首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
In recent years Icelandic schools have seen an increase in students with immigrant background. These changes require schools and teachers to respond to the educational needs these students may have. The aim of this article is to examine these changes by looking at the experience of teachers and parents of immigrant students regarding their education. As part of this qualitative research, 38 teachers were interviewed in focus groups with a view to the challenges and experiences of teaching immigrant students. Ten parents were also interviewed individually about their experiences of Icelandic schools and their children’s education. The findings revealed that teachers are unsupported in their quest for understanding and managing multicultural education and that the Icelandic school system challenges foreign parents’ understanding of school as a traditional place for learning. It is suggested that addressing the lack of collaboration and discussion between both parties on students’ needs and parents’ expectations could improve the education of immigrant students.  相似文献   

2.
The study aimed to examine the perceptions of immigrant parents regarding their school’s efforts to encourage three types of parent involvement: Parenting, Communicating, and Learning at Home. The sample includes 106 immigrant parents with children who were enrolled in English Language Learners programmes at 10 schools in a suburban school district in Minnesota, USA. The results showed that depending on their ethnicities, the children’s school levels and the father’s educational level, the perceptions of the parents were significantly different in terms of the “Parenting” and “Learning at Home” involvement types. Mother’s educational level was significantly correlated to the languages used at home and to their children’s academic achievement in English. Results indicated that schools should consider ethnic backgrounds and educational levels of parents, and languages used at home to instil as collaborations between immigrant parents and schools.  相似文献   

3.
The immigrant population in Hong Kong is steadily increasing every year. This immigrant population largely comprises families, most of whom have pre-school and school-age children. However, limited information is known on the practices that immigrant parents adopt when they become involved in their children’s schooling. In the present study, the researcher implemented a Quality Education Fund project called ‘Building a caring community: Family support and empowerment.’ The project aimed to promote parent education and to build a caring community by implementing a group parent education program (GPEP) for low-income and new immigrant parents. The parent leaders conducted an outreach parent education program in which the low-income, new immigrant parents (target parents) had their children enrolled in two kindergartens. The parent leaders imparted parenting knowledge, shared positive parenting strategies, and exchanged their own experiences with target parents. The present research aims to study how new immigrant parents evaluate their experiences and the effectiveness of the GPEP. Results suggest that providing opportunities for mutual support and emotional healing correlates with improved parenting attitudes and practices.  相似文献   

4.
Abstract

This study focuses on the parental involvement among Eastern European immigrant parents of elementary school students in Canada. Interviewed parents (N?+?19) were educated in several Eastern European countries and had children attending elementary schools in the province of Ontario at the time of the study. The analysis was informed by the concepts of social and cultural capital developed by Pierre Bourdieu. It was found that Eastern European immigrant parents see their role supporting children mainly in the home by emphasizing academic achievement and extracurricular activities. Despite high levels of cultural capital there was a variation in the amount of social capital available to immigrant parents. Those who managed to recreate rich social networks in the new country communicated with teachers more successfully and were satisfied with school.  相似文献   

5.
Dismay and Disappointment: Parental Involvement of Latino Immigrant Parents   总被引：2，自引：0，他引：2  
Parental involvement in schools has become more popular over the past decade due to Goals 2000 and research suggesting that student academic success increases when parents are included in the education of their children. Although researchers have examined the issue of parents and schools, limited research on parental involvement has been conducted within immigrant communities. Latino immigrant parents within a predominantly Latino community in California were interviewed. Although the community has strong Latino roots, these immigrant parents believed the schools do not listen or care to listen to their needs as parents. The parents in this study desired to be a part of their children's education, but forces within their children's school prevented them from doing so. The parents wished that teachers would be available to speak about grades, be able to find interpreters during open house and at other times throughout the school day, and communicate with the parents when their child is in need of assistance. Due to the apparent walls that had been established within the school's structure, the parents in this study felt abandoned and helpless while trying to gain information regarding their children's education. Parents in this study were so passionate about their stories that they pleaded with the researcher to let their story be heard in the researchers' teacher education courses so future teachers would know how immigrant parents felt.  相似文献   

6.
Drawing on 3 years of observational, survey, and interview data, this article highlights the importance of communities of practice (Lave & Wenger, 1991) for school staff members supporting Spanish-speaking, newcomer students in large, comprehensive high schools that often lack the resources to directly support this population. We highlight how a research project focused on the implementation and development of a bilingual math and science curriculum across 4 schools in urban and rural California provided teachers, counselors and school leaders the necessary space and community to know what and how to best serve immigrant, Spanish-dominant students. The article demonstrates how these school staff people leveraged the research project meetings and check-ins with research assistants to share best practices and common challenges across schools and roles when working with newcomer students.  相似文献   

7.
The recent presidential election and an increase in anti-immigrant rhetoric and deportations foster greater uncertainty and fear in Mexican American immigrant communities. In the border city of El Paso, Texas, teachers and principals report how fear and uncertainty negatively impact their campuses, students, and school-family relationships. The purpose of this article is to prompt a regional and national discussion about the preparation of principals who work in Mexican American and immigrant communities, because current professional standards and so-called “best-practices” in school leadership do not sufficiently address the critical social justice issues central to supporting students and families in the present and immediate future. To catalyze this dialogue, I offer five school leadership recommendations developed in collaboration with El Paso teachers and school leaders working in Mexican American immigrant communities. I hope scholars, educators, policymakers, parents, and activists will collectively consider these recommendations as well offer other viable solutions, strategies, practices, and approaches to preparing school leaders in these uncertain and unjust times.  相似文献   

8.
Massive population shift is a current global reality – especially given some of the latest development on European shores; some are calling it a humanitarian crisis. Although the United States (US) receives a large number of immigrants (documented and not) and about 70,000 refugees each year, it is certainly not the only nation to do so. Industrialized nations that receive migrants through immigration policies are typically referred to as “receiving” nations. The article addresses two main questions: (1) how well immigrant students across 17 receiving industrialized nations are doing according to the Programme for International Student Assessment (otherwise known as PISA), and (2) how are educators, immigrant and refugee parents and students experiencing integration in the school context. The education of immigrant and refugee students is a complex global issue that requires better understanding, collaborative attention, and long-term investment of several stakeholders.  相似文献   

9.
The purpose of this study is to investigate Korean immigrant mothers’ perspectives on their involvement in American schools. In-depth interviews were conducted with six mothers. The findings indicated that the Korean mothers confronted difficulties while contacting teachers and participating in school activities. These difficulties included linguistic and cultural barriers, feelings of discrimination, and limited school support. Suggestions for both teachers and parents are discussed. In order to build effective and trusting partnerships, teachers need to be sensitive to Korean parents’ needs and perspectives while Korean mothers need to participate in American schools more actively by voicing their concerns and helping teachers understand their unique cultural values.  相似文献   

10.
ABSTRACT

The author examined how characteristics related to individual, family, and school environments contribute to immigrant students’ homework completion. Participants were 192 newcomers in an urban high school designed to serve English language learners. Hierarchical multiple regression analyses were conducted with data compiled from a larger project on role of homework in immigrant adolescents’ academic lives. The author found that students’ homework completion is shaped by (a) gender, engagement in school, homework environment and learning styles; (b) parental homework support and family conflict; and (c) perceived school violence and school homework supports. The effect of perceived school violence on homework completion differed for boys and girls. Boys’ homework completion was more adversely affected by higher perceptions of violence at school than that of girls.  相似文献   

11.
Latinos, particularly Mexican immigrants, are the fastest-growing population in the United States but lag behind others in educational attainment. Parent involvement in their child's education has been linked to positive student academic outcomes, but few studies have focused specifically on Latino/a parents. To identify and promote culturally salient parent involvement approaches for Mexican immigrant parents, this qualitative strength-based study investigated motivations, actions, and culture of 11 Mexican immigrant parents of students who attended a selective college preparatory high school. The study found that a parent's effort to help their children succeed is not dependent on high levels of parent education or income. Rather, the home-based strategies, many of which are rooted in the Latino culture, and specific outreach by educators influenced parent involvement.  相似文献   

12.
The authors' goal was to identify ways in which Korean immigrant parents define the concept of parental involvement and to examine the statistical significances of interrelationships among these meanings. Seventy-seven parents responded to an open-ended question that asked them to define the meaning of parental involvement; 141 responses were analyzed. Qualitative analysis resulted in four distinct categories: (a) support at home (68.8%), (b) home–school connection (17.7%), (c) participation in school (5.0%), and (d) duty (8.5%). The category of support at home was divided into three subcategories: Support of nonacademic development (31.9%), support of emotional psychological development (29.1%), and support of academic success (7.8%). A correlational analysis indicated that support of emotional psychological development was negatively correlated with home–school connection and support of academic success. The parents who considered parental involvement to be their duty did not perceive their roles as participating in home–school connections and supporting nonacademic development activities.  相似文献   

13.
In this article, the research findings of a deconstructive visual ethnography focused on the production of immigrant girls’ identities will be analysed. This collaborative research project involved experimentation with a dialogic curriculum aimed at creating diverse identity narratives with immigrant girls at an urban primary school in Barcelona. Using a theory of subjectivity based on feminist post‐structuralism and subaltern studies, I will deconstruct: (1) the role of ‘subjugated knowledges’ when the curriculum is used to rewrite children’s cross‐cultural narratives; (2) the production of local/global children’s identities through the interaction between ethnic, racial, gender, age and social class subjective and learning positions; and (3) the creation of new curricular spaces and times in which differences are empowered and distance is transformed between schools and families, public and private knowledge, official and subaltern identities, as well as between teaching and research.  相似文献   

14.
Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a ‘tourist’ approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre.
相似文献   

15.
The Negativism of Corporal Punishment   总被引：1，自引：1，他引：0  
Educators and policymakers often believe that immigrant children perform better in school if they and their families culturally assimilate and assume the characteristics prevalent in the dominant mainstream society. Therefore, ethnic retention (i.e., immigrant families and people of color embracing their own ethnic values, artifacts, and practices) is frequently thought to be a major factor leading to academic underachievement. However, based on empirical evidence, ethnic retention is actually predictive of higher academic achievement among children from immigrant families. For blacks, although the academic benefits of cultural retention seems credible, the matter is more complex given the longer history of social oppression collectively experienced in the community. In this article, the author discusses the classroom and policy implications of these empirical findings.  相似文献   

16.
Figuring “Success” in a Bilingual High School   总被引：1，自引：0，他引：1  
Using the concept of figured worlds, this article demonstrates how the faculty, staff, and students of Gregorio Luperón High School in New York City figured “success” by prioritizing the students’ linguistic and cultural resources. “Success” was constructed specifically through granting Spanish high status, developing positive teacher–student relationships, and relying upon the cultural artifact of the opportunity narrative. This qualitative ethnographic study focuses on the school-related social interactions that took place among students, teachers and staff, to explore the socially and locally constructed model of success within this bilingual high school for newly arrived, Spanish-speaking immigrant youth. Ali Michael is a PhD candidate in Teaching Learning, Curriculum and Society at the University of Pennsylvania. Her academic and research interests include whiteness studies, multicultural education and anthropology of education. Norma Andrade is the Language and Latin American Coordinator and Advocate for a non-profit organization, Refugee Women’s Alliance, located in Seattle, Washington. She advocates for the immigrant and refugee communities in Washington State. Lesley Bartlett is an assistant professor at Teachers College, Columbia University. Her research and teaching interests include anthropology of education, comparative and international education, sociocultural studies of literacies, transnationalism, and schooling across the Americas.  相似文献   

17.
Relatively little research has examined the ways in which immigrant Latino parents can effectively support their adolescent children’s schooling. To address this gap, we conducted in-depth interviews with 32 Mexican-heritage 9th graders. Students identified parents’ advice giving as the most salient form of involvement. Parental advice emphasized the importance of persisting in school, avoiding hardship as experienced by parents, and exhibiting social competence in relationships with peers and teachers. Parental advice giving was transmitted most effectively in the context of parent–child closeness. The findings form a basis for fostering effective and sustainable parent–school partnerships.  相似文献   

18.
This paper discusses the results of an action-research project developed in a federation of Parents Associations (PAs) in Catalonia, aimed at helping PAs involve immigrant families. First, I nuance the idea of participation in schools to highlight some of the problems associated with participative initiatives targeting ‘hard to reach’ parents. Then, I borrow the notion of Intermediary Organizations (IOs) to assess in what ways PAs may be able to become a valuable resource to help schools involve immigrant parents. In this regard, I analyse the situation of Pas located in multicultural contexts. Then, three specific PA projects are discussed to illustrate PA’s strengths and weaknesses when leading their own projects. In conclusion, I argue that, in order to work as truly IOs, PAs must: (a) build on the experiences of successful PAs leading projects; (b) strengthen their organizational closure; and (c) lessen their responsibility to carry on important school services.  相似文献   

19.
In Sweden, calls for partnership between state institutions and local communities punctuate discussions of a number of areas of public policy. In this article, the discourse of partnership is analyzed in recent developments in Swedish educational policy, and particularly the involvement of ‘immigrant parents’ as partners collaborating with the school. In the article it is argued that, in partnerships between the school and ‘immigrant parents’, the ‘rules of the game’ are most often dictated by one of the partners (i.e. the Swedish school). Here, ‘immigrant parents’ are by various techniques being ‘measured’ and exhorted to adapt to an imagined ‘Swedish normality’, in order to become a ‘responsible’ parent and equal partner.  相似文献   

20.
This article, based on two years of ethnographic fieldwork, explores the ways in which eight Asian American immigrant high school girls construct a borderland community, which they call the ‘Basement Group,’ after the place where they gather at school. While the girls struggle with displacement in the borderlands, including isolation in their family homes and alienation in formal classes, they have sufficient creativity and improvisational skills to invent a borderland community where they can reject mainstream values and beliefs as well as affirm diversity and cultural hybridity. Examining the possibilities and constraints of youth-led space, this article reveals the otherwise unseen sense of belonging, desires, and capacities of these Asian American immigrant girls who navigate lives in-between multiple nation states, cultures, and traditions. The article illuminates the power and possibilities of youth-created spaces that reflect the strengths, assets, and possibilities that marginalized immigrant youth possess.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号