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Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study attempts to understand the nature of the cultural and linguistic experiences that affected a single, monolingual, female teacher during her first overseas experience in an American school in Brazil. A descriptive, qualitative, case study methodology utilized extensive observations, video-taping, and interviews with the teacher, her colleagues, students, and parents to explore how those experiences affected her perceptions and actions towards her colleagues, students, and parents, and how she made sense of these experiences. At the time of this study, there were an estimated 1,000 international schools worldwide, and just over half of these were autonomous institutions sponsored by a variety of interests and corporations. The Escola Americana de Campinas fits into this group. As a worldwide average, the U.S. student population in international schools today is about 30 percent of the total enrolment, and the majority of overseas-hire native English speaking teachers are female, white, middle class and monolingual; many are not adequately prepared for the challenges of teaching children who have different linguistic and cultural backgrounds. The study of one such teacher describes the cultural and linguistic discomfort she experienced in her daily life, and with her colleagues and parents. Although she was pedagogically competent, she was not open to changing her teaching practices to more effectively teach students with different cultural and linguistic backgrounds. However, as this teacher learned to speak some Portuguese she became empathetic to some of the linguistic needs of her multi-lingual and multi-cultural students. This case study suggests that this teacher's personal and professional reasons to live and work overseas did not enable her to anticipate and to face the challenges she experienced. She did not have the training or experience to work with a diverse group of students, and the school did not provide adequate support to help her adjustment. This study offers implications and practical suggestions for recruitment agenc1es, administrators, teachers, and pre-service institutions faced with such situations. / 2031-01-02

Thesis (M.M.E.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

A Comparative Study of Operation of Overseas Schools of Taiwan and USA Tsen-Fei Lin Abstract The study was designed to achieve two goals¡Gthe first was to discuss the background, the actual state, and the problems of overseas Taiwan schools and overseas American schools. Second goal was to compare the operation of overseas Taiwan schools and overseas American schools. In order to achieve the above aims, the researcher adopted Bereday¡¦s comparative studies as the major research method, and assisted with the method of documentary analysis and semi-structured interview. Firstly, to describe and interpret the development of subjects containing Chinese Taipei School (Penang), Jakarta Taipei school, Chinese Taipei School (Kuala Lumpur), Surabaya Taipei International School, Taipei School in Ho Chi Minh City, and the American-Sponsored Overseas Schools. Secondly, for the comparison and analysis, to use the nine comparative points including the background of schools¡¦ establishment, the property of schools, the board of directors, enrollment, faculties, curriculum, finances, facilities, and encountering problems. Thirdly, the researcher proposed four tentative conclusions¡G 1. For Taiwan and America, the operation of overseas schools is getting institutionalized. 2. Because of the distinctive environment, students in overseas Taiwan schools and overseas American schools have different performances when compared with native students. 3. Students from overseas Taiwan schools and overseas American schools choose to enter a higher school of centre countries. 4. Because of centralization, overseas Taiwan schools have less autonomy. To support the four hypotheses above, the researcher concluded the following fix finding¡G 1. The goal of establishment of overseas Taiwan schools and overseas American schools is to satisfy the need of their people and country. 2. The operation of overseas Taiwan schools and overseas American schools is full of autonomy and diversity. 3. Overseas American schools have more autonomy when compared with overseas Taiwan schools. 4. The encountering problems of overseas Taiwan schools and overseas American schools are almost similar. 5. The operation of overseas American schools is more institutionalized than overseas Taiwan schools. 6. The management of overseas Taiwan schools and overseas American schools can develop their own school-based curriculum. Finally, suggestions were proposed to the education authorities, schools and for future research.

Thesis (M.S.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Mar. 8, 2009). Thesis advisor: Daniel Feller. Vita. Includes bibliographical references.

This qualitative study uses the lens of expectation theory to highlight the educational achievements of Cameroonian youths in American educational institutions as it also examines their individual educational experiences and the many challenges (social, cultural, and academic) that each encountered in his or her journey toward significant educational outcomes. Findings from this study challenge the misconception that students coming into the United States other than from Asia and Europe are academically inferior to their counterparts born in the U.S. Six francophone Cameroonian-born young adults between the ages of 19-30 residing in the Atlanta, Georgia metropolitan area participated in this study. Each had completed at least one full academic year in an American educational institution. Data collection included virtual interviews with follow-ups carried out via text exchanges and phone conversations. Participants reported experiences language barriers in U.S. education settings. Even students with strong knowledge of English or multiple years in English-speaking classrooms struggled with differences between British/Cameroonian spoken English and American pronunciations and accents. In addition, many students did not feel a sense of belonging in school until they had opportunities to be in classes with or interact with other students that share a similar background or until teachers recognized their potential. All participants felt a strong sense of parental expectation and were influenced by perceptions of teachers’ expectations. Findings of this study align with previous studies that identified influential factors of educational attainments for immigrant youths including the importance of family expectations, teacher expectations, and students’ sense of self-efficacy. Data also suggest that gender and birth order influence Cameroonian parents’ expectations related to household responsibilities and obligations towards siblings and that both male and female participants equally perceived parental expectations to achieve academically. This study suggests that institutions serving Cameroonian immigrant student, specifically, and immigrant students in general may better serve those students by understanding their needs and the specific barriers they may face. It may be helpful to provide language support, even for students who have strong command of written English, and to create meaningful opportunities to create supportive social networks during the transition to schooling in the U.S.

The purpose of this study is to determine the extent of some of the problems of the Latin-American schools, survey one such school in operation, and study some proposed remedies for any inequalities that might exist.

A pesquisa teve como objetivo estudar as escolas americanas de confissão protestante na província e depois estado se São Paulo, na perspectiva de conhecer como se deu a presença da música nestas escolas. O período que está sendo enfocado nesta pesquisa é de 1870 a 1920. A educação musical no período é um campo particularmente fértil, por não ter sido suficientemente estudada, seja no campo da História da Educação ou no campo da Educação Musical. Neste período, verifica-se uma nova conformação cultural que se deu na sociedade brasileira e, em particular na sociedade paulista, com a presença das denominações protestantes no Brasil e o desenvolvimento de uma rede de escolas americanas protestantes num cenário onde circulavam as tradicionais influências portuguesas, francesas e alemãs. Apoiada na bibliografia, esta pesquisa constatou que essas escolas se apresentavam enquanto a possibilidade de uma melhor formação, que a oferecida pelas escolas nacionais, sendo por isso, apoiadas pelos liberais e republicanos, os quais valorizavam o seu caráter democrático, os métodos atualizados e um particular interesse pela educação feminina. Foi retomado o estudo da inserção da música a partir da Reforma Protestante com o propósito de entender como foi utilizada a música na igreja e para verificar se esta teria influenciado o ensino da música nas escolas americanas dessa confissão. Em seguida foram estudadas três escolas protestantes em São Paulo ligadas a três Igrejas Históricas (Presbiteriana, Metodista e Batista), bem como o repertório musical nelas praticado, com o objetivo de comprovar se aquele movimento se verificou também nesse episódio histórico da educação paulista, trabalhando no campo interdisciplinar de pesquisa. Utilizamos como fontes primárias entre outros materiais inéditos, partituras e coletâneas musicais. / The research aimed at studying American schools professing the protestant faith in the province and then the state of São Paulo, in the perspective of getting to know the ways in which music was present in these schools. The time period focused in this research ranges from 1870 to 1920. Musical education in this period is a particularly rich field as it has not been studied thoroughly enough whether in the field of the History of Education or in that of Musical Education. A new cultural framework is apparent as having taken place in the Brazilian society, markedly in the society of São Paulo, resulting from the presence of protestant denominations in Brazil and the development of a network of American protestant schools in a setting where traditional Portuguese, French and German influences were present. Supported by the bibliography, this research evidenced that these schools seemed to provide better quality of education than that of the national schools, being therefore supported by the liberals and republicans who valued their democratic nature, updated methodology and noteworthy interest in female education. The study of the insertion of music starting with the Protestant Reformation was resumed with the intent of understanding how music was used in the church and to verify if the later may have influenced the teaching of music in the American schools which professed such faith. Afterwards, working in the interdisciplinary field of research, three protestant schools located in São Paulo were studied, which are associated with three Historical churches (Presbyterian, Methodist and Baptist), as well as the musical repertoire practiced in them, with the intent of attesting if that movement was also present in this historical episode of education n São Paulo. Partitions and musical collections, among other unique material, were used as primary source.

A pesquisa teve como objetivo estudar as escolas americanas de confissão protestante na província e depois estado se São Paulo, na perspectiva de conhecer como se deu a presença da música nestas escolas. O período que está sendo enfocado nesta pesquisa é de 1870 a 1920. A educação musical no período é um campo particularmente fértil, por não ter sido suficientemente estudada, seja no campo da História da Educação ou no campo da Educação Musical. Neste período, verifica-se uma nova conformação cultural que se deu na sociedade brasileira e, em particular na sociedade paulista, com a presença das denominações protestantes no Brasil e o desenvolvimento de uma rede de escolas americanas protestantes num cenário onde circulavam as tradicionais influências portuguesas, francesas e alemãs. Apoiada na bibliografia, esta pesquisa constatou que essas escolas se apresentavam enquanto a possibilidade de uma melhor formação, que a oferecida pelas escolas nacionais, sendo por isso, apoiadas pelos liberais e republicanos, os quais valorizavam o seu caráter democrático, os métodos atualizados e um particular interesse pela educação feminina. Foi retomado o estudo da inserção da música a partir da Reforma Protestante com o propósito de entender como foi utilizada a música na igreja e para verificar se esta teria influenciado o ensino da música nas escolas americanas dessa confissão. Em seguida foram estudadas três escolas protestantes em São Paulo ligadas a três Igrejas Históricas (Presbiteriana, Metodista e Batista), bem como o repertório musical nelas praticado, com o objetivo de comprovar se aquele movimento se verificou também nesse episódio histórico da educação paulista, trabalhando no campo interdisciplinar de pesquisa. Utilizamos como fontes primárias entre outros materiais inéditos, partituras e coletâneas musicais. / The research aimed at studying American schools professing the protestant faith in the province and then the state of São Paulo, in the perspective of getting to know the ways in which music was present in these schools. The time period focused in this research ranges from 1870 to 1920. Musical education in this period is a particularly rich field as it has not been studied thoroughly enough whether in the field of the History of Education or in that of Musical Education. A new cultural framework is apparent as having taken place in the Brazilian society, markedly in the society of São Paulo, resulting from the presence of protestant denominations in Brazil and the development of a network of American protestant schools in a setting where traditional Portuguese, French and German influences were present. Supported by the bibliography, this research evidenced that these schools seemed to provide better quality of education than that of the national schools, being therefore supported by the liberals and republicans who valued their democratic nature, updated methodology and noteworthy interest in female education. The study of the insertion of music starting with the Protestant Reformation was resumed with the intent of understanding how music was used in the church and to verify if the later may have influenced the teaching of music in the American schools which professed such faith. Afterwards, working in the interdisciplinary field of research, three protestant schools located in São Paulo were studied, which are associated with three Historical churches (Presbyterian, Methodist and Baptist), as well as the musical repertoire practiced in them, with the intent of attesting if that movement was also present in this historical episode of education n São Paulo. Partitions and musical collections, among other unique material, were used as primary source.

"The purpose of this study is to determine the extent to which industrial arts is taught in the Negro high schools of Texas, the number of pupils enrolled in the schools, the types of programs offered the amount and kind of equipment provided for teaching industrial arts, and the qualifications of the teachers."--4.