FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W199449440> ?p ?o ?g. }

• W199449440 startingPage "484" @default.
• W199449440 abstract "For more than a decade, the media and the general public have been criticizing educational institutions for producing mediocre results, and the government has been pouring astronomical amounts of money into education in an attempt to improve student outcomes. The result so far has been sorely disappointing. Student performance has been at a standstill, if not deteriorating. For the 1992-93 school year, total spending on public elementary and secondary schools was 253.4 billion dollars, a 56% increase, in constant dollars, over the 1980-81 school year. With the single exception of Switzerland, America now spends more on education per student (5,971 dollars, on average) than any other country in the world (Tucker & Lauber, 1994). However, in 1991, American 13-year-olds ranked 13th among 14 nations surveyed in math and 12th among 14 in science, rankings that are essentially unchanged in three decades (Will, 1994). America's public schools are struggling and policy markers have been scrambling for remedies: merit pay, curriculum revision, a longer school day, hoping that a miracle drug or two will cure the problem. To date, the battle for school reform has not been won because Americans, as a society, have failed to identify the real cause of educational failure. Critics of public educational focus on individual teachers or insufficient funds as the cause for poor student outcomes while at the same time children's academic failures are being justified or excused based on a flawed analysis of the real problem. Many maintain (e.g., Glasser, 1992) that students do not learn to their fullest capability mostly because of the inadequate in-school factors -- unmotivated teachers, indifferent administrators, outdated instructional materials, irrelevant curriculum and lessons, etc. This theory insists that if these conditions improve, children will learn and perform better. This is not an accurate diagnosis of the problem, because if that were true, all groups of children attending American schools should be failing. On the contrary, the fact is that many children are learning successfully despite the alleged in-school obstacles. It is a well documented fact that Asian-American children are flourishing in the same schools where other students are failing. Even those Asian-American students with disadvantaged backgrounds, such as South East Asian refugee students with limited English proficiency and low socioeconomic condition, frequently contradict expectations and attain high academic achievement in American schools (Capian, Choy, & Whitmore, cited in Peng & Wright, 1993). How can these Asian-American students learn despite the tremendous language and socio-cultural barriers? Furthermore, why do many American learners fail while these Asian-American students thrive in the same class under the same teacher? Clearly, something beyond school and classroom activities are at work. As Beck (1992) stated, these question may lead to embarrassing answerers, but they must be answered to put this controversial issue into perspective. The author of the present study, through both a review of the literature and cultural comparison, explored the education of Asian-American students and its comparison with children from other ethnic groups in order to ascertain answers to the above-mentioned questions. Asian-American Students and their Education 1. Academic attitudes: What makes Asian-American students effective and competitive learners? In short, Asian-American students' higher appreciation of learning and consequent better classroom behaviors are compelling factors in achieving improved Student performance. Asian-American students, compared with students of other ethnic groups, hold more positive attitudes toward their education and its value. Asian-American Students are more likely to believe that success in life is related to academic achievement (Brand, 1987; Sue and Okazaki, 1990). …" @default.
• W199449440 created "2016-06-24" @default.
• W199449440 creator A5042453231 @default.
• W199449440 date "1995-06-22" @default.
• W199449440 modified "2023-09-24" @default.
• W199449440 title "Student Apathy, Lack of Self-Responsibility and False Self-Esteem Are Failing American Schools" @default.
• W199449440 hasPublicationYear "1995" @default.
• W199449440 type Work @default.
• W199449440 sameAs 199449440 @default.
• W199449440 citedByCount "14" @default.
• W199449440 countsByYear W1994494402014 @default.
• W199449440 countsByYear W1994494402016 @default.
• W199449440 countsByYear W1994494402021 @default.
• W199449440 crossrefType "journal-article" @default.
• W199449440 hasAuthorship W199449440A5042453231 @default.
• W199449440 hasConcept C138885662 @default.
• W199449440 hasConcept C15744967 @default.
• W199449440 hasConcept C162324750 @default.
• W199449440 hasConcept C166957645 @default.
• W199449440 hasConcept C17744445 @default.
• W199449440 hasConcept C199539241 @default.
• W199449440 hasConcept C2778137410 @default.
• W199449440 hasConcept C2778627824 @default.
• W199449440 hasConcept C41895202 @default.
• W199449440 hasConcept C47177190 @default.
• W199449440 hasConcept C50522688 @default.
• W199449440 hasConcept C95457728 @default.
• W199449440 hasConceptScore W199449440C138885662 @default.
• W199449440 hasConceptScore W199449440C15744967 @default.
• W199449440 hasConceptScore W199449440C162324750 @default.
• W199449440 hasConceptScore W199449440C166957645 @default.
• W199449440 hasConceptScore W199449440C17744445 @default.
• W199449440 hasConceptScore W199449440C199539241 @default.
• W199449440 hasConceptScore W199449440C2778137410 @default.
• W199449440 hasConceptScore W199449440C2778627824 @default.
• W199449440 hasConceptScore W199449440C41895202 @default.
• W199449440 hasConceptScore W199449440C47177190 @default.
• W199449440 hasConceptScore W199449440C50522688 @default.
• W199449440 hasConceptScore W199449440C95457728 @default.
• W199449440 hasIssue "4" @default.
• W199449440 hasLocation W1994494401 @default.
• W199449440 hasOpenAccess W199449440 @default.
• W199449440 hasPrimaryLocation W1994494401 @default.
• W199449440 hasRelatedWork W102834456 @default.
• W199449440 hasRelatedWork W1576770187 @default.
• W199449440 hasRelatedWork W1591795765 @default.
• W199449440 hasRelatedWork W1604924327 @default.
• W199449440 hasRelatedWork W183176914 @default.
• W199449440 hasRelatedWork W1973224304 @default.
• W199449440 hasRelatedWork W1994950167 @default.
• W199449440 hasRelatedWork W202193980 @default.
• W199449440 hasRelatedWork W2033686318 @default.
• W199449440 hasRelatedWork W2038283014 @default.
• W199449440 hasRelatedWork W2312451728 @default.
• W199449440 hasRelatedWork W2562180750 @default.
• W199449440 hasRelatedWork W258870370 @default.
• W199449440 hasRelatedWork W304834816 @default.
• W199449440 hasRelatedWork W3122559294 @default.
• W199449440 hasRelatedWork W319755281 @default.
• W199449440 hasRelatedWork W320995998 @default.
• W199449440 hasRelatedWork W809038991 @default.
• W199449440 hasRelatedWork W121781243 @default.
• W199449440 hasRelatedWork W2993457534 @default.
• W199449440 hasVolume "115" @default.
• W199449440 isParatext "false" @default.
• W199449440 isRetracted "false" @default.
• W199449440 magId "199449440" @default.
• W199449440 workType "article" @default.