Dissertationen zum Thema „Education of immigrant pupils“

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.

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.

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.

Among ethnic groups in California, Latinos continue to have the lowest high school graduation rates and the lowest college completion rates. This study focused on understanding the role parents can play and ways schools and educators can support immigrant Latino parents to improve these rates.

Framed with a funds of knowledge approach (Gonzalez, N., Moll, L., & Amanti, C.,2005), this mixed-methods qualitative and quantitative study was conducted in a public charter high school in a low income area of Los Angeles where the student body was primarily Latino. The mission of the school was to prepare students for higher education at a four-year institution.

The study results showed that it is possible for a school to engage immigrant Latino parents. With a better understanding of the aspirations, fears, and challenges faced by this community, the information can be provided in a form that is meaningful and that builds upon existing funds of knowledge. Critical components of the college outreach program were seeking parent input, developing a parent outreach plan, making information accessible, encouraging parent college visits, disseminating information beginning in middle school, providing personalized guidance, developing an undocumented student support plan, and creating a college-going culture. Implementing the the college access program encompassed gathering informal and formal feedback, presenting workshops, making documents available in Spanish as well as English, defining terms, arranging college visits, sending and displaying motivating communications, and engaging staff, students, and parents every step of the way.

The quality of educators’ teaching practices is a crucial aspect of children’s learning. This is why researchers, policy makers, teacher educators and educational leaders have focused their efforts on developing methods and programs to support educators’ teaching practices. Although teachers are the ones who actually apply the contents and skills learned in professional development programs, there is little research that considers their perspectives. The purpose of this study was to explore Latina immigrant early childhood teachers’ professional identity and perspectives about their professional learning and development (PLD) experiences. Data collection consisted on eight in-depth face-to-face interviews with early childhood educators who work in four multicultural Head Starts, and who self-identified as Latina Spanish-speaker. Data analysis was conducted using open and axial coding techniques. The main findings suggest that Latina immigrant teachers share some values, beliefs and experiences that might play a role in shaping their careers, as well as their identities as teachers and learners. Also, the findings suggest that teachers present a positive attitude towards ongoing professional learning. However, they believe that in order to be effective for their learning, PLD programs should include more active, collaborative and contextualized approaches. Additionally, the findings indicate that teachers perceive that their work environments constrain their possibilities to fully exercise their profession.

Throughout his presidential campaign, President Donald Trump took a combative and hardline approach toward undocumented immigrants and immigration. His campaign was a platform that promoted homogeneity and exposed the racist and xenophobic ideologies pervasive in American society. On college campuses undocumented students are confronted by the same intolerance imbedded in the national discourse. This study examined how anti-immigrant discourses influenced the experiences of ten undocumented Latina and Latino college students at public universities in the state of California. The findings were organized along four themes: exclusion and belonging, effects of anti-immigrant discourses, the impact of the 2016 presidential election, and challenging anti-immigrant discourses. The findings underscore the challenges that participants encountered as they navigated anti-immigrant sentiments in the contemporary moment. Participants shared how rejection along the dimensions of language, immigration status, and phenotype impacted their educational trajectories. Recommendations for practice, policy, and future research are provided.

Today many people immigrate to Sweden, many of them with another religious belonging than the Christian. According to Lpfö98 and Lpo94, the Kindergarten and the school have the task to help alla the pupils to develop an understanding for their own cultural inheritance and the the swedish culture. The task is also to make the pupils feel as a part of the common culture.

The aim with this essay is to investigate if - and how - the teachers in two different schools are u sing the immigrant pupils experiences and knowledge about other cultures and religions than the Christian. Does the teachers use the parents of the immigrant pupils or other relatives as a resource in their teaching?

We also wanted to investigate what the teachers are doing with the pupils of another religious belonging than the Christian, who is not allowed to join the celebration of Christian festivals in school, such as Easter, Christmas and breaking-up ceremonies in the church.

In this essay we have used a form. This form we gave to the teachers of the two schools that we have selected for this investigation. The results of the forms made us see the differences in the ways of working with the immigrant pupils and their experiences and knowledge.

Härtill 5 uppsatser. Endast sammanfattning s. 1-93 i fulltext.