東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

"Why Are You Here?": Exploring the I...

Stemper, Kathryn.

FindBook

Google Book

Amazon

博客來

"Why Are You Here?": Exploring the Intersection of Education Policy and Language Revitalization in One Indigenous Language Immersion School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Why Are You Here?": Exploring the Intersection of Education Policy and Language Revitalization in One Indigenous Language Immersion School./
作者:	Stemper, Kathryn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	149 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Education policy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29392567
ISBN:	9798352906934

"Why Are You Here?": Exploring the Intersection of Education Policy and Language Revitalization in One Indigenous Language Immersion School.
Stemper, Kathryn.

"Why Are You Here?": Exploring the Intersection of Education Policy and Language Revitalization in One Indigenous Language Immersion School. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 149 p.

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--University of Minnesota, 2022.

This item must not be sold to any third party vendors.

This study explores the contextual relationships between education policy and revitalization of Indigenous languages in school settings. This qualitative study analyzes how relevant education policy is understood, implemented, and practiced at one public charter K-8 Indigenous language immersion school. Drawing on critical education policy (Diem et al., 2014) and critical language policy frameworks (Tollefson, 2006), this project utilizes Interpretive Policy Analysis (Yanow, 2000) to inquire how does and how can K-12 educational policy mediate language revitalization? Based on analysis of six interviews with school teachers and administrators, juxtaposed with review of relevant policy documents, this study addresses this question by illuminating the ways varied policies have simultaneously supported and challenged the school in this study to exist and to fulfill its mission of language and cultural revitalization and reclamation. Analysis focuses on three areas of policy that the school community has had to navigate: approval of the school's charter authorization, teacher certification, and standardized testing. This study provides nuanced examples and discussion of how these policies have been experienced by the school community. Findings inform our understanding of the intersection between education policy and Indigenous language revitalization in school settings, and thus have implications for policy making at multiple levels.

ISBN: 9798352906934Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Language policy

"Why Are You Here?": Exploring the Intersection of Education Policy and Language Revitalization in One Indigenous Language Immersion School.
LDR:02696nmm a2200373 4500 001 2396355
005 20240611104231.5
006 m o d
007 cr#unu||||||||
008 251215s2022 ||||||||||||||||| ||eng d
020 $a 9798352906934
035 $a (MiAaPQ)AAI29392567
035 $a AAI29392567
040 $a MiAaPQ $c MiAaPQ
100 1 $a Stemper, Kathryn. $3 3766045
245 1 0 $a "Why Are You Here?": Exploring the Intersection of Education Policy and Language Revitalization in One Indigenous Language Immersion School.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 149 p.
500 $a Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
500 $a Advisor: King, Kendall.
502 $a Thesis (Ph.D.)--University of Minnesota, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a This study explores the contextual relationships between education policy and revitalization of Indigenous languages in school settings. This qualitative study analyzes how relevant education policy is understood, implemented, and practiced at one public charter K-8 Indigenous language immersion school. Drawing on critical education policy (Diem et al., 2014) and critical language policy frameworks (Tollefson, 2006), this project utilizes Interpretive Policy Analysis (Yanow, 2000) to inquire how does and how can K-12 educational policy mediate language revitalization? Based on analysis of six interviews with school teachers and administrators, juxtaposed with review of relevant policy documents, this study addresses this question by illuminating the ways varied policies have simultaneously supported and challenged the school in this study to exist and to fulfill its mission of language and cultural revitalization and reclamation. Analysis focuses on three areas of policy that the school community has had to navigate: approval of the school's charter authorization, teacher certification, and standardized testing. This study provides nuanced examples and discussion of how these policies have been experienced by the school community. Findings inform our understanding of the intersection between education policy and Indigenous language revitalization in school settings, and thus have implications for policy making at multiple levels.
590 $a School code: 0130.
650 4 $a Education policy. $3 2191387
650 4 $a Language. $3 643551
650 4 $a Native American studies. $3 2122730
653 $a Language policy
653 $a Language revitalization
653 $a Language-in-education Policy
690 $a 0458
690 $a 0679
690 $a 0740
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1024107
773 0 $t Dissertations Abstracts International $g 84-04A.
790 $a 0130
791 $a Ph.D.
792 $a 2022
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29392567