the general situation of the Chinese higher education system and their relatively marginalized position within this system.作者: Outwit 時(shí)間: 2025-3-27 15:01
https://doi.org/10.1007/978-3-8349-8709-9ntinue to focus on successful strategies and good practices to avoid pitfalls and shortcomings. For EMSIs, they need to improve their ability to take advantage of various national policies. Finally, both the United States and Chinese interviewees stressed the significance of improving the quality of programs offered by TCUs and EMSIs.作者: ELUDE 時(shí)間: 2025-3-27 21:04 作者: defeatist 時(shí)間: 2025-3-28 01:10 作者: concise 時(shí)間: 2025-3-28 02:55 作者: 缺乏 時(shí)間: 2025-3-28 08:37
Meeting Challenges: Highlights of Strategies and Practices in Serving Indigenous/Ethnic Minority Pe demonstrate some innovative practices of ethnic language preservation (e.g., the Tibetan-language textbooks and computer operating system) and the combination of ethnic talent training and community service (e.g., the Graduate Internship Program at Yanbian University).作者: abracadabra 時(shí)間: 2025-3-28 13:10 作者: legacy 時(shí)間: 2025-3-28 15:57
2731-6424 institutions today.?Finally, the author addresses strategies and practices for the future which will better serve AIAN and CEM students and?communities..978-3-030-55794-2978-3-030-55792-8Series ISSN 2731-6424 Series E-ISSN 2731-6432 作者: 招惹 時(shí)間: 2025-3-28 20:22
American Indians and Alaska Natives and Chinese Ethnic Minorities: Demographics and Higher Educatioeased in past decades, they are still much smaller than the majority groups. However, they are significant components of the two populations, while being essential for the cultural diversity in each country. AIANs and CEMs present similar but different demographic characters in the respective countr作者: justify 時(shí)間: 2025-3-29 01:27 作者: lipids 時(shí)間: 2025-3-29 04:01
Research Design,w do Tribal Colleges and Universities (TCUs) and Ethnic Minority-Serving Institutions (EMSIs) address challenges in serving American Indian and Alaska Natives and Chinese Ethnic Minorities? This chapter first introduces the analysis framework and then presents a detailed overview of the sampling, da作者: paltry 時(shí)間: 2025-3-29 07:31
Roles in Support of Indigenous/Ethnic Minority Peoples,nd Universities (TCUs) and Ethnic Minority-Serving Institutions (EMSIs) also bear other roles relevant to their respective contexts. In specific, TCUs emphasize the importance of tribal nation building, and other roles are tributaries to this ultimate role. For EMSIs, in the centralized higher educa作者: 竊喜 時(shí)間: 2025-3-29 15:21 作者: 滔滔不絕地講 時(shí)間: 2025-3-29 17:09
Challenges in Serving Indigenous/Ethnic Minority Peoples, bring challenges from different perspectives, such as the funding sources for TCUs and preferential policies for EMSIs. TCUs and EMSIs face some similar internal challenges like student readiness and preparation and the lack of qualified faculty members; however, the reasons and contexts of these c作者: Astigmatism 時(shí)間: 2025-3-29 20:45
Meeting Challenges: Highlights of Strategies and Practices in Serving Indigenous/Ethnic Minority Peissions. For the exemplary strategies, practices, and specific programs presented in this chapter, TCUs and EMSIs demonstrate different focuses. In addition to the student-centered strategies and practices, TCUs emphasize their place- and needs-based, and culturally grounded characteristics in their
