Dissertations / Theses on the topic 'Children of immigrants Education Australia'
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1
Candy, Judith. "Early education : experiences and perceptions of minority group parents and young children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/783.
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In Australia there has been little research into the experiences and perceptions of education of parents from different minority groups whose young children attend school in this country. This study investigated the experiences that overseas born parents from non-English speaking backgrounds have of their own and their children's education in countries outside Australia, experiences of their children's early education in Australia, as well as those of their young children between 6 and 9 years of age attending school in this country. Despite marked differences in educational policies and practices operating in the participants' countries of origin, almost all parents in this study had experiences of education in childhood which were unlikely to be conducive to the building of warm and friendly future relationships with teachers and schools. Feelings of fear and hostility due to the extremely formal role methods, repressive discipline, and harsh corporal punishment administered by authoritarian and often cruel teachers, particularly in early primary years, were consistently described as pervasive elements in the education of most of the parents participating. In contrast, many aspects• of education in Australia were regarded as superior, however unsatisfactory communication, lack of awareness and interest demonstrated by schools and teachers meant that many of these parents also had negative experiences of education in this country. Dissatisfaction with their children's progress resulting in feelings of powerlessness due to the perceived lack of information, concerns about insufficient academic rigour, motivation and discipline were a source' of anxiety for many participants. Discussions with the young children of participants revealed their preferences for non academic activities outside the classroom, and those involving creativity •and/or• motor skills. Children's dislikes related mainly to relationships with their peer group, with difficulties in making /retaining friendships, bullying and racism as issues of concern. Relationships with teachers seemed to be both positive and negative, however little help with problems concerning the peer group seemed forthcoming, and minimal evidence of positive affirmation of the cultural and linguistic differences of these children was noted. Recommendations and implications include the need for teachers and schools to develop more cultural awareness in order to understand the differing perspectives of linguistically and culturally diverse families, and appreciate the role that parents’ prior experiences of education play in the formation of attitudes towards their children’s education. The importance of improving relationships, building authentic collaborative partnerships between teachers and minority group parents, and providing more information about school goals and programmes with opportunities to discuss these freely, is stressed. The use of overseas born parents’ expertise and home experiences both as resources to facilitate optimum outcomes for their children, and a means of increasing respect, understanding and trust between linguistically and culturally diverse families and the “mainstream” school population, is also strongly recommended.
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Parker, Diane. "Institutional experiences of female child migrants in Western Australia between 1947 - 1955." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/681.
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In this qualitative study I investigated the institutional experiences of former female child migrants who were placed in the care of the Sisters of Mercy in St Joseph’s Catholic Orphanage, Subiaco, Western Australia. My study was guided by the theoretical orientations of Symbolic Interaction and Constructivism. Data were gathered through a series of individual and group interviews with the Female Child Migrants, who are now in their seventies and had spent at least three years in the orphanage between the years 1947 and 1955. Documents were also obtained from the archives of the Catholic Church, the Sisters of Mercy and the National Archives. Documents, photos and artefacts were also accessed from private collections. Significant issues to arise from the study were those of identity, opportunity and social control. These issues were broadly examined in relation to the primary and reference groups in the children’s lives with a particular focus on the role the Sisters of Mercy had in the children’s welfare. A limitation of the research is that some records pertaining to the orphanage during this period have been lost or destroyed and the passing of sixty years since the Female Child Migrants lived at the orphanage has meant that some events and practices may have been forgotten, overlooked or reframed by respondents. One of the most important findings was that the Orphanage’s institutional practices with its underpinning of religious teachings, ensured a lack of suitable social experiences and interactions. This shaped the way the participants viewed the world; which in turn impacted upon their life choices. The findings suggest that access to a wide variety of social situations is a necessary feature in a child’s socialisation and the accumulation of necessary social skills. The impact of socialisation on educational outcomes of the children in institutions such as orphanages was evident in the data. This investigation goes some way to filling the gap in the knowledge of the experiences of female child migrants who were sent here under the British Child Migration Scheme and it shines a light on a very small part of Western Australia’s social history.
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Kilpi, Elina A. "The education of children of immigrants in Finland." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:9ae6dfc5-bda6-4d6f-8780-c97abab350e9.
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This thesis considers the education of children of immigrants in Finland, focusing on attainment and transitions around the age of 16. It is the first detailed representative study on the topic in Finland. Compared to international research it is amongst the ones to most fully explore the different aspects of education around this age. For the most part, it is limited to studying structural explanations for differences between students and ethnic groups. The majority of the analyses in the thesis are done using register data. Statistical modelling of this data is done using multivariate regression analyses. The results are supplemented with evidence from interviews with both majority students and children of immigrants. With regards to school achievement at the end of comprehensive school, many immigrant-origin groups are seen to have lower average grades than the majority. However, this is explained by lower parental resources. After controlling for parental resources, very few disadvantages remain. On the other hand, the gender gap evident amongst the majority is not found amongst many immigrant-origin groups. Looking at continuation to upper secondary education compared to dropping out, most children of immigrants are seen to have a higher probability of dropping out than the majority. This is explained by their lower school achievement and higher parental non-employment. Nevertheless, the difference between children of immigrants and the majority remains evident at the very low end of the achievement scale. Considering the choice of upper secondary school type, children of immigrants can be seen to be more likely than the majority to continue to vocational school. Yet, after controlling for prior school achievement and parental resources, almost all immigrant-origin groups are more likely than the majority to continue to general rather than vocational school. Interviews suggest that when considering their school choices, majority students tend to be driven by their interests and see their decision making as being independent of others. On the other hand, children of immigrants tend to have more specific future plans and to take the wishes of their parents more into consideration.
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Alati, Rosa. "The health of migrant youth in Australia : a longitudinal study /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17677.pdf.
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Loewald, Uyen. "Multicultural community development /." View thesis, 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031202.153318/index.html.
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Pinillos, Matsuda Derek Kenji. "The doctrine of the educational policies for foreign students in Japan: A comparison between Australian and French educational policies for children of immigrants." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123968.
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In this article, readers are going to see how foreigners’ children have been treated in the Japanese educational system. Until now, Japan does not have a specific principle idea in their policies; therefore, those are not stable and concrete. In order to investigate how national policies and its doctrine are important in the educational system, this article has examined Australia as a nation introducing the principles of multiculturalism and France as a nation introducing the republicanism in their integrated politics by doing a literature research. The literature that was used in this paper include the policies and critical papers written by experts that has allow us to analyze the pros and cons of their policies. As a result, the Japanese government is urged to create a concrete policy that would support foreign students to better adapt to the society and become a productive human resource to improve the country’s wellbeing.Este artículo examinó la situación actual y pasada de los hijos de extranjeros insertos en el sistema educativo japonés. Hasta ahora, Japón no tiene una idea concreta en sus políticas y es por eso que se puede afirmar que este sistema presenta algunas deficiencias/problemas que pueden ser mejorados. Con el objetivo de ver cómo los principios de las políticas nacionales afectan a la educación, en este artículo se han presentado los ejemplos de Australia, como una nación llevando los principios del multiculturalismo y a Francia, como ejemplo de una nación llevando los principios del republicanismo y sus políticas para la integración de sus ciudadanos. La literatura utilizada en este trabajo incluye las políticas y documentos críticos escritos por expertos, los cuales fueron de gran ayuda para poder analizar los pros y contras de las políticas de los distintos países estudiados.Como resultado, el gobierno japonés va a necesitar una política concreta para apoyar a los estudiantes extranjeros a adaptarse a la sociedad y convertirse en un recurso humano productivo para mejorar el país.
Neste artigo, pode-se verificar como os filhos de estrangeiros têm sido tratados dentro do sistema educacional japonês. Até o momento, o Japão não tem uma política de inclusão bem definida e, consequentemente, seu sistema não está bem estabelecido. Como medida para avaliar a influência dos princípios das políticas nacionais na educação, neste trabalho, foram apresentados exemplos de outros países. Através de uma investigação da literatura, foram estudados os seguintes países, a Austrália, uma nação que cultiva os princípios do multiculturalismo, e a França, levando os princípios do republicanismo e suas políticas de integração dos cidadãos. Esta revisão foi baseada nos princípios e nos respectivos documentos analíticos escritos por especialistas com o objetivo de avaliar as vantagens e desvantagens da política de integração desenvolvida nos países anteriormente mencionados. Em vista disso, sugere-se ao governo japonês a adoção de uma política concreta de apoio aos estudantes estrangeiros a fim de facilitar sua adaptação a sociedade, resultando na formação de recurso humano qualificado e produtivo, contribuindo para o desenvolvimento do país.
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Li, Sin-ling. "Factors affecting the success of PRC immigrant students in the Hong Kong Education System : a pilot study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598618.
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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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Cebreros, Alejandra. "It's Definitely Our Success: Children of Undocumented Immigrants in Higher Education." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20526.
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This study examines the ways in which the education of children of undocumented immigrants is impacted by their parents’ undocumented status as well as their personal documentation status. In this thesis, I shed light on the experiences of fifteen college students and alumni who are variously-documented, including: undocumented students, DACA students, and documented students with undocumented family members. Drawing on these experiences, I argue that students’ education is impacted by legal and social exclusion, family stress and psychosocial impacts, personal legal status, and a lack of services for undocumented students and children of undocumented immigrants in educational institutions. I also argue that mothers and other family members lessen these challenges by providing students with the support and encouragement to complete a higher education. I conclude this study by making specific recommendations for what K- higher education institutions can do to better serve undocumented and documented students within mixed-status families.
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Nedjai, M. S. "The socio-educational experience of Algerian immigrants' children in France and Algeria." Thesis, University of Bath, 1989. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235317.
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Part A looks at a number of countries' experience in the field of immigrants1 children's education. An attempt is made to gain an understanding of these countries' experiences and to present the phenomenon in a world-wide perspective. Sane factors which are considered by researchers, in these countries, as contributory factors to the school failure of imnmigrants' children are isolated, discussed and analysed. This forms a platform of work for our own research. This part also examines sane aspects of the life of Algerian children in France and provides the reader with a clear picture of these pupils' lives, indispensable for the understanding of their socio-educational experience in France as well as in Algeria. Part B deals with the research design and the methodology used in our work. Part C is an analysis of the socio-educational experience of Algerian immigrants' children in France and an attempt to isolate and analyse the factors that make these children fail in the French educational system. Part D investigates the same factors as in Part B. However, it deals with Algerian pupils who have "returned" to Algeria and who are being schooled in the Algerian educational system. Part E draws sane recommendations for the improvement of these children's education and social life. These recommendations are evaluated and re-appraised in the light of experts' and officials' opinions in both Algeria and France.
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O'Brien, Gregory Sean. "Valuing education how culture influences the participation of Mexican immigrant mothers in the formal education of their children in the United State /." Diss., [Riverside, Calif.] : University of California, Riverside, 2010. http://proquest.umi.com/pqdweb?index=0&did=2019838501&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1274722599&clientId=48051.
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Thesis (Ph. D.)--University of California, Riverside, 2010.Includes abstract. Title from first page of PDF file (viewed May 19, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references. Also issued in print.
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Kilgallon, Pamela A. "Early childhood teachers' knowledge of children with disabilities and teaching children with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1056.
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Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers' knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to question their self-efficacy and the adequacy of their practical teaching knowledge. As one interview participant stated, "it's all a huge learning curve."
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Welply, Oakleigh Elizabeth. "Constructing identities in culturally diverse classrooms : a cross-national study of the experience of immigrant-background children in French and English primary schools." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648531.
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Li, Sin-ling, and 李倩玲. "Factors affecting the success of PRC immigrant students in the Hong Kong Education System: a pilot study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959052.
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Behnke, Joseph. "School in the lives of immigrant students and their families a critical review of the literature /." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Behnke_JMITthesis2009.pdf.
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Municio, Ingegerd. "Från lag till bruk hemspråksreformens genomförande /." [Stockholm] : Centrum för invandringsforskning, 1987. http://catalog.hathitrust.org/api/volumes/oclc/17649997.html.
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Watanabe, Tetsuta 1962. "Biliteracy practices of Japanese-English bilingual children in Melbourne, Australia." Monash University, School of Languages, Cultures and Linguistics, 2003. http://arrow.monash.edu.au/hdl/1959.1/5592.
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Zevallos, Zuleyka, and zzevallos@swin edu au. "'You have to be Anglo and not look like me' : identity constructions of second generation migrant-Australian women." Swinburne University of Technology, 2004. http://adt.lib.swin.edu.au./public/adt-VSWT20050323.142704.
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My thesis explores the social construction of identity of 50 second generation migrant-Australian women aged 17 to 28 years using a qualitative methodology. I conducted in-depth semi-structured interviews with 25 women from Latin American backgrounds and 25 women from Turkish backgrounds. My study investigated the intersections of ethnicity, gender, sexuality and nationality. I found that the Latin women constructed their ethnic culture in reference to their country-of-origin traditions, and that they also identified with a pan-ethnic Latin culture that included migrants from other South and Central America countries. I found that the Turkish women constructed Turkish culture in reference to their religious practices, and they saw themselves as �Muslim-Turks� who identified with an Islamic pan-ethnic culture that included Muslim migrants from different national backgrounds. The women in both groups drew upon Anglo-Australian culture when it came to their gender and sexuality constructions. The Latin and Turkish women did not see themselves as �typical� women from their migrant communities. Instead, their sense of femininity was informed by what they saw as Australian egalitarianism. The women in both groups saw Anglo-Australians� gender relationships as an ideal, and as one woman said of Anglo-Australians, �how much more equal can you can get?� The women�s social construction of the nation was equally influenced by multiculturalism and an Anglo-Australian identity. They highly valued their Australian citizenship and felt positive about their lives in Australia. At the same time, they had faced ongoing racism and they reported that other people judged their Australian identities through racial characteristics. One woman said that in order for people to be accepted as Australian, �you have to be Anglo and not look like me�. Despite this sense of social exclusion, the majority of my sample held hybrid migrant-Australian identities. I develop a threefold typology of the women�s identities, and I found that 13 women did not see themselves as Australian, 36 women saw themselves as partly-Australian, and one woman held an exclusively Australian identity. I argue that narratives of multiculturalism and Anglo-Australian identity influenced the women�s social construction of identity. Their belief that Australian identity was multicultural was at odds with their experiences of racism and their own self identities, and so I examine the women�s beliefs in reference to an �ideology of multiculturalism�. This ideology supported the women�s contribution to the nation as second generation migrants, and ultimately, they expressed an unwavering support for Australian multiculturalism.
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萬錦鳳 and Kam-fung Angie Man. "The newly arrived children adapting to life in Hong Kong: academic and social adaptability problems of the newlyarrived children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972561.
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Ruiz, Yedalis. ""Bien educados" : a qualitative study of Puerto Rican parental involvement in their children's education /." Connect to online version, 2008. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2009/285.pdf.
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Brookes, Andrew Roy, and a. brookes@latrobe edu au. "Situationist outdoor education in the country of lost children." Deakin University. School of Social and Cultural Studies in Education, 2006. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061214.144321.
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This thesis is a study of outdoor education, in the deliberative tradition of curriculum inquiry. It examines the intentional generation and distribution of knowledge, beliefs, and attitudes through organised outdoor activities, both as a research interest, and as a critical perspective on outdoor education discourse.
Eight separate but interrelated research projects, originally published in 11 refereed journal articles, develop and defend the thesis statement:
The problem of determining what, if any, forms of outdoor experience should be educational priorities, and how those experiences should be distributed in communities and geographically that is who goes where and does what is inherently situational. The persistence of a universalist outdoor education discourse that fails to acknowledge or adequately account for social and geographic circumstances points to serious flaws in outdoor education research and theory, and impedes the development of more defensible outdoor education practices.
The introduction explains how the eight projects cohere, and illustrates how they may be linked using the example of militaristic thinking in outdoor safety standards. Chapters 1 and 2 defend and elaborate a situationist approach to outdoor education, using the examples of outdoor education in Victoria (Australia), and universalist approaches to outdoor education in textbooks respectively.
Chapters 3 and 4 expand on some epistemological implications of the thesis and examine, respectively, the cultural dimensions of outdoor experience, and the epistemology and ontology of local natural history. Chapters 5 and 6 apply a situationist epistemology to personal development based outdoor education. Traditions of outdoor education that draw on person-centred rather than situation-sensitive theories of behaviour are examined and critiqued. Alternatives to person-centred theories of outdoor education are discussed. Chapters 7 and 8 use situationist outdoor education to provide a critical reading of nature-based tourism. Chapters 9, 10, and 11 return to the theme of safety in the introduction and Chapter 1, and examine the safety implications of a situationist epistemology.
Closing comments briefly draw together the conclusions of all of the chapters, and offer some directions for future outdoor education research.
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Eid, Mahmoud M. "Public schools or Islamic colleges? : factors impacting on parental choice of schooling for Muslim children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/192.
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This portfolio focuses on issues associated with the education of Muslim children in Western Australia, within the broader national context. Based on ABS 1996 Census, Clyne (2001) states "there is a considerable potential demand for education within the Muslim community with at least 60 000 children within the compulsory years of schooling (5-15 years)" (pp. 118-119). However, according to the Islamic schools' principals, "approximately 10 percent of these children are enrolled in Islamic schools" (p 119). This means 90% of Muslim school children are enrolled in non-Islamic schools despite the fact that the community has 30 full time Islamic schools nation wide. At the moment, most Islamic schools are relatively small. In this respect, Buckley (1997) states: If we accept a total figure of 300,000 Muslims in Australia, and we estimate that 70% of them are school-age students, then these Muslim schools are catering for less than 2.5% of the total Muslim student population (p. 6)
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Adeodu, Rachel Adenike. "Teachers' understandings of educating in culturally diverse contexts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22942.pdf.
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Lee, Lung-hei Michael, and 李隆熙. "A study on the perception of the educational problems confronted by the new immigrant children from mainland China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959532.
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Millei, Zsuzsa. "A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia." Thesis, Millei, Zsuzsa (2007) A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/203/.
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The study produces a genealogy of 'the child' as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has 'the child' come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia?
This study does not explore how the historical discourses changed in relation to 'the child' as a universal subject of early education, but it examines the multiple ways 'the child' was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that 'the child' is invented through historically contingent ideas about the individual and that the way in which 'the child' is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice.
Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of 'the child' embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of children's 'participation', 'empowerment' and 'citizenship'. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of 'the child' creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson and Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.
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Millei, Zsuzsa. "A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia." Millei, Zsuzsa (2007) A genealogical study of 'the child' as the subject of pre-compulsory education in Western Australia. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/203/.
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The study produces a genealogy of 'the child' as the shifting subject constituted by the confluence of discourses that are utilized by, and surround, Western Australian precompulsory education. The analysis is approached as a genealogy of governmentality building on the work of Foucault and Rose, which enables the consideration of the research question that guides this study: How has 'the child' come to be constituted as a subject of regimes of practices of pre-compulsory education in Western Australia?
This study does not explore how the historical discourses changed in relation to 'the child' as a universal subject of early education, but it examines the multiple ways 'the child' was constituted by these discourses as the subject at which government is to be aimed, and whose characteristics government must harness and instrumentalize. Besides addressing the research question, the study also develops a set of intertwining arguments. In these the author contends that 'the child' is invented through historically contingent ideas about the individual and that the way in which 'the child' is constituted in pre-compulsory education shifts in concert with the changing problematizations about the government of the population and individuals. Further, the study demonstrates the necessity to understand the provision of pre-compulsory education as a political practice.
Looking at pre-compulsory education as a political practice de-stabilizes the takenfor-granted constitutions of 'the child' embedded in present theories, practices and research with children in the field of early childhood education. It also enables the de- and reconstruction of the notions of children's 'participation', 'empowerment' and 'citizenship'. The continuous de- and reconstruction of these notions and the destabilization of the constitutions of 'the child' creates a framework in which improvement is possible, rather than a utopian, wholesale and, thus revolutionary, transformation in early education (Branson and Miller, 1991, p. 187). This study also contributes to the critiques of classroom discipline approaches by reconceptualizing them as technologies of government in order to reveal the power relations they silently wield.
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Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.
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Ogonda, Agnes Akinyi. "Shades of giftedness : an ethnographic case study in the identification of giftedness in ethnic minority children within the early childhood context." Thesis, Queensland University of Technology, 1994.
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This study addresses the issue of identification of gifted ethnic minority children within the context of an Australian preschool. Case study method is used to describe
the characteristics of three children, their parents, teachers and the pre-school environment. The children, from India, Iran and Vietnam, had all arrived in Australia within the last twelve months. Use of existing checklists, participant observation in the home and pre-school setting, unstructured interviews with parents and teachers, and collection of children's work were the main methods of data
collection.
Through the analytic process culture-specific behaviours have been identified. These descriptions have been used to develop a behavioral characteristics checklist which can be used by teachers as a framework during identification of
gifted ethnic minority children. This forms part of a portfolio of assessment compiled using the study findings.
Teacher awareness of giftedness, educational responses,
theories and definitions of intelligence were also addressed through a workshop conducted as part of the study.
The study reports on the effect of culture on manifestation of gifted behaviour, motivation, socioeconomic issues, teacher attitude and parent-teacher co-operation
in the gifted ethnic minority child's learning outcomes.
Suggestions for furtherresearch are also included.
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Reilly, Lucy. "Progressive modification : how parents deal with home schooling their children with intellectual disabilities." University of Western Australia. Graduate School of Education, 2007. http://theses.library.uwa.edu.au/adt-WU2008.0035.
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While home schooling is by no means a new phenomenon, the last three decades have seen an increasing trend in the engagement of this educational alternative. In many countries, including Australia, a growing number of families are opting to remove their children from the traditional schooling system for numerous reasons and educate them at home. In response to the recent home schooling movement a research base in this area of education has emerged. However, the majority of research has been undertaken primarily in the United States of America and the United Kingdom, with very few studies having examined home schooling in Australia. The existing corpus of research is also relatively small and incomplete. Also, certain categories of home schoolers and the processes involved in their undertaking of this modern version of a historically enduring educational alternative have been overlooked. In particular, children with disabilities appear to be one of the home schooling groups that have attracted very little research world wide. This group constituted the focus of the study reported in this thesis. Its particular concern was with generating theory regarding how parents deal with educating their children with intellectual disabilities from a home base over a period of one year. Data gathering was largely carried out through individual, face-to-face semi-structured interviewing and participant observation in the interpretivist qualitative research tradition. However, informal interviews, telephone interviews and documents were also used to gather supplementary data for the study. Data were coded and analysed using the open coding method of the grounded theory model and through the development and testing of propositions. The central research question which guided theory generation was as follows: 'How do parents within the Perth metropolitan area in the state of Western Australia deal with educating their children with intellectual disabilities from a home base over a period of one year?' The central proposition of the theory generated is that parents do so through progressive modification and that this involves them progressing through three stages over a period of one year. The first stage is designated the stage of drawing upon readily-available resources. The second stage is designated the stage of drawing upon support networks in a systematic fashion. The third stage is designated the stage of proceeding with confidence on the basis of having a set of principles for establishing a workable pattern of home schooling individualised for each circumstance. This theory provides a new perspective on how parents deal with the home schooling of their children with intellectual disabilities over a period of one year. A number of implications for further theory development, policy and practice are drawn from it. Several recommendations for further research are also made.
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Ip, Ping Lam. "From purification of "sins" to negotiation of boundaries: exploring assimilation of children of Mainland new arrivals in Hong Kong secondary school context." HKBU Institutional Repository, 2017. https://repository.hkbu.edu.hk/etd_oa/442.
Full textAbstract:
This study aims to enrich existing local sociological literatures on Mainland new arrivals by exploring the assimilation of their children, including 1.5 generation born in Mainland China and second generation born in Hong Kong. In particular, it focuses on the everyday schooling experiences of children of Mainland new arrivals, such as their learning experiences, their relationship with school or teachers, and their everyday communication with peers. Combining Michele Lamont's concept of boundary and Pierre Bourdieu's concepts of field and capitals with contemporary assimilation theories in the U.S., this study conceptualizes assimilation as a multidimensional process through which migrants and their subsequent generations use different available strategies and capitals to adopt, negotiate, and draw boundaries in various social fields in order to be recognized members of the host community they are living in. Drawing on 11 in-depth interviews with children of Mainland new arrivals studying in secondary school, this study finds that, contrary to the oppressive experiences of first generation Mainland new arrivals especially mothers, second / 1.5 generations have more room or structurally enabled agency to negotiate rather than simply adopt boundaries defining "us" and "other" in the school context. This can be seen, for example, when second and 1.5 generation students alike actively use and modify social meanings represented in cultural products such as electronic games and TV programs to draw boundaries to build and sustain peer relationship in school.
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Lane, Cherylee Mary. "Predictors of successful inclusion for children with vision impairment in early education." Thesis, Curtin University, 2008. http://hdl.handle.net/20.500.11937/1610.
Full textAbstract:
The international movement to include children with disabilities in education has resulted in significant legislative and policy change. However some have argued that this has not translated into actual practice and that inclusion (as opposed to integration) is not the usual practice in Australia. There are fears that inclusion, if implemented poorly, will be detrimental to the wellbeing of students with disabilities. Similar concerns exist for students with vision impairment. The quality of their inclusive experiences varies dramatically from school to school, with an isolated few children reaping the expected benefits of inclusion. The variation in these experiences has not yet been explained.The purpose of this research was to determine which, if any, factors predict successful inclusion for children with vision impairment in regular early education in Australia. The research occurred in two phases: (1) a formative, qualitative phase; and (2) a quantitative, longitudinal phase.The aim of Phase 1 was to select factors that stakeholders perceived were important in influencing the inclusive early education of children with vision impairment in Australia. Nominal Group Technique elicited the perception of five stakeholder groups (allied health professionals, visiting teachers, classroom teachers, parents of, and students with vision impairment) (N = 25). The ranked items generated by each stakeholder group were combined using content analysis. These were then ranked overall. The top-ten ranked ‘stakeholder factors’ formed the independent variables for the second phase of the study.Phase 2 had three aims relating to regular early education in Australia: (1) to describe the situation that children with vision impairment are exposed to (i.e. the stakeholder factors identified in Phase 1); (2) to compare the inclusive outcomes (participation, engagement, child interaction, academic and overall) of children with and without vision impairment; and (3) to determine the influence of the stakeholder factors on the inclusive outcomes of children with vision impairment. A prospective, longitudinal cohort design was used; conducted over two years. Twenty children with vision impairment and 37 sighted classmates (mean age 65 months) who attended regular kindergarten to grade one classes in Australia participated.Three aspects were commonly found to be poor in the regular class situations: access to vision aides and equipment, support for staff, and teacher training and experience; however the individualisation and physical environment were adequate. Nonparametric analysis demonstrated that both education staff and parents were more involved with children with vision impairment compared to classmates. The children’s social skills differed only at the end of the second year.Children with vision impairment had significantly poorer inclusive outcomes than classmates. Mann-Whitney U Tests found that children with vision impairment participated significantly less in class activities, were less engaged in tasks and experienced poorer social interaction than classmates at each point during the two years. At the end of the second year, children with vision impairment had significantly poorer academic performance.A three-step process selected the stakeholder factors that had a significant individual influence on the inclusion of children with vision impairment, relative to their classmates. Receiver Operating Characteristic curve analysis then demonstrated that Indices of these combined stakeholder factors predicted successful inclusive outcomes of children with vision impairment up to two years later. Presence of a combination of at least six factors, categorised as Environmental (teacher attitude, teacher training and experience, adult involvement, vision aides and equipment and physical environment); Personal (early intervention); and/or Activity Performance (social skills) significantly improved the likelihood of success.This study demonstrated that a high proportion of children with vision impairment in Australia are exposed to less than adequate situations in early education, and, as such, experience poor quality inclusion. Given the long term effects of early experiences, it is imperative that children have positive early education experiences. This research provided new knowledge of the factors that can improve regular early educational outcomes for students with vision impairment. This can further guide the decisions of policy makers, educators, health professionals and parents concerned with improving the life of children with vision impairment.
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黃美珊 and Mei-shan Wong. "Crossing the world's busiest border for knowledge: cross-border students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972615.
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au, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
Full textAbstract:
This thesis is a history of schooling for Indigenous children in Western Australia between
the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis
represents the view that, for most of this period, and regardless of policy, education for
Indigenous children was directed towards changing their beliefs and behaviours from
being distinctly Aboriginal to recognizably European. Four major policies for Aborigines
provide the framework for the thesis, these being amalgamation (1840-1852),
protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ).
The amalgamation of the Indigenous popuIation with the small colonial society in
Western Australia was a short-lived policy adopted by the British Colonial Office.
Protection, a policy formalised by Western Australian legislation in 1886, 1905 and
1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy
the Indigenous population was regarded as two distinct groups - a diminishing traditional
population to be segregated and protected and an increasing part-Aboriginal population
that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of
assimilation, coordinated by the Commonwealth government, which anticipated that all
people of Aboriginal descent would eventually be assimilated into the mainstream
Australian society. This policy was replaced in 1973 by one of Aboriginal community
self-determination, an initiative of the Commonwealth government and adopted
throughout Australia.
The attempts at directed cultural change were evident in the 'Native' schools that opened
in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation
of children from their families and a Christian education would achieve the transition
from a 'savage to civilized' state. For another century the education of Indigenous
children on missions and in government settlements was founded upon similar
assumptions. The thesis acknowledges that the principal change agents, such as the Chief
Protectors of Aborigines, mission administrators and the teachers in direct contact with
the children, seriously underestimated both the enduring nature of Indigenous culture and
the prejudice in Australian society.
Between 1912 and 1941 a few government schools in the southern districts of Western
Australia refused to admit Aboriginal children. The exclusion of these children is
examined against a background of impoverished living conditions, restrictive legislation
and mounting public pressure on the State and Commonwealth governments for a change
in policy. The change did not begin to occur until 1951 when the Commonwealth and
States agreed to a policy of assimilation. In Western Australia this policy extended
education to all Aboriginal children. The thesis explores the provision of government
teachers to Aboriginal schools in remote areas of Western Australia between 1951 and
1978. The final chapter examines Indigenous perceptions of independent community
schools within the fust five years of the policy of self-determination and contrasts the
objectives and management of two schools, Strelley in the Pilbara and Oombulguni in
the Kimberley.
34
Green, Neville J. "Access, equality and opportunity? The education of Aboriginal children in Western Australia 1840-1978." Thesis, Green, Neville, J. (2004) Access, equality and opportunity? The education of Aboriginal children in Western Australia 1840-1978. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/51383/.
Full textAbstract:
This thesis is a history of schooling for Indigenous children in Western Australia between the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis represents the view that, for most of this period, and regardless of policy, education for Indigenous children was directed towards changing their beliefs and behaviours from being distinctly Aboriginal to recognizably European. Four major policies for Aborigines provide the framework for the thesis, these being amalgamation (1840-1852), protection (1886-1951), assimilation (1951-1972) and self-determination (1973-).
The amalgamation of the Indigenous population with the small colonial society in Western Australia was a short-lived policy adopted by the British Colonial Office. Protection, a policy formalised by Western Australian legislation in 1886, 1905 and 1936, dominated Aboriginal affairs for the first half of the 20th century. Under this policy the Indigenous population was regarded as two distinct groups - a diminishing traditional population to be segregated and protected and an increasing part-Aboriginal population that was to be trained and made ‘useful’. In 1951 Western Australia accepted a policy of assimilation, coordinated by the Commonwealth government, which anticipated that all people of Aboriginal descent would eventually be assimilated into the mainstream Australian society. This policy was replaced in 1973 by one of Aboriginal community self-determination, an initiative of the Commonwealth government and adopted throughout Australia.
The attempts at directed cultural change were evident in the ‘Native’ schools that opened in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation of children from their families and a Christian education would achieve the transition from a ‘savage to civilized’ state. For another century the education of Indigenous children on missions and in government settlements was founded upon similar assumptions. The thesis acknowledges that the principal change agents, such as the Chief Protectors of Aborigines, mission administrators and the teachers in direct contact with the children, seriously underestimated both the enduring nature of Indigenous culture and the prejudice in Australian society.
Between 1912 and 1941 a few government schools in the southern districts of Western Australia refused to admit Aboriginal children. The exclusion of these children is examined against a background of impoverished living conditions, restrictive legislation and mounting public pressure on the State and Commonwealth governments for a change in policy. The change did not begin to occur until 1951 when the Commonwealth and States agreed to a policy of assimilation. In Western Australia this policy extended education to all Aboriginal children. The thesis explores the provision of government teachers to Aboriginal schools in remote areas of Western Australia between 1951 and 1978. The final chapter examines Indigenous perceptions of independent community schools within the first five years of the policy of self-determination and contrasts the objectives and management of two schools, Strelley in the Pilbara and Oombulgurri in the Kimberley.
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Cahill, Rosemary. "Factors that influence the decisions parents make when choosing a secondary school for their children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/549.
Full textAbstract:
The impetus for this portfolio is the accelerating drift of Australian school students from state-run, free government schools to fee-paying independent and/or Catholic schools within the non-government sector. Australian Bureau of Statistics (ABS) data show that between 1996 and 2006, student enrolments in non-government schools grew by 21.5% compared with 1.2% in government schools (Australian Bureau of Statistics [ABS], 2007). In this portfolio, a sociological lens reflective of the pragmatic paradigm is applied to the question of school choice in order to understand parents' thinking behind the choices they are making and, moving forward, how the funding and governance of schooling in Australia might lead to different school choices. The portfolio is structured around a three-way school-choice model whereby parents' choices arise through the interaction of three dimensions: local options, global trends and personal circumstances. The portfolio incorporates a combination of primary and secondary research. The secondary research explores local and global dimensions of school choice while the primary research investigates the personal dimension. The primary research is a case-study conducted in a precinct of metropolitan Perth in 2007. In the case-study, a survey was administered to the parents of all students who had just commenced their secondary schooling (entering year 8) at one of eight schools located within the case study precinct. Participating schools comprised a mixture of government, Catholic and independent sectors and, due to their shared proximity, were each others' main competition for students. While a high degree of agreement about what makes a 'good' school was found among participating parents, sector-specific variation was found in the sense of agency reported by parents and in the extent to which participating schools were perceived to offer several factors that were deemed to be prominent in 'good' schools. In each case, government schools lagged behind their non-government counterparts. Recommendations offer a pragmatic and empirically sound approach to arresting the drift of students away from government secondary schools.
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Wicks, Keren. ""Teaching the art of living" : the development of special education services in South Australia, 1915-1975 /." Title page, table of contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phw6367.pdf.
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Vickers, Iyleen. "Exclusion: Procedures and provisions in Western Australia with special reference to the role of [the] Distance Education Centre in the accommodation of excluded students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1152.
Full textAbstract:
The problem at the centre of this research study was whether the educational provisions at the Western Australian Distance Education Centre met the special needs of those students who are classified as "at risk" and those who are excluded from Government schools on disciplinary grounds. Contextual data which related to these students, such as off-campus programs were examined also. The bounded case study was chosen as the research mode to investigate the problem. Distance Education Centre constituted the bounded case, and the Referral Program formed the unit of analysis. Data collection techniques included audio taped structured interviews with relevant personnel, structured and unstructured interviews with students, participant observation and the analysis of documents. Broadly, the research findings indicated the following. First, the document issued by the Ministry of Education outlining the steps in the exclusion process, needs to be reviewed. Second, the proliferation of off-campus programs provide cause for concern when the literature from overseas, has questioned the philosophical, social and educational basis of such programs. Third, the enrolment of miscreant students in a program that is designed for students learning in the distance mode is inappropriate.
38
Gibbons, Pauline. "Discourse contexts for second language development in the mainstream classroom /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20040203.155828/index.html.
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Hor, Su-yin Education Faculty of Arts & Social Sciences UNSW. "Exploring gifted primary students' perceptions of the characteristics of their effective teachers." Awarded by:University of New South Wales. Education, 2006. http://handle.unsw.edu.au/1959.4/24307.
Full textAbstract:
This study sought to explore the question of what personal and professional characteristics may be particularly relevant to effective teachers of the gifted, by investigating the characteristics of effective teachers identified in both the general teacher effectiveness literature and the gifted education literature, through the perceptions of gifted primary students about teachers they regarded as effective. A questionnaire was created for this study, comprised of items which represented characteristics identified from the literature review and determined to be relevant to students' experiences. This questionnaire was distributed to the sample of intellectually gifted primary students (n = 168), and their responses were examined for differences between moderately gifted (n = 74) and highly gifted primary students (n = 94), as well as female (n = 84) and male (n = 81) gifted primary students. This study also recorded gifted primary students' opinions regarding what they believe were the characteristics that made their nominated teachers so effective, through the use of an open-ended question in the questionnaire. This study found that the characteristics of effective teachers identified in both the general teacher effectiveness and the gifted education literatures were supported by gifted primary students' perceptions of their nominated teachers. This study also found differences between moderately gifted and highly gifted primary students, as well as gender differences on a number of characteristics. These differences support the need to examine, more carefully, teacher behaviour and strategies in the classroom for differences in how they may influence the learning of students of different levels of ability and gender. A qualitative analysis of gifted primary students' answers to the open-ended question also revealed in-depth information about how teachers' characteristics are related to each other, and how students perceive them to be effective, as well as suggesting characteristics that were not identified in the previous review of the literature.
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Bertola, Elodie Gisele Martine. "Beliefs about the Education of Children: A Comparison of Hispanic Immigrant and Anglo-American Parents." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/461.
Full textAbstract:
In light of the fact that the number of Hispanic children enrolled in American schools is dramatically increasing and that these children are at higher risk of academic difficulty than any other group, the present study investigates the educational and child-rearing beliefs held by Hispanic parents. Understanding these beliefs is pivotal in any attempt to improve Latinos' educational attainment since current research recognizes that parental educational beliefs influence home-literacy practices, which in turn influence subsequent academic achievement. The research questions focus on two types of potential differences in terms of educational and child-rearing beliefs: (1)intercultural (Anglo-Americans vs. Hispanics), (2) intracultural (Hispanics with varying educational levels). To address these questions, 199 participants (114 Hispanics and 85 Anglo-Americans) filled out two surveys, The Parental Modernity Scale and The Rank Order of Parental Values, about educational and child-rearing beliefs. The two instruments used yielded a total of five scores for each participant. One-way ANOVAs followed by Tukey post-hoc tests revealed the existence of statistically significant intercultural differences (p < .0001) while no significant intracultural differences were observed. Overall, Hispanic participants had a propensity to endorse the following beliefs while Anglo-Americans tended to disagree with the same beliefs: (1) the home and the school are two separate entities and parents should not question the teacher's teaching methods, (2) children should be treated the same regardless of differences among them, (3) children are naturally bad and must therefore be trained early in life, (4) the most important thing to teach children is absolute obedience to adults, and (5) learning is a passive process where teachers fill children's heads with information. However, both groups shared the following beliefs: (1) what parents teach their children at home is important to their school success, (2) children learn best by doing rather than listening, (3) children have a right to their own point of view and should be allowed to express it. Possible explanations behind the apparent paradox of having Hispanic parents agree with opposite beliefs are presented. Implications for the results of this study and suggestions for future research are discussed.
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Ho, Wan-sing. "Will separation of the new-arrival immigrant children at primary schools from their local counterparts solve their adaptation problems?" Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887417.
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Gray, Jan. "The framing of truancy : a study of non-attendance policy as a form of social exclusion within Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1347.
Full textAbstract:
Truancy is a product of socially constructed knowledge. The final product of this knowledge provides insight into the defining features of current societal beliefs, values and fears, becoming a powerful framing influence for definitions of acceptable patterns of school attendance and behaviour. In this sense, the perceived incidence of truancy within a community has far more impact on the creation and enactment of public policy associated with young people who do not regularly attend school than the incidence itself. This does not deny the incidence of truancy, nor the empirical data indicating correlates of truancy, illiteracy, crime, poverty and unemployment. Truants do exist. How these students and actions are perceived, however, and the consequences for all stakeholders (both personal and public) are constructed through the particular perceptions of youth, school nonattendance, and crime. The focus of this study was to identify the ways in which cultural factors have influenced popular and academic constructions of truancy, and subsequent creation and enactment of public policy associated with truancy. A model was developed for identifying the framing influences for public policy associated with any socially defined construct, directing the identification of three defining cultures for the framing of truancy. Ethnographic methods were used to 'read' the culture of compulsory education through the interactions and decision making processes within stakeholding institutions in Western Australia. Four education districts were included in the study, with a particular focus on inter-agency processes within one of these districts. Participation in and observation of the whole gamut of policy in practice within an education district allowed a demystification of the policy and practice associated with students who both reject or are rejected by the school system. Access to district databases provided non-attendance data for 30,000 students over the eighteen month period of the study. Less than two per cent of students were defined as chronic truants, of whom a disproportionate number were Aboriginal students. The proportion of students defined as at educational risk through chronic truancy was remarkably similar to the proportion of students excluded from their education through behaviour management processes, including the disproportionate number of Aboriginal students defined as violent and abusive. Although there was little indication of a gender difference in truancy patterns (except for the over representation of adolescent Aboriginal girls), the suspension and exclusion data show an overwhelming proportion of boys defined as Attention Deficit Hyperactive Disorder reported by female teachers as evidencing major behaviour problems. Three cultures were identified as the major influences on the current framing of public policy associated with non-attendance. These cultures reflect community beliefs in punitive measures, a systemic reluctance to take responsibility for pedagogical and resource issues and perceptions of difference based on ethnicity and student behaviour. Such a framing of public policy associated with re-integration of recidivist offenders inevitably perpetuates a culture of social exclusion. There seems little chance for change in the production of public policy associated with these students within current community (and institutional) constructions of difference, responsibility and social justice. Re-framing cultures built on foundational beliefs, powerful public perceptions and images to reflect mediation, natural justice and cultural awareness is an enormous task for any community. However, such a shift in the framing influences for the creation of public policy would encourage the enactment of current legislative and regulatory frameworks associated with non-attendance to reflect inclusion and equity.
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Ho, Wan-sing, and 何雲星. "Will separation of the new-arrival immigrant children at primary schools from their local counterparts solve their adaptationproblems?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959404.
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Longobardi, Paul. "Religious education: Outcomes-based integration across the primary curriculum." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/735.
Full textAbstract:
This study shows that the integrity of curriculum in Catholic Schools can be demonstrated through an integrated curriculum, with Religious Education (R.E.) as the primary focus, centre point and generator of learning experiences across all subjects or Key Learning Areas (K.L.As). The contemporary, Catholic nature of curriculum is able to be developed via an outcomes-based approach that integrates R.E. with other Key Learning Areas. The "Integrated Religious Education Outcomes Approach" represents a personal belief of the author, developed as a classroom teacher in five Catholic schools and a member of three schools' Executive. The response to this belief is the motivation behind this study. The theoretical response includes an examination of integration and the function and purpose of outcomes- based education. There is relevance and potential for Religious Education curriculum outcomes to be linked to other Key Learning Areas Consequently, the role of Catholic schools in developing courses of work within a Catholic setting, and the religious dimension of the broad curriculum and of each K.L.A., are explored. Findings show that there is validity to the development of an approach that integrates R.E. outcomes when programming courses of work. This practical response IS demonstrated in a uniquely Catholic unit of work that focuses on one of the R.E. themes recurring across the Primary school. The integrated unit used in this study sets out the outcome and content links across and between all K.L.A.s. Findings show that it is a document from which teachers are able to facilitate the teaching and learning process, whilst maintaining course requirements of the N.S.W. Board of Studies' K.L.A. Syllabuses and the Wollongong Diocesan R.E. Curriculum Guidelines. Findings also show that teachers are supported in developing the practice of integration, an increased awareness of the function of outcomes, and the significance of R.E. in the formal curriculum. The study shows that teachers are willing to embrace trends and methodology that assist planning, organise and present learning in new ways and promotes R.E. within the context of the broader curriculum.
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Constant, Tamara M. "Linguistic human rights and the education of language minority children : the case of the Japanese Brazilian returnees /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885442051&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2009."Department of Linguistics and Department of Speech Communication." Includes bibliographical references (p. 202-215). Also available online.
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Tam, King Wa. "Labour, social and health outcomes of immigrants in Australia : effects of language proficiency using the IV approach." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60256/1/King_Wa_Tam_Thesis.pdf.
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Language has been of interest to numerous economists since the late 20th century, with the majority of the studies focusing on its effects on immigrants’ labour market outcomes; earnings in particular. However, language is an endogenous variable, which along with its susceptibility to measurement error causes biases in ordinary-least-squares estimates. The instrumental variables method overcomes the shortcomings of ordinary least squares in modelling endogenous explanatory variables. In this dissertation, age at arrival combined with country of origin form an instrument creating a difference-in-difference scenario, to address the issue of endogeneity and attenuation error in language proficiency. The first half of the study aims to investigate the extent to which English speaking ability of immigrants improves their labour market outcomes and social assimilation in Australia, with the use of the 2006 Census. The findings have provided evidence that support the earlier studies. As expected, immigrants in Australia with better language proficiency are able to earn higher income, attain higher level of education, have higher probability of completing tertiary studies, and have more hours of work per week. Language proficiency also improves social integration, leading to higher probability of marriage to a native and higher probability of obtaining citizenship. The second half of the study further investigates whether language proficiency has similar effects on a migrant’s physical and mental wellbeing, health care access and lifestyle choices, with the use of three National Health Surveys. However, only limited evidence has been found with respect to the hypothesised causal relationship between language and health for Australian immigrants.
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Lopezrevoredo, Analucia. "Learning From Culturally Specific Programs and Their Impact on Latino Parent Engagement." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4997.
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Latinos are the largest and fastest growing ethnic minority group in the United States. Academically, they are significantly trailing their non-Latino peers in graduation and overall educational attainment. Among many socioeconomic factors, parent engagement has been identified as being a defining indicator of student success. Reflective of racial and class disparities, this study explored with the use of critical race and intersectionality theory, that low Latino parent engagement is a result of the historical devaluing and omission of Latino culture, history and language from formal academic settings, and compounding social factors that make engagement complex for Latino immigrants in America today.
In search of programmatic designs that better engage Latino families, this study explored a culturally specific program in San Francisco and its impact on engaging Latino immigrant parents. Using ethnographic methodologies, this study found via direct observation, a parent focus group, nine parent interviews and seven school personnel interviews that culturally specific programs can successful build relationships, create inclusive spaces, counter ideas of deficit thinking, interrupt systems of oppression, and strengthen community engagement. Implications of this study on social work education, practice, and policy will be discussed.
48
Ma, Li 1972. "Chinese immigrant parents' educational expectations and school participation experience." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98554.
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Recent years have witnessed the large number of Chinese immigrants in Canada. With the coming of those immigrants is the large number of school age children. Hence, immigrant families' educational expectations and parental participation in their children's schools become major educational concerns. This study focuses on recent Chinese immigrants' expectations of and concerns about their children's schooling.Drawing from Bourdieu's cultural capital theory and Ogbu's social mobility theory, in this study, I used a qualitative interview methodology to explore the educational expectations and school involvement of five Chinese parents who had recently immigrated to Canada. The educational expectations for their children and school participation of these Chinese immigrants are deeply rooted in Chinese tradition and heritage and are also greatly shaped by their personal experiences in Canada. Their cultural values and beliefs and immigration experiences as visible minorities have had a great impact on their educational expectations. Language barriers and different cultural values between dominant mainstream and Chinese traditions are the two main factors that hinder immigrant parents' participation in school activities and hence in their children's schooling.
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Dejmek, Andrea Theresa. "The Canadian Czech diaspora : bilingual and multilingual language inheritance and affiliations." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112332.
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The purpose of this qualitative study is to understand how children within a Canadian Czech diasporic context, create and discover their Czech heritage language and culture through meaningful active participation in areas provided within the constructs of a non traditional setting such as a summer camp. Five contextual areas of the camp were identified and studied. The areas are: activities, food, camp counselors, staff dynamics and location. Braziel and Mannur (2003) and Rampton's (1990) aspects of "language inheritance" and "language affiliation" inform the analysis.
50
Johnson, Ann-Mari. "How do two teachers instill a new culture into immigrant children? : A case study of a Canadian and a Swedish teacher." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-798.
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Abstract
This is a qualitative case study of how two teachers instill a new culture into immigrant children. I have used interview as one of my qualitative research methods and to make it a more informed assessment and to see the problem from more than one angle I have also used field study as a method. The purpose of this essay was to find out how two teachers work with immigrant children. I wanted to see how they work, how they integrate culture in their teaching and specific exercises they use to instill a new culture into the children. I also wanted to see what the literature says about integrating immigrant children into a new culture and if these particular teachers do as they are “supposed to”, or if they have found their own ways of teaching. I used a semi standardized interview to find out subjective specific ideas from the teacher’s point of view and tried to strike a balance from the objective side with a field study to actually get a glimpse of how the teachers work.
The two teachers in my study are working in slightly different ways when they teach culture. They use a lot of the same ideas but their focuses vary a bit. The Canadian teacher’s focus lies on teaching the children a little bit of everything, as in a lot of different cultures, although she includes the Canadian culture in her work too. The Swedish teacher focuses more on the Swedish culture and tries to instill the children in that one first of all. She teaches the children about other cultures too, but mainly the Swedish one.
Process of this qualitative case study has enlightened my understanding of cultural education because of its depth and clarity.