Thematische Bibliographien / Education of immigrant pupils

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Auswahl der wissenschaftlichen Literatur zum Thema „Education of immigrant pupils“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 18. Februar 2022

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Zeitschriftenartikel zum Thema "Education of immigrant pupils"

Schwartz, Amy Ellen, und Leanna Stiefel. „Immigrants and the Distribution of Resources Within an Urban School District“. Educational Evaluation and Policy Analysis 26, Nr. 4 (Dezember 2004): 303–27. http://dx.doi.org/10.3102/01623737026004303.

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In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are “recent immigrants,” the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by differences in student educational needs, such as poverty or language skills, or differences in other characteristics, such as race? Our results indicate that, while schools resources decrease with the representation of immigrants, this relationship largely reflects differences in the educational needs of immigrant students. Although analyses that link resources to the representation of foreign-born students in 12 geographic regions of origin find some disparities, these are again largely driven by differences in educational need. Finally, we find that some resources increase over time when there are large increases in the percentage of immigrants in a school, but these results are less precisely estimated. Thus, elementary schools appear not to be biased either against or for immigrants per se, although differences in the needs of particular groups of immigrant students may lead to more (or fewer) school resources.

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Tatar, Moshe, und Gabriel Horenczyk. „Immigrant and host pupils' expectations of teachers“. British Journal of Educational Psychology 66, Nr. 3 (September 1996): 289–99. http://dx.doi.org/10.1111/j.2044-8279.1996.tb01198.x.

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Sierens, Sven, Piet Van Avermaet, Mieke Van Houtte und Orhan Agirdag. „Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement“. European Educational Research Journal 19, Nr. 6 (25.05.2020): 564–86. http://dx.doi.org/10.1177/1474904120925981.

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The assumption that (early) attendance of universal pre-school enhances the future academic performance of pupils with lower socio-economic and/or immigrant backgrounds underlies many education policies in Europe. The purpose of this study is to assess this assumption for Flanders – a case characterised by near-general enrolment and a ‘schoolified’ approach to pre-school education. We investigated general and equity benefits of pre-school duration regarding academic outcomes in fourth grade, analysing quantitative data from a survey of 1761 pupils. First, multilevel regression analysis showed that pre-school duration was significantly yet weakly related to standardised test scores in science but not in reading. Second, pre-school duration moderately mitigated the relation between parental socio-economic status (SES) and reading outcomes. Third, the relation between pre-school duration and science/reading achievement did not vary significantly across immigrant and linguistic backgrounds. Altogether, these findings indicate a relationship between pre-school participation and short-term academic achievement that is mixed in terms of cognitive task and pupil backgrounds. The result that attending pre-school seems to counter the disparity in reading outcomes between low-SES and high-SES pupils is consistent with existing evidence.

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del Barco, Benito León, Elena Felipe Castaño, Teresa Gómez Carroza, Margarita Gozalo Delgado und Carlos Latas Pérez. „Scale of attitudes of schoolchildren towards immigrant pupils“. European Journal of Psychology of Education 22, Nr. 4 (Dezember 2007): 439–54. http://dx.doi.org/10.1007/bf03173465.

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Aarssen, Jeroen, Peter Broeder und Guus Extra. „Allochtone Leerlingen en Allochtone Talen in Het Voortgezet Onderwijs“. Toegepaste Taalwetenschap in Artikelen 59 (01.01.1998): 41–55. http://dx.doi.org/10.1075/ttwia.59.05aar.

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Owing to processes of migration and minorization, the Netherlands is increasingly developing into a multicultural society. Litde information, however, is available about the actual composition of this multicultural society. Statistics on immigrant minority groups are commonly based on nationality and/or birth-country criteria, which both suffer from increasing erosion. Ethnic self-categorization and home language use have been suggested as complementary or alternative criteria. Particularly in the context of education, data on home language use of immigrant minority pupils can supply relevant information on the multicultural composition of schools. In fact, such data are essential for language planning and educational policy. We carried out a language survey at two schools for secondary education, with a total group of 1305 respondents. The study establishes empirical evidence on: the distribution and vitalily of immigrant minority languages of pupils in secondary education; the complementary or alternative value of the home language criterion for the definition and identification of immigrant minority pupils; and the participation in and need for immigrant minority language instruction. Procedural matters (quality of the form, distribution to and within schools) are also investigated.

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Vedder, Paul, und Hetty Kook. „Verschillen Tussen Antilliaanse en Arubaanse Leerlingen“. Leerderskenmerken 37 (01.01.1990): 92–102. http://dx.doi.org/10.1075/ttwia.37.10ved.

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Most immigrant children in the Netherlands are second or third generation immigrants. For children from Antillian or Aruban parents (the Netherlands Antilles and Aruba are former Dutch colonies in the Caribbean) this is quite different. Many of these children of pre-school or primary school age are first generation children. This article reports a study on effects of immigration on school achievement, motivation and abstract problem solving skills of 56 Antillian and Aruban immigrant children in the age range of ten to thirteen. These children were compared with a group of 121 Dutch pupils and with a group of schoolchildren living in Curaçao, the largest island of the Netherlands Antilles. The number of children from the latter group varied per test. It was hypothesized that immigration would have a disturbing effect on the relationschip between scores on a variety of measures. The normal picture in schools is that good pupuls generally achieve well on a range of performance tests, whereas the less capable pupils do less well on these tests. This is what we call a homogeneous learning profile. Disturbance manifests itself in a break-down of this homogeneity. What results are heterogeneous learning profiles: a pupil may achieve well on a particular measure, but this does not tell us anything about achievements on other measures. Homogeneous learning profiles are what teachers often expect. In the Netherlands there is a form of special education especially for children with strongly heterogeneous learning profiles. Both in the group of Dutch children and in the group of Curaçaon children the corelations between measures were rather strong and in the expected direction. These children had, as we expected, homogeneous learning profiles. In the group of Curaçaon and Aruban immigrant children we distinguished pupils by their age of arrival in the Netherlands: up to six years old and from six years old. This latter group (43 pupils) clearly had less homogeneous learning profiles. It did not make a difference whether the scores on the vocabulary test or the scores on the spelling test were taken as a reference point. Actually we had expected differences between these two reference points, assuming that vocabulary development in Dutch is more strongly affected by non-school circumstances than spelling. Non-school circumstances may greatly vary between immigrant children, depending on how their families cope with the new living situation. The learning profiles of the children with a younger age of arrival resembled more closely the profiles of native Dutch and native Curaçaon children, suggesting that the disturbance of learning profiles is a temporary matter. Possible explanations for the findings and practical implications are discussed.

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Alivernini, Fabio, Sara Manganelli, Elisa Cavicchiolo und Fabio Lucidi. „Measuring Bullying and Victimization Among Immigrant and Native Primary School Students: Evidence From Italy“. Journal of Psychoeducational Assessment 37, Nr. 2 (26.09.2017): 226–38. http://dx.doi.org/10.1177/0734282917732890.

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Italy is a particularly interesting context in which to study the phenomenon of bullying given the steadily increasing number of immigrant students attending Italian primary schools. We examined the psychometric properties of a short self-report measure of bullying and victimization across groups of students with various migration backgrounds. We then estimated, by latent mean comparisons, the rates of prevalence of bullying and victimization among different generations of immigrants and native students. Results concerning the factor structure of the measure were consistent with studies in other cultural contexts and complete scalar measurement invariance was found across immigrant backgrounds. The analyses showed that both first- and second-generation immigrant pupils reported being victimized more frequently than their native peers. However, the incidence of victimization for second generations was lower than that for first generations. Finally, no differences across different generations of immigrants and native students were found in reported bullying behaviors.

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Jurgena, Inese, und Anna Līduma. „IMMIGRANT CITIZENSHIP PROMOTION IN LATVIA'S EDUCATION ENVIRONMENT: STUDENT OPINIONS“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (26.05.2017): 216. http://dx.doi.org/10.17770/sie2017vol1.2377.

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For Latvia as a European Union member state, the issue of immigrant integration into Latvia's society has become currently actuated. Schools have to be ready to enroll pupils of other nationalities and assist them in earlier inclusion into Latvia's society, by promotion of their citizenship development towards the state where they abode, the EU states and the world society in general. The accomplished researches in Latvia reveal that in education environment, it is especially significant to strive for attitude transformation of Latvia's citizens to the inclusion of the immigrant children into Latvia's education environment. Inter-culture experience involvement into the education programmes provides an important factor for the development of citizenship experience in pupils, for their successful integration into another state's society. The aim of the article is: to analyze the situation in education (the accomplished researches) and student opinions on the citizenship development in immigrant children in Latvia's multi-cultural society. The research has implemented the analyses of scientific literature and documents, questionnaire and interviews. The research has come to the conclusion that in education it is significant to evaluate the bilingual, inter-culture and inclusive education for development of citizenship. Exceptional attention has to be paid to preparing the teachers and development of appropriate methodical aids, carrying out of multiple events that can ensure the immigrant opportunities to enrich the capital of Latvia's culture, economy and social life.

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Palaiologou, Nektaria, Argyris Kyridis und Vasilis Gialamas. „The Education of Second Generation Immigrant Pupils in Greece: Teachers' Views“. International Journal of Diversity in Education 13, Nr. 4 (2014): 9–19. http://dx.doi.org/10.18848/2327-0020/cgp/v13i04/40107.

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Orłowska, Beata A. „Education of foreign children – integration or disintegration of identity“. Review of Nationalities 9, Nr. 1 (01.12.2019): 247–55. http://dx.doi.org/10.2478/pn-2019-0019.

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AbstractThe paper points to new difficulties and new expectations towards the Polish school. The presence of a greater number of immigrant students results in the school and teachers having to face new challenges. However, one often forgets that pupils too are put in a new school and in a new cultural situation. On top of that, pupils in a class that welcome new classmates should be prepared for the meeting with a different culture or tradition in order to understand their new friends better. One also needs to think how to support the child’s parents for whom it is also a very difficult time. Support from the school, teachers and other parents is very important. It will enable the child to step into new duties more quickly and it will allow the parents to understand requirements and expectations.

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Dissertationen zum Thema "Education of immigrant pupils"

Constantinou, Filio. „School-based writing in bidialectal settings and the challenges facing immigrant pupils“. Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/265581.

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The language of schooling, a register closely linked to academic success, poses challenges for young pupils. These challenges are greater for immigrant and dialectal pupils who are expected to encode the register in question in a second language (L2) and a second dialect (D2) respectively. While the linguistic challenges facing immigrant and dialectal pupils have been extensively researched, those facing learners lying at the intersection of immigrant and dialectal pupils have not as yet received attention. The latter are immigrant pupils immersed in bidialectal communities, that is, communities where communication is performed through a standard and a non-standard variety of language. These pupils are confronted with the comparatively greater challenge of operating in the second dialect of a second language (L2:D2). Addressing a gap in research, this study sought to examine the school-based linguistic challenges facing L2:D2 learners, specifically as these manifest themselves in writing. To this end, a mixed-methods design was employed. One hundred immigrant and 76 non-immigrant pupils participated in the study, all in their final year of primary school. The latter served as a reference group. Data were collected mainly via writing and editing tasks. Interviews with pupils and teachers, together with a small questionnaire, provided supplementary information. Cyprus, a bidialectal country currently hosting an increasing immigrant population, provided the setting for this study. The texts produced by immigrant pupils contained unconventional forms and structures relating to register learning, L2 learning and D2 learning. Traces of L2:D2 learning were also detected. It was found that immigrant pupils - including the very early-arrived ones - underperformed in comparison with their Cypriot counterparts, not only in the language-specific aspects of the register (e.g. immigrants used more dialectal forms in their texts than Cypriots), but also in the non-language-specific ones (e.g. more immigrants than Cypriots assumed common ground with the reader). This performance gap cast light on a number of 'hidden' extralinguistic factors undermining immigrants' school-based written production: pupils' sociocultural circumstances, their 'outsiderness' in relation to the dominant community and the prevailing national ideology. These extralinguistic factors shift the attention away from L2 learning, a linguistic factor often portrayed as the primary source of immigrant pupils' language underperformance. This study contributed to the understanding of the construct 'immigrant pupil' by exposing its multifaceted and context-specific nature. Also, it illuminated an unexplored area, namely, the interplay between second language acquisition and second dialect acquisition, while informing educational policy and practice.

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Leung, Yuk-ling. „Family effects on educational achievement of immigrant pupils : a case study in a primary school /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057416.

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Leung, Yuk-ling, und 梁玉玲. „Family effects on educational achievement of immigrant pupils: a case study in a primary school“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960340.

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Doug, Roshan. „Narrative study : an immigrant pupil's experience of English and multicultural education“. Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6694/.

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A discourse on multicultural education evolved from the late 1950s in response to immigration from ‘the New Commonwealth’. By the 1980s that discourse had become dominated by multicultural and antiracist perspectives. Both can be seen to embody partial truths about Britain’s racial minorities, but neither are sufficiently adequate to the complex situation relating to belonging and cultural identity. An account of lived experience provides a unique dimension to such discourse. This study uses narrative as a methodological approach to describe the effects English in multicultural education, has had on me as a child of immigrant parents and how it has shaped my identity and work as an English teacher involved with language and literature. After validating the use of narrative in research, the study draws on my experience as a pupil and, subsequently, poet and teacher. I illustrate my history through a prose chronology as a way of illustrating the role of English in both colonial and multicultural education. The dissertation also speculates on some pivotal points in the recent history of multicultural education and calls for the discourse on assimilation and integration to be re-negotiated. It acts as a revisionist argument about social mobility, ‘big society’ and cultural inclusiveness.

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Hedberg, Anna. „Skolintroduktion av nyanlända elever i grundskolan“. Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1217.

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This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.

The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils. The result also shows that there is a need of increased teaching of mother tongue. There is also a need of competence development within intercultural pedagogy.

My conclusions are that a municipal plan for the school introduction of immigrant pupils should increase the immigrant pupils’ possibility to a shorter time of introduction to the compulsory school.

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Jameel, Hiba. „Invandrarelevers skolframgång : En studie om de sent anlända ungdomarna i gymnasieåldern“. Thesis, Södertörn University College, Lärarutbildningen, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-787.

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This essay is a study about school success for immigrant pupils whose ages are between 16 and 19 years when they arrive to Sweden.

The purpose of this study is to examine pupils difficulties in the school and the faktors which affect their success in the school and even possibilities which they can be offered by the school.

This research carried out at two upper secondary schools in the municipality of “Södertälje”. The method which I have used is a qualitative research method which depends on interviews.

The results of the research shows pupils difficulties and the different faktors which influence their success in the school.

My conclusions are that these pupils have many difficulties and to reach a successful schooling, the shcool have to give these pupils a variety of possibilities which builds with pupils self possibilities a foundation for a good and successful schooling.

The research also shows that the both schools are not giving enough possibilities to these pupils. The education system in these schools doesn’t fits for multi – lingual pupils. The pupils in these schools are trying to adapt themselves to the education system.

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Warner, Sue. „Pupils' experiences of education : a study of pupils' views“. Thesis, University of St Andrews, 1985. http://hdl.handle.net/10023/8005.

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This thesis is primarily concerned with the experiences and opinions of education held by pupils in late secondary school and by university students. Over several years, a small group of highly able pupils were interviewed about their experiences of school and university. Their comments were supplemented by interviews with and questionnaire studies of other age-groups of pupils and students. The research has two central emphasises. Firstly, it represents an attempt to increase our understanding of intellectual development in adolescence. At present, there is no coherent theory of adolescent intellectual activity, and little research or evidence on which to build one. Pupil and student experiences of post-compulsory education have been central to this study and it is hoped that they will make a contribution to building up a body of knowledge on which understanding can be enhanced and a theory developed. The second, and related aspect of the research concerns educational practice and its influence on pupils and students. Educational changes are not made on the basis of solid evidence or theory, rather, they are based upon commonsense notions and our own experiences of education. In Scottish education, sixth year pupils face a radical change in the ways in which they are taught and expected to study - the Certificate of Sixth Year Studies (CSYS). Through independent study and project work, CSYS aims to increase the 'educational maturity' of pupils. Pupils' responses to CSYS, and its effects on how and why they study at school and university form the central focus of this thesis. The thesis examines in detail how pupils and students react to changes in their academic environment, both within school and transferring to university. Finally, the implications of the research are discussed in terms of adolescent development, educational innovation, and on a more basic level, how pupils, students, teachers and lecturers can better understand and improve the experience and effectiveness of post-compulsory education.

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Randell, Sara. „Parents, teachers, pupils : different contributions to understanding pupils' needs?“ Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342709.

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Mikalides, Michline. „Hur skapas läslust bland högstadieelever med annat modersmål än svenska? : En undersökning gjord på en prisbelönad högstadieskola i en Stockholmsförort“. Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1509.

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Syftet med min uppsats är att redogöra för och diskutera hur en lärare arbetar med läslust och språkutveckling, samt hur hennes elever upplever denna undervisning. Läslust handlar om mycket mer än att bara tycka om att läsa böcker, såväl i skolan som på fritiden. Elever med läslust kan ta upp en bok att läsa som avkoppling, lika gärna som de kan se på tv.

För att undersöka mitt syfte har jag studerat en klass i en Stockholmsförort. Jag har intervjuat en lärare, samt fyra av hennes elever, för att ta reda på hur läraren arbetar med att skapa och upprätthålla läslusten hos eleverna, och hur eleverna uppfattar lärarens undervisning kring läslust. Jag har även gjort en enkätundersökning med alla elever i klassen, för att ta reda på hur de upplever läslust, och vad de tycker om lärarens arbetssätt för att skapa läslust.

Resultaten av min undersökning visar att det är skillnad mellan flickors och pojkars läsning. Oftast är det flickor som läser mest, vilket kan bero på flera faktorer. En anledning är att flickor har fler läsande förebilder och att många pojkar uppfattar läsning som omanligt, och de väljer därför bort det. Jag har även upptäckt att läraren inte medvetet arbetar med läslust, och att hennes elever inte upplever att läraren uppmuntrar dem till läsning.

Det är väldigt viktigt att elever har goda läsande förebilder som kan motivera och skapa nyfikenhet till läsning. Även att tidigt börja med läsning i skolan, samt att läraren har god bokkännedom och kan föra givande boksamtal efter att ha avslutat en bok, är viktigt. Det är betydande att läraren kan övertyga läsovana elever till att läsning är ett nöje, och att läraren hittar rätt bok till rätt elev.

My study’s aims are to describe and discuss how a teacher work with reading-inclination and language acquisition, and how her pupils perceive this teaching. Pupils that have reading-inclination can take a book and read it at home, as well as they can turn on the TV.

To achieve my aim I have studied a multilingual class in a suburb to Stockholm. I have interviewed one teacher and four of her pupils. I have also done a questionnaire-investigation with all the pupils in her class. I want to know if the teacher is aware of how she is working with the pupils to make them have reading-inclination while they are reading books. I would also like to know what the pupils think of reading-inclination and if they like to read.

The results of my study show that there is a large difference between the girls’ and the boys’ reading. The girls like to read more than the boys. One reason can be that girls have more reading models and that boys think reading is something feminine. I have also discovered that the teacher is not deliberately working with reading-inclination and her pupils don’t feel like she is encouraging them to read.

It’s very important with good role models that can justify and make the pupils curious about reading. It’s important for the pupils to start reading early in school, and for the teacher to have a good book-knowledge and lead profitable book-conversation after finishing a book. It’s also important for the teacher to convince pupils that are unaccustomed book-readers that reading is a pleasure, and to find the right book too the right pupil.

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Kessler, Esther. „The role of the mediator in the integration of immigrant pupils in Israeli schools“. Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249126.

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Bücher zum Thema "Education of immigrant pupils"

Plata, Maximino. Assessment, placement, and programming of bilingual exceptional pupils: A practical approach. Reston, Va: ERIC Clearinghouse on Handicapped and Gifted Children, Council for Exceptional Children, 1988.

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Taylor, Monica J. Worlds apart?: A review of research into education of pupils of Cypriot, Italian, Ukrainian and Vietnamese origin, Liverpool blacks and gypsies. Windsor: NFER-Nelson, 1988.

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Great Britain. Committee of Inquiry into the Education of Children from Ethnic Minority Groups., Hrsg. Worlds apart?: A review of research into the education of pupils of Cypriot, Italian, Ukrainian and Vietnamese origin, Liverpool blacks and Gypsies. Windsor, [England]: Nfer-Nelson, 1988.

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Ofsted. Education for disaffected pupils. London: Ofsted, 1993.

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Gardner, John. Pupils in Transition. London: Taylor & Francis Inc, 2002.

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Flutter, Julia. Consulting Pupils. London: Taylor & Francis Inc, 2004.

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Jeannette, Díaz, Hrsg. Immigrant students and higher education. Hoboken, NJ: Wiley, 2013.

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Kysel, Florisse. Special education: The pupils' views. London: ILEA Research & Statistics, 1986.

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Alan, Fuller, und Byers Richard, Hrsg. Involving pupils in practice: Promoting partnerships with pupils with special educational needs. London: David Fulton, 2000.

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British Association of Advisers & Lecturers in Physical Education. Physical education for pupils with special education needs in mainstream education. Dudley: Dudley LEA Publications, 1996.

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Buchteile zum Thema "Education of immigrant pupils"

Ćatibušic, Bronagh. „7. Investigating the Development of Immigrant Pupils’ English L2 Oral Skills in Irish Primary Schools“. In Managing Diversity in Education, herausgegeben von David Little, Constant Leung und Piet Van Avermaet, 111–31. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-009.

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Sierens, Sven, und Griet Ramaut. „Breaking Out of L2-Exclusive Pedagogies: Teachers Valorizing Immigrant Pupils’ Multilingual Repertoire in Urban Dutch-Medium Classrooms“. In The Multilingual Edge of Education, 285–311. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-54856-6_13.

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Rubin, Carolyn Leung, und Phitsamay Uy. „Education“. In Encyclopedia of Immigrant Health, 586–91. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_230.

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Kelly, Michael, und Susan Wooley. „Health Education“. In Encyclopedia of Immigrant Health, 780–85. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_340.

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Lee, Sara Hirschfeld, und Rina Lazebnik. „Secondary Education“. In Encyclopedia of Immigrant Health, 1332–34. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_361.

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Crow, Katherine. „Peer Education“. In Encyclopedia of Immigrant Health, 1182–83. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_583.

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Spring, Joel. „Nationalism and Immigrant Education“. In Today’s Guide to Educational Policy, 35–66. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003155898-3.

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Gorard, Stephen, und Emma Smith. „The Experiences of Pupils Educated Otherwise“. In Equity in Education, 143–54. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230277335_9.

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Gorard, Stephen, und Emma Smith. „The Importance of Listening to Pupils“. In Equity in Education, 59–72. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230277335_5.

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Gorard, Stephen, und Emma Smith. „Listening to Pupils in Different Countries“. In Equity in Education, 73–92. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230277335_6.

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Konferenzberichte zum Thema "Education of immigrant pupils"

Spisakova, Maria. „MOTIVATING PUPILS IN PROGRAMMING“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2363.

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Ažaltovičová, Michaela, und Viera Tomková. „FACTORS INFLUENCING PUPILS PERFORMANCE IN EDUCATION“. In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2353.

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Kajee, Leila. „ENGAGING ADOLESCENTS: IMMIGRANT DIGITAL LITERACIES AND DIASPORIC IDENTITIES“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0373.

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Pitsia, Vasiliki, Anastasios Karakolidis, Anastassios Emvalotis und Chryssa Sofianopoulou. „ANALYSING PERFORMANCE IN MATHEMATICS: THE CASE OF IMMIGRANT STUDENTS“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1127.

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Kajee, Leila. „NEGOTIATING IMMIGRANT STUDENT CHALLENGES THROUGH CULTURALLY SUSTAINING PEDAGOGY“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2182.

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Dubayova, Tatiana. „MENTAL HEALTH PROBLEMS OF PUPILS WITH LEARNING DISABILITIES AND THEIR REFLECTION IN PUPILS' SCHOOL SUCCESS“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1796.

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Jašková, Ľudmila, und Natália Kováčová. „Bebras Contest for Blind Pupils“. In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818324.

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Erdei, Edina-Timea. „PRIMARY SCHOOL PUPILS’ APPROACHES TO LEARNING“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1508.

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Erdei, Edina-Timea. „PRIMARY SCHOOL PUPILS’ MOTIVATION FOR LEARNING“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2146.

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Diethelm, Ira, Torsten Brinda und Nina Schneider. „How Pupils Classify Digital Artifacts“. In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137079.

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Berichte der Organisationen zum Thema "Education of immigrant pupils"

Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2516.

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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, Mai 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.

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Komba, Aneth, und Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), März 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.

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McGinnity, Frances, Emma Quinn, Philip J. O'Connell, Emer Smyth, Helen Russell, Bertrand Maître, Merike Darmody und Samantha Arnold. Monitoring report on integration 2016. Herausgegeben von Alan Barrett, Frances McGinnitty und Emma Quinn. ESRI, März 2017. http://dx.doi.org/10.26504/bkmnext330.

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This report examines migrant integration in Ireland in the areas of employment, education, social inclusion and active citizenship, and includes a special theme on migrant skills and competencies.The report presents a range of findings, including that a significant proportion of immigrants in Ireland are now Irish citizens, income poverty is higher among non-Irish groups than Irish, and employment rates are lower among African nationals than any other nationality grouping. The report uses indicators to measure different aspects of immigrant inclusion in Irish society, using the most recently available data.

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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson und Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, Februar 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!

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Godenau, Dirk. Migration and the economy. Observatorio de la Inmigración de Tenerife. Departamento de Geografía e Historia. Universidad de La Laguna. Tenerife, 2020. http://dx.doi.org/10.25145/r.obitfact.2020.02.

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Economic reasons are among the basic explanatory factors of migration, whether international or internally within a country. In turn, migratory movements have effects on the economy in terms of economic growth in general, but also in the different markets (work, housing, consumer goods, etc.) and public services (education, health, social services, etc.). The purpose of this document is to offer an overview of these interactions between migration and the economy in the case of the Canary Islands. To do this, certain conceptual clarifications will be made initially involving the mutual determination of both processes, before later providing specifics with evidence on the Canarian case for the main issues considered: the economic reasons for migration, and its impact on economic growth, the labour market and the living conditions of the immigrant population. The final section alludes to the importance of the institutional framework that regulates these relations between migration and the economy, which are far from being interpretable as a mechanical relationship and isolated from the political sphere.

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Pritchett, Lant, und Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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Incongruity between biological and chronologic age among the pupils of sports schools and the problem of group lessons effectiveness at the initial stage of training in Greco-Roman wrestling. Aleksandr S. Kuznetsov, März 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-19-23.

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Considerable influence and compulsory dropout among those, who go in for GrecoRoman wrestling at the age of 10-13, does not take into account the level of individual biological development and integral demands domination claimed on too high general physical training (GPT) (4) normatives fulfillment. It corresponds with general situation in the system of education (6, 9). In spite of uneven speed of biological development (1, 8, 9), there are general demands claimed on physical training at school for age groups (5) in accordance with chronologic age. The same situation is at sports schools. Technical and physical training lessons at Greco-Roman wrestling school at the stage of initial training are organized according to general group principle. Research methods. Information sources analysis and summarizing, questionnaire survey, coaches’ experience summarizing, methods of mathematical statistics. Results. The received research results led to the following conclusion: it is possible to solve the problem of dropping out of Greco-Roman wrestling sports schools in terms of minimal loss in the quality of sports training by means of dividing the training groups into subgroups. There different normatives of material mastering and set by standard physical qualities development are used. For this purpose we created the training groups and subgroups of the set objectives realization at Greco-Roman wrestling sports schools.

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