ERIC Number: ED348871
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Introducing Chinese into High Schools: The Dodge Initiative.
Moore, Sarah Jane; And Others
A study investigated results of the 1982 Geraldine R. Dodge Foundation initiative to expand teaching of Chinese in high schools. The approach taken was to examine the entire range of elements in the Dodge initiative at 55 schools where projects were funded, drawing from questionnaires, site visits, and interviews. Additional, different questionnaires were sent to 105 schools with Chinese programs not under Dodge funding and to college Chinese professors. The report offers background information on the Dodge program, an overview of the study's design, and extensive summaries of results concerning school and program characteristics, teachers, content of instruction, teaching practices and resources, and student characteristics and attitudes. Findings and recommendations are also reported. It was found that the Dodge strategy included spreading funding broadly across the country, selecting schools with records of high academic achievement, insisting on formal commitment and an approved action plan, supporting development of a new text, organizing summer teacher workshops, and importing native speakers. Recommendations for program emulation and general Chinese language teaching policy issues are noted. Appended materials include an essay on the difficulty of Chinese, a list of states with teacher training programs in Chinese, and 1991 public and private high school enrollments in Chinese. (MSE)
Descriptors: Chinese, Curriculum Design, Educational Policy, High Schools, Language Enrollment, National Surveys, Private Financial Support, Program Development, Research Methodology, Second Language Instruction, Second Language Programs, Secondary Education, Student Characteristics, Teacher Education
National Foreign Language Center at the Johns Hopkins University, 1619 Massachusetts Avenue, N.W., Suite 400, Washington, DC 20036 ($7.50).
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Johns Hopkins Univ., Washington, DC. National Foreign Language Center.