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South Asians first began to arrive in the U.S. in large numbers fewer than 50 years ago. U.S. South Asian children experience acculturation differently from their parents. First-generation South Asian parents' attempts to retain ethnic traditions through child rearing may result in intergenerational conflict. This collective case study considers South Asian immigrants' experiences with and perspectives about child rearing, with particular emphasis on traditions surrounding dating and marriage. Emergent themes center around differences in gender role socialization, taboos associated with mixed-gender socialization, and children's deference to elders' authority. Dichotomies between collectivistic and individualist worldviews affecting socialization and familial dynamics are explored through immigrants' own words. [ABSTRACT FROM AUTHOR]

In India, practices relating to pregnancy, childbirth and child development have been rooted in cultural beliefs and traditions that are based on knowledge contained in ancient Indian texts. Many Indians residing across the globe continue to observe these practices. Some may find it challenging to do so when they are residing abroad, away from familiar surroundings and separated from their extended families. A small body of research exists that shows that migrant Indian women do observe traditional maternal practices based on cultural beliefs, but there is a need to learn more about how this knowledge is acquired, disseminated and preserved. This qualitative case study examines how immigrant women from India in the United States (US) acquire knowledge about and observe traditional maternal practices. Interviews and participant observation indicate that the women in this study adroitly mixed many traditional practices with the medical model of care provided in the US, and importantly, most of them followed these practices more as a deference to the norms laid out by their elders. The goal of traditional practices appeared to be to ensure birth of healthy infants. [ABSTRACT FROM AUTHOR]

The article offers information on a school-wide effort in learning history. Relative to this concern, the students at Ridgedale Elementary School in Knoxville, Tennessee were made to write about the most memorable events they have encountered at Ridgedale. Their teachers were also made to ponder what messages they would like to impart to those who will be teaching in this school in the future. The parents also participated in this activity by gathering historical accounts of Ridgedale's past in newspaper clippings, through the minutes of the various meetings held during the school's history, and through interactions with the ten principals who have served the school since its opening in 1954.

Presents a summary of oral-history interviews with Asian Indian immigrants who reside in Indiana. Views of the participants on the interaction of identity and tradition; Implications of the differing views of immigrants on Indian and U.S. cultural practices; Significance of the oral history project.

The article discusses the rationale, planning strategies, and lessons from 2nd and 5th grade teachers' classrooms in the United States for implementing a women's history project using local inputs and resources. Social studies teachers can use the national curriculum standards related to family/community history projects to plan effective instruction that integrates sound content and promotes parent and school collaboration. A number of recommended strategies found in social studies literature is outlined.

Five middle grades teachers developed and implemented MI-based units of instruction. Participants experienced varying levels of collegial support for MI-based instruction, found students both embraced and avoided learning choices, noted importance of students' realizing their own personal learning strength(s), and reported motivation for continued MI use in instructional planning. [ABSTRACT FROM AUTHOR]

Studies the experiences of Asian and Hispanic immigrant students in American society and schools. Dominant religions in South Asia; Respect for family and elders; Emphasis on education; Diversity among Hispanic peoples; Need for teachers in diverse environments to understand their students' backgrounds in order to effectively communicate with them; Means of teaching new information. INSET: Research methods..

Discusses the impact of American culture to the themes identified by women immigrants in the United States. Family redefinition; Women's roles; Women's opportunities; Reasons for longing an ethnic community; Awareness of limitations; Fear of growing old in United States; Consciousness of the pull of heritage; Daughters having lives different from their mothers.

Contends that artifact collections help children interpret history. Description of the items that could be used; Instructions on using these items in the classroom; Developing a unit of study; Examples of how different teachers used the artifacts.

Presents the steps in the construction of a science shoebox, a shoebox kit which contains a set of materials and instructions for a single activity or experiment. Materials and procedure for the experiment `Why Does Bread Rise?'; `Balloon in a Bottle'; `Herbs and Spices'; `Magnetic Attraction'; `Blow the Man Down'; `How Fast Does It Fall?'.

Provides information about the use of computer-assisted instruction (CAI) in teaching gifted children. Advantages of CAI; Limitations; Selecting appropriate software.

Focuses on a teacher's strategy of teaching children about the law. How to teach young children in comprehending the principles involved in law-related education; Strategy of introducing law on the basis of what the children know; Components of the laws; Several levels of the law; Focusing on justice and fairness; More information. INSET: Annotated bibliography..

Focuses on major problems associated with gifted programs, as identified by members of a graduate class in elementary school administration and all practicing classroom teachers. Knowledge; Scheduling; Communication; Concerns; Recommendations.