Dissertations / Theses on the topic 'Teachers of immigrant children Victoria'
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1
Torres, Maria Beatriz. "Communication challenges and conflicts that sojourner children experience with parents, peers and teachers due to acculuration with the American culture." Ohio : Ohio University, 2001. http://www.ohiolink.edu/etd/view.cgi?ohiou997192316.
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Ting, Chia-Wei. "Taiwanese Preschool Teachers' Awareness of Cultural Diversity of New Immigrant Children: Implications for Practice." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9915/.
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This study investigated Taiwanese preschool teachers' awareness of cultural diversity of new immigrant children and how this awareness influences their educational practices. In particular, this study focused on the cultural awareness of preschool teachers who work with young Taiwanese children whose mothers are immigrants from Southeast Asia. This study used quantitative and qualitative methods. One hundred seventy-two Taiwanese preschool teachers from the different geographic areas of Taiwan participated in the study. Data were collected through the use of the Cultural Diversity Awareness Inventory (CDAI) survey and participant interviews. Research results of the study revealed: (a) most Taiwanese preschool teachers had an awareness of cultural diversity, but their perceptions of how to create a multicultural environment need to be improved; (b) Taiwanese preschool teachers' personal experiences with children from different cultures were more associated with their cultural awareness than their ages and educational levels; (c) Geographic location was the factor affecting preschool teachers' awareness of cultural diversity and educational practices. This study is informative to the understanding of Taiwanese preschool teachers' awareness of cultural diversity and the implications of this awareness for classroom practice. In addition, multicultural perspectives of the Taiwan society toward immigrant families and children can benefit from the findings of this study. Future research should include the cultural needs of new immigrant children and the implementation of practices for educating new immigrant children.
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Ting, Chia-Wei Morrison George S. "Taiwanese preschool teachers' awareness of cultural diversity of new immigrant children implications for practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9915.
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Reed, Brian, and n/a. "A survey of regular teachers' concerns towards the integration of disabled children in state primary schools, Bendigo region, Victoria." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.100059.
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The integration of disabled children into regular schools is
a current educational and social issue causing widespread
interest, concern and debate throughout Australia. The most
controversial and innovative adoption of integration policy
has occurred in Victoria since the release of the Collins
Report in 1984.
The present study was conducted in 26 State primary schools
in the Bendigo area of the Loddon Campaspe Mallee region of
Victoria where disabled children had been integrated in
regular classrooms with the assistance of a paid teacher
aide during 1988.
The purpose of the study was to survey the concerns of those
teachers into whose classes children with disabilities had
been integrated.
The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model (C-BAM) was chosen as the research
methodology. C-BAM was developed at the Research and
Development Center for Teacher Education, University of
Texas at Austin, and for the purpose of this study, the
methodology consisted of a questionnaire of 35 standardized
items (the Stages of Concern Questionnaire), and a School
Survey.
The study set out to identify the concerns of teachers
(ii)
toward integration, and to establish reasons why teachers
are at particular stages of concern. Factors included
teachers' age, gender, number of years of teaching
experience, qualifications and in-service training. Other
issues related to the disabled children themselves, the
school, and factors such as availability of resources,
funding levels, and access to support systems.
This study developed from the policy document Integration in
Victorian Education (the Collins Report, 1984). Since then,
the Ministry of Education has published two additional
booklets (in January and February, 1987), which partly
address some of the issues included in this thesis. These
include resourcing, in-servicing and the legal implications
of the innovation.
The analysis of the data points to major shortcomings which
will jeopardize the implementation process and the likely
success of the innovation. A number of recommendations have
been suggested, with particular reference to the pre-service
and in-service training of teachers, and issues relating to
funding and resources.
The findings have implications for all classroom teachers,
as potentially all are required to accept disabled children
into their classes. The results and recommendations also
have relevance for the Ministry of Education, whose
responsibility it is to ensure that the integration of
disabled children into regular classes is fully supported at
a government level, and for training institutions, whose
task it is to provide appropriate pre-service and in-service
programs for present and future classroom teachers.
5
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.
6
Mahony, Linda H. "Early childhood teachers' pedagogical practice : what they know, think and do with young children experiencing parental separation and divorce." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61987/1/Linda_Mahony_Thesis.pdf.
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This grounded theory study examined the practices of twenty-one Australian early childhood teachers who work with children experiencing parental separation and divorce. Findings showed that teachers constructed personalised support for these children. Teachers’ pedagogical decision-making processes had five phases: constructing their knowledge, applying their knowledge, applying decision-making schema, taking action, and monitoring action and evaluating. This study contributes new understandings about teachers’ work with young children experiencing parental separation and divorce, and extends existing theoretical frameworks related to the provision of support. It adds to scholarship by applying grounded theory methodology in a new context. Recommendations are made for school policies and procedures within and across schools and school systems.
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Cortez, Christina. "“Las Experiencias de Padres con Hijos Discapacitados” Lived Experiences of Mexican-Immigrant Parents of Children with Identified Disabilities." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1600121768781733.
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Wubie, Bizunesh. "Children of first generation Ethiopian immigrant parents at home and at early childhood education settings, understanding their experiences through the perspectives of their parents and teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63636.pdf.
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Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Terreni, Lisa. "A case study : how young children and teachers use an interactive whiteboard in a New Zealand kindergarten setting for visual art learning experiences : a four paper thesis submitted to the Victoria University of Wellington College of Education in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/983.
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Nieva, Boza Carolina. "La toma de decisiones del profesorado de educación física de primaria en relación con la inclusión del alumnado femenino inmigrante." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/370844.
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Nuestra sociedad actual ha vivido en estos últimos años una serie de cambios relevantes que han modificado la realidad educativa. Uno de estos cambios ha sido el aumento de alumnos y alumnas inmigrantes en las aulas de las escuelas de primaria. La idiosincrasia del área de Educación Física hace posible la creación de espacios que permiten la participación y la inclusión del alumnado intercultural, debido a que es un área vivencial y favorecedora de actitudes como la colaboración, el respeto y la igualdad. En este sentido, el profesorado de Educación Física tiene un papel fundamental para poder desarrollar una enseñanza de calidad y significativa, y para ello debe decidir qué intervenciones son las más adecuadas a las características individuales del alumnado, considerando tanto las diferencias de género como la procedencia cultural.
El presente estudio se centra en el colectivo de alumnas inmigrantes en la comarca del Baix Llobregat (Barcelona), y tiene como objetivo analizar las decisiones del profesorado de Educación Física, en relación con la inclusión de las niñas inmigrantes, con el propósito de establecer pautas de actuación que mejoren dicha inclusión. Estas pautas abarcarán tres dimensiones: la Administración, el centro educativo y las específicamente relacionadas con el área de Educación Física.
La presente investigación se enmarca dentro del paradigma del pensamiento del profesorado, considerando al docente como un profesional que realiza juicios, toma decisiones y genera rutinas. Dentro de este paradigma se encuentra una línea de estudio denominada teorías implícitas, con una gran relevancia en este trabajo, debido a que hace referencia a aquel conocimiento del profesorado relacionado con el saber hacer, el que no se enseña sino que se aprende y adquiere de forma inconsciente. Es por ese motivo por el que son unas teorías influyentes en los docentes a la hora de tomar decisiones e intervenir para la mejora de la inclusión y participación de las niñas inmigrantes, dentro del área de Educación Física.
cuestionario); se caracteriza por ser holístico, inductivo e ideográfico. En los tres instrumentos se analizan las siete dimensiones de la investigación: conocimiento del docente, características del alumnado inmigrante, decisiones de planificación, decisiones de intervención organizativas, decisiones de estrategias para aumentar la motivación, expectativas del profesorado y aspectos favorecedores de la inclusión. Los resultados obtenidos en estos tres instrumentos son interpretados en dos niveles de análisis de la investigación. En el primero, se recopila e interpreta la información de cada uno de los tres instrumentos de forma separada, realizando una discusión y reflexión de cada una de las dimensiones. En el segundo nivel, se realiza una triangulación de datos a partir de las semejanzas y diferencias en los resultados obtenidos en los tres instrumentos, buscando responder al objetivo principal de la investigación.
Como conclusiones de la investigación, la etapa de primaria es un periodo escolar idóneo para la mejora de la inclusión de las niñas inmigrantes. El profesorado de Educación Física se siente capacitado para realizar el proceso de inclusión de estas chicas escogiendo, mayoritariamente, decisiones interactivas. En referencia a la implicación general de estas chicas, el profesorado considera que hay una menor participación por parte de ellas; y en relación a los contenidos curriculares, aparecen similitudes entre las expectativas del profesorado sobre su participación en un contenido específico y sobre su capacidad motriz en ese contenido; esto indica una posible unión entre el aspecto motor y el aspecto emocional de estas chicas.Our society has undergone a series of relevant changes that had have affected education. One of these changes has been the increase of immigrant students in primary school classrooms. The peculiarities of Physical Education field make it possible to create areas that allow participation and inclusion of the intercultural student body, since it is an experience-based field that promotes attitudes like collaboration, respect and equality. In this respect, Physical Education teachers have a key role to develop a significant quality education, and for that purpose they should decide what interventions are more appropriate for the individual characteristics of the students, taking into account both gender and cultural background. This research study is focused on immigrant female students within Baix Llobregat region (Barcelona, Spain), and its main goal is to analyse the decision making processes of Physical Education teachers regarding the inclusion of these girls, in order to establish guidelines to improve inclusion. These guidelines cover three dimensions: public administration, education centre and those specifically related to Physical Education area. Results obtained in these three instruments are interpreted in a two-level analysis research. In the first level, information on each instrument is compiled and interpreted in a separated way, having a discussion and reflection of each dimension. In the second level, data are triangulated from similarities and differences of the results obtained in the three instruments, in order to give response to the main goal of the research. As conclusions of the research, primary education period is ideal to improve the inclusion of female students. Physical Education teachers feel prepared to carry out the process of inclusion of these girls, mainly choosing interactive decisions.
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Cheng, Shu-Fen, and 鄭淑芬. "Teachers’ Mutlicultural Imagination：The Experience of Teaching New Immigrant Children." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/82994362383623142214.
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碩士臺北市立教育大學
教育學系碩士班
98
With the growth of the school-age new immigrant children, the opportunities of teaching the new immigrant children have increased for teachers. In the light of the concern, the purpose of this study is to investigate teachers’ educational experiences in the new immigrant children through four aspects: (a) teachers’ impressions of the new immigrant family; (b) teachers’ perspectives toward the new immigrant children’s learning; (c) the parent-teacher communications; (d) teachers’ experiences in implementing muticultural education. The study employed a qulitative research method, and the data were collected primarily by interviews, classroom observations and reflections. To explore teachers’ educational experiences in the new immigrant children, fifteen teachers were interviewed and three of the teachers’ classrooms were observed. The conclusions of the study show that (a) the teachers have more stereotypes toward new immgirant families, but they would change their impressions gradually after teaching these children; (b) if the teachers are willing to give kindness, understand the difficulties of new immgirant families and communicate with these parents, they would change their impressions of new immgirant families; (c) most teachers agree that new immgirant children’s multicultural living experiences would help to open their mind and visions; while some teachers hold positive attitude toward children’s biligual language learning, some have reservations; (d) teachers believe that languages and cultures are primary to influence new immigrant children’s learning; (e) the supports and help from the members of new immigrant families would facilitate the parent-teacher communications; (f) the contents of parent-teacher communications include students’ academic achievements, school behaviors and learning suggestions ; however, communicating the way of nurture and education is the most difficult for teachers; (g) most teachers would not provide multicultural learning activities except for the contents from textbooks; (h) teachers believe the limited resourse and the feeling of unnecessity would have to overcome for implementing multicultural education.
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YEH, JU-CHEN, and 葉汝真. "Intersection of Lives: Elementary School Teachers’ Narrative Inquiry of Immigrant Children." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/v4cj9w.
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碩士國立新竹教育大學
人資處課程與教學碩士班
101
The purpose of the study was to challenge the values that take for granted by educational practitioners, and intends to allow every story of immigrant children and their mothers to be seen. The study adopted narrative inquiry strategy to investigate the author’s own classroom. Through comparing, explaining, and reflecting different stories, the author related her own life story, and through writing, the true practical attitude in the classroom was revealed. The author expects this study can encourage teachers to think educational phenomenon in different angel so that immigrant children could have better future. The study has two stages. First stage was to gain preliminary understanding about immigrant children and their family by interviewing six elementary school teachers. Second stage was to use narrative inquiry strategy to expend the life story told by one participant. Through the interviews, conversations with parents, the participant’s life story, and the author’s own inquiry, the author explored the transition process from being an outsider to an insider, and also responded to the questions generated from teaching. After the narrative inquiry, the author put herself back into the context, and reflected on the educational meaning of the relationship between herself and immigrant children. At the end, the author used the intersection of lives to nurture the empathy and understanding to others with the intention to convey the true direction as being a teacher in education. Finally, the author expects this study can improve the multicultural understanding toward a better society.
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McDevitt, Seung Eun. "Border Lives: Exploring the Experiences of Immigrant Teachers Teaching and Caring for Young Immigrant Children and Families." Thesis, 2018. https://doi.org/10.7916/D85M7P4H.
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The field of early childhood education and care (ECEC) is facing one of the most rapid changes as one in four children under the age of six in the United States are immigrant children or children of immigrants (Woods, Hanson, Saxton, & Simms, 2016). With this demographic shift along with the current political climate towards immigrants, teaching immigrant children has become more complex and challenging than ever before. Further, the evidence in the existing literature consistently reflects immigrant children’s narratives of their experiences in schools as alienated, excluded, and othered, attesting to this challenging task for educators (e.g. Igoa, 1995; Kirova, 2001).
Amid these challenges, what stories are there yet to be told when immigrants with such experiences and backgrounds become teachers and teach immigrant students? Grounded in a funds of knowledge (Moll, Amanti, Neff, & González, 1992) and borderlands (Anzaldúa, 1987) framework, this study seeks to bring the voices of immigrant teachers to the forefront and to examine their immigration and schooling experiences, first as immigrant students and now teaching and caring for young immigrant students and families in ECEC settings. Using the methods of multi-case study, I highlight the intimate and nuanced teaching and learning experiences of immigrant teachers by delving deeper into a borderland space, where their lives mesh with their immigrant students and their families.
Looking deeply at the experiences of immigrant teachers straddling between multiple worlds, remembering being newcomers while working as welcomers, proposes that we re-think and ask new questions about the complex realities of immigrants in schooling. This work highlights the heart of teaching and caring for young immigrants as contingent upon understanding the nuances of their daily experiences as border crossers within the self, among others, and in multiple cultural worlds.
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Tseng, Yu-Chun, and 曾鈺淳. "The Perspectives of Immigrant Mothers and School Teachers on the Class Performance of Children." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/6wgf54.
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碩士玄奘大學
社會福利與社會工作學系碩士在職專班
102
Child development and learning are important social and educational issues. This study is to analyze the multicultural influences and class performances among families of immigrant mothers. The researchers collected related articles and class documents for the comparisons. In addition, semi-structured interviews were held for research participants, including five immigrant mothers and four school teachers. The results show that: resource selection of the mother would be helpful on class performances; positive parenting style of the mother results in better consequence of learning; the mother who realizes the ability of languages with positive attitude is the key to strengthen child learning; encouragement of school teacher empowers the performance; differentials between city and rural area and attitudes of the school teacher play crucial roles in explaining child performance. Finally, social status and nationality are not major aspects to describe class performance of the children. Instead, cognizance, awareness, and action of immigrant mothers determine the class performance.
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Hung, Yu-ting, and 洪于婷. "A study on teachers'' teaching experiences of new immigrant children from a multicultural education perspective." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/62649966177784521523.
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碩士國立中正大學
教育研究所
95
The purpose of this study is to examine teachers’ teaching experiences of new immigrants’ children from multicultural education perspectives. This study focuses on teachers’ cultural encounter experiences with these students and their parents, to realize what kind of social atmosphere teachers perceive in such a multicultural society. In addition, this study also examines how teachers consider the ‘background of cultural diversity’ and the ‘learning needs’ of new immigrant children during their teaching processes. Furthermore, it investigates the ways how teachers interact and communicate with new immigrant families, the ways how teachers consider about the cultural diversity of immigrant family, and especially issues of new immigrant female’s cultural diversity. Qualitative research methods are adopted in this study. ‘In-depth interviewing’ and ‘documents collecting’ are used to collect data. Two female elementary school teachers who have different personal experiences, and face different social cultural contexts are invited to participate in this study, to realize their teaching experiences of new immigrant children. After analyzing their teaching experiences from a multicultural education perspective, the author concludes as follows. 1.Teachers’ consideration about learning needs of new immigrant children are predominated by cultural deprivation educational policies. 2.Establishing a publicity which is critical that can help teacher to stick up to the stigmas from the discourses of public opinion and media. 3.Bounteous field experiences of cultural encounters can enhance the understandings of diversity cultures for teachers. 4.Teachers are in a dilemma as to ‘reveal’ or to ‘hide’ the cultural diversity of new immigrant children in teaching processes. 5.Teachers’ attitude toward new immigrant children in their classrooms includes of following three ways , ‘equity’, ’equality’ and ’care’ .
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Wang, Chia-chin, and 王嘉菁. "The Perception and Practice of Multicultural Education Regarding New Immigrant Children by Elementary School Teachers in Penghu County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/47153119476706524619.
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碩士國立臺南大學
教育學系課程與教學澎湖碩士班
99
The objectives of this research is to explore the current status of multicultural education practiced on new immigrant children in elementary schools in Penghu County, and to scrutinize the relationship between the perception of multicultural education of school teachers and the actual practice of multicultural education regarding new immigrant children. In order to achieve the objectives, thirty semi-structured interviews were conducted on fifteen elementary school directors and teachers to elucidate their perspectives for further data analysis, then generalization of a conclusion. The basis underlying diversification is differences. However, mainstream teachers often regard the cultural differences of new immigrant children as impediment to academic learning. This problem does not stem from racism, but is due to the fact that mainstream teachers reveal an attitude of indifference towards cultural awareness. Under this paradigm, perceptions on multicultural education of teachers in mainstream classrooms are stagnant in a superficial stage. Teachers are more concerned on development of emotional education and the introduction of conspicuous cultures. Due to their insensitivity on cultural perspectives and lack of judgment, teachers are strongly restrained by mainstream cultural values. Teachers tend to ascribe the low academic achievements of new immigrant children to their family conditions and cultural differences. Consequently, teachers neglect the need to assess both the flawed school systems and teaching process, and base their pedagogy on “assimilationism”. In order for new immigrant children to keep up with the progress of mainstream education, the children are driven to focus only on learning mainstream culture and languages. From the teachers’ aspect of cultural identity, new immigrant children are considered to be native-born locals, the difference in ethnicity and racial problems are overlooked. Relevant ethnic issues in multiculturalism are rarely brought to attention in classrooms, hence the uniqueness and distinction of new immigrant children are concealed under a single identity group. New immigrant children are thus compelled to abide with remedy courses and subsidy schemes at the discretion of schools. Besides, teachers seldom contemplate on the negative impacts inflicted by the inflexibility of school systems, lack of resources on new immigrants’ cultures in campus, and the examination systems, all of which exhibit domination over the students lead to low expectation from the teachers. As a result, the oppressive policy adopted by schools is justified, and becomes the major hindrance to the actual practice of multicultural education on new immigrant children.
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Chuang, Chih-Chi, and 莊之淇. "The Study on the Teachers' Positive Discipline and the Learning Attitudes of New Immigrant Children in New Taipei City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/99473711661364514353.
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碩士國立臺北教育大學
教育經營與管理學系
102
Based on the positive discipline technique and learning attitude theory, the research aims to explore the interactive effect of positive school discipline and the learning attitudes, in which the study group is locally restricted to elementary schools in New Taipei City. The thesis adopts self-designed questionnaire survey and the matrix data is mainly composed of the children of immigrant residents, in fifth and sixth grade. The research adopts the Purpose Sampling Method, and 1,048 participants, categorized by different school types and sizes, were selected by virtue of adopting purposive sampling method, which yields 931 effective questionnaires out from 1,017 ones. The ways of administering the questionnaires includes descriptive statistics, factor analysis, regression structural equation modeling. The results are shown as follows: 1. Positive discipline, assessed by three factors - appropriate respect, sincere care, and rational discipline, positive school discipline, is exhibited excellently by elementary school teachers in New Taipei City. Among the accessed factors, the feedback of rational discipline is welcomed warmly. 2. Learning attitudes, assessed by three factors - learning habits, learning aptitue, and motivation, receives the most welcoming response from the participants. Specifically, learning aptitude exhibits excellent outcome. 3. The variations of various-scaled schools and various family atmospheres show significant differences in the effects on Positive Discipline and Learning attitude. 4. Among the participants, compared with boys, girls show relatively high recognition of Positive Discipline. Further, it is observed that the numbers of attending extracurricular activities show in proportion to the positive Learning Attitude. 5. The variations of grades, socioeconomic levels and the numbers of attending extracurricular activities show insignificant differences in the effects on Positive Discipline; the variations of genders, grades and socioeconomic levels show insignificant differences in the effects on Learning Attitude. 6. The result shows the correlation between positive disciplines and learning attitudes is in a direct proportion, which indicates that more encouraging outcome of the practice of positive discipline yields more positive learning attitudes. Based on the result, the research provides further suggestions, which benefits education administration, schools, school teachers and futher research to come.
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Ghim, Hyeyoung. "Thirdspace Classrooms: Mapping the Identities and Experiences of Chinese Transmigrant Early Childhood Teachers in the U.S." Thesis, 2020. https://doi.org/10.7916/d8-gbhg-3z75.
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Despite calls by U.S. researchers and policymakers for more teachers of color, supported by research documenting the significant social, emotional, and academic benefits of having same-race and same-ethnicity teachers, teaching remains an overwhelmingly White profession, even in light of demographic shifts rendering children of color the numeric majority in U.S. pre/schools. Relatedly, even as over one-fourth of children in the U.S. are immigrants, immigrant and transmigrant teachers have been marginalized in teacher education. Seeking to address this problem from a political-ideological paradigmatic perspective, this study sought to learn from transmigrant teachers’ negotiations of identities and practices.
Rejecting essentialized notions of immigrant teachers/communities and focusing on Chinese transmigrant teachers teaching Chinese immigrants and children of immigrants, it sought to understand how they negotiated their teacher identities and pedagogical practices in light of occupational, geographical, and migrational intersections of identities and experiences. Further, it sought to document how these were enacted in early childhood public school classrooms.
Situated in New York City, home to the largest Chinese and Chinese-American population of any city outside Asia, this collective case study centered the voices, identities, and experiences of three Chinese transmigrant early childhood teachers via Thirdspace theory, bridging identity, and transnational funds of knowledge. Doing so accounted for their individuality and collectivity. Analytically,
• Thirdspace theory was used to map how they reconciled transnational identities, experiences, and pedagogical practices in the classroom;
• bridging identity helped deepen understandings of how they constructed a professional/occupational identity influenced by, but not limited to, past biographical experiences; and
• transnational funds of knowledge epitomized their lived experiences resulting from transnational navigations and/or belonging to transnational communities, capturing the complex flow of knowledges that characterized their experiences and pedagogies.
Findings shed light onto the power and potential of Chinese transmigrant early childhood teachers in the education of Chinese immigrant children. Implications underscore the need for teacher education to learn from the experiences of international teacher candidates, recognizing how they may serve as role models for all students while improving the outcomes and school experiences of immigrant students, leveraging the simultaneity of experiences, identities, and experiences in the construction of Thirdspace classrooms.
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Shu-lee, Hung, and 洪淑麗. "A Study on the Relationship between Teachers' Perceptions ofParent-Teacher Interactions with Immigrant Mothers andSchool Life Adjustments of Their Elementary School Children." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/53530626315336953729.
Full textAbstract:
碩士輔仁大學
兒童與家庭學系碩士班
94
The purpose of this study is to investigate the teachers' perceptions of parent-teacher interactions with immigrant mothers and school life adjustments of their elementary school children. The major goals of this study are listed below: 1.Understand teachers' perceptions of parent-teacher interactions with immigrant mothers and school life adjustments of their elementary school children. 2.Investigate differences of the parent-teacher interactions with immigrantmothers and school life adjustments of their elementary school childrenaccounting for teachers’ background variables. 3.Investigate differences in school life adjustments of elementary schools on children’s background variables. 4.Realize relations among the background variables of teachers, children, parent-teacher interactions, and school life adjustments. Three questionnaires designed by the author and utilized for data collection included: 1. Personal and demographic information 2. Measurement of parent-teacher interactions with immigrant mothers 3. Measurement of school life adjustments of their elementary school children. The sample was from first to fourth grade teachers who have students of immigrant mothers in primary schools of Taipei city and county. Through purposive sampling, 292 teachers were surveyed, with 213 questionnaires accepted and effective for this investigation. Descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation, and Stepwise Multiple Regression were computed for data analyses. According to the data analyses, the following results were described: 1.Most of the teachers' perceptions of parent-teacher interactions with immigrant mothers were fine. The teachers perceived more in multicultural literacy and less in parent-teacher communication from immigrant mothers. 2.Most of the teachers' perceptions of school life adjustments of their elementary school children were fine. The children adjusted better in regular adjustment and the worse in learning adjustment. 3.The parent-teacher interaction was significantly affected by teachers’gender and in-service training in multicultural education. 4.The school life adjustment of the elementary school children was significantly affected by gender of children and again by teachers’ in-service training in multicultural education. 5.The teachers' perceptions of parent-teacher interaction with immigrant mothers and school life adjustments of their elementary school children were significantly and positively correlated with each other. 6.Gender of children, methods of communication and multicultural literacy effectively predicted the learning adjustment of children. Multicultural literacy and gender of children, parent- teacher from immigrant mothers could predict the teacher-student relationship. Multicultural literacy and child gender could predict the peer relationship, regular adjustment, and self adaptation of the children. According to the findings and conclusions above, the study provided suggestions and references for elementary school teachers, the families of the immigrant mothers, education officers and future researchers.
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謝文宏. "A Study on the Relationship between the Teachers’ Multicultural Education Literacy and the Learning Adjustment of New-Immigrant Children in Elementary Schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/42249186603108448825.
Full textAbstract:
碩士國立彰化師範大學
商業教育學系
97
The purpose of this study is to investigate the relationship between the teachers’ multicultural education literacy and the learning adjustment of new-immigrant children in elementary schools. In addition, this study also investigated the current situation of the teachers’ multicultural education literacy and the new-immigrant children’s learning adjustment. The researcher also analyzed the differences of teachers' background variables toward the teachers’ multicultural education literacy and the new-immigrant children’s learning adjustment. In order to understand the degree of relatedness and prediction of teachers’ multicultural education literacy on the new-immigrant children’s learning adjustment, data was discussed in this study as well. This study adopted the questionnaire survey method, and employed the “Questionnaire regarding the study on the teachers’ multicultural education literacy and the learning adjustment of new-immigrant children in elementary schools” as the research tool. 575 teachers from 175 elementary schools in Changhua County, Taiwan were randomly sampled in this study. The collected data was analyzed by using several quantitative methods, including descriptive statistics, independent sample t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression analysis. The major results are as follows: 1. The current situation of the teachers’ multicultural education literacy and the new-immigrant children’s learning adjustment is good. 2. There are significant differences among teachers with different genders and academics degree on teachers’ multicultural education literacy. 3. There are significant differences among teachers with different genders, academics degree,and number of new-emigrant children taught on the new-immigrant children’s learning adjustment. 4.The teachers’ multicultural education literacy in elementary schools positively correlates with the new-immigrant children’s learning adjustment. 5. The teachers’ multicultural education literacy in elementary schools could positively predict the new-immigrant children’s learning adjustment.
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HE, CHUN-YING, and 何春瑩. "A Study on Adaptability of Learning and Related Issues among Children of Immigrant Residents: the Perspectives of Elementary School Teachers in Central Taiwan." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/80719726534257556018.
Full textAbstract:
碩士玄奘大學
社會工作學系碩士在職專班
105
The purpose of this study is to understand adaptability of learning and related issues among children of immigrant residents through the perspectives of elementary school teachers in Central Taiwan. The semi-structured interviews were held for analyzing the backgrounds of immigrant family, adaptability of the mothers, situations on learning ability of the children, and the perspectives of the teachers on learning performance and awareness of the children. Six elementary school teachers of central Taiwan were interviewed. The major results exhibited that: mother’s nationality was not a key reason in explaining adaptability of learning; however, the adaptability also relate to family background, attitudes of the children, school policy, dynamics of the mothers, educational resources of the community, the mother’s status of working, education policy, social climate. Moreover, the mother’s dynamic might get rid of the stereotype of “incompetent mother,” and it was also an important force to enhance the adaptability to reach the maximum. Education policies were helpful for improving perceptions on multiculturalism, and the teacher’s expectations for students also made positive influences. Finally, some suggestions were provided for the people who concerned with these issues.
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Huang, Hsin-feng, and 黃新峰. "A Study of How Teachers Change Teaching Stategies and Background Thinking According to Immigrant Children''s Learning Achievement in Penghu Country." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/17442219774383025103.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學澎湖碩士班
101
The research is to explore how teachers perceive immigrant children’s family background as well as learning achievement and how teachers explain the reasons for learning differences while facing immigrant children. On the other hand, the research tries to analyze how teachers change teaching strategies according to immigrant children’s learning achievement and the values behind the strategies. The study focus on 4 questions based on literature review. 1. To understand how teacher perceive immigrant children’s family background and learning achievement. 2. To explore how teachers explain the reasons for learning differences of immigrant children. 3. To analyze the how teachers change teaching strategies according to immigrant children’s learning achievement. 4. To analyze the values behind the teaching strategies. The research indicates the following results through 27 semi-structured interviews. 1. Immigrant children’s family background: If the children come from working class family, the family background doesn’t make for their learning development. Usually, The parents are disposed to adopt authoritarian parenting style and pay attention to short-term educational expectation. 2. Immigrant children’s learning achievement: The children show low achievement in learning, and they usually take negative attitude towards school education. 3. Reasons for learning differences of immigrant children: The learning resource is not sufficient at home, and the parents’ educational values are passive. Besides, they are lack of lived experience and linguistic stimulus. On the other hand, the curriculum are arranged vertically at school, and school education focuses on paper assessment. All of the factors affect their learning performance. 4. Teacher’s teaching strategies: Teachers could transfer the curriculum, use multiple pedagogies, take a positive attitude in classroom arrangement, and add the opportunities of out-class learning. 5. Values behind the teaching strategies: Teachers shows teaching mode of egotism while deciding the teaching behavior. At the same time, teachers act as the reflectors and transfers of curriculum while interpreting the teaching materials.
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Liao, Mei-shan, and 廖美珊. "The Multicultural Education Cognition of Elementary School Teachers and the Experience of Teaching New Immigrant Children in Remote Townships: Reconsider the Viewpoint of Cultural Deprivation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/25763884313788599944.
Full textAbstract:
碩士南華大學
國際暨大陸事務學系亞太研究碩士班
100
In recent years, the population of school-aged children of new immigrant is rapidly growing, elementary school teachers are the first to get exposure to multicultural environment, therefore more and more emphasis needs to be placed on multicultural education. The instructors definitely are the ones who play important roles to promote multicultural education, and whether the elementary school teachers possess a multicultural viewpoint in leading these "New children of Taiwan" is an issue of concern. This study was conducted by qualitative and in-depth interviews. Semi-structured interviews to six teachers of remote elementary school supplemented by participant observations were performed and the data was further analyzed in reconsideration of the viewpoint of cultural deprivation. The analysis was done in several aspects: teachers’ education experience to children of new arrivals, teachers'' cognition and awareness of multicultural education, the ways that the teachers look at learning and adaptation of new immigrant children in the viewpoint of cultural deprivation. The results of this study are as the followings: (1) Teachers'' lack of awareness of multicultural education. (2) Teachers try to meet the learning needs of the children of new immigrants in the viewpoint of “cultural deprivation”. (3) The lack of teaching time and lack of appropriate teaching materials hinder the implementation of multicultural education. (4) Most teachers carry out a multicultural teaching based on the textbook. Finally, according to the results of this study, we provide our recommendations to teachers, schools, educational authorities, as well as future researchers as reference.
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Chiu, Shih-Shan, and 邱士珊. "A Case Study of the Teachers’ Caring Action for the New Immigrant Children in a Shin-Dian Elementary School-Focus on the Students’ Learning Aspect." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/78970857981184304283.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
101
The thesis mainly discusses the teachers’ viewpoint and caring action for the new immigrant children in order to find inspiration for the educational circles. The qualitative cases are studied on three teachers from a Shindian elementary school using consultation, observation and documents analysis as methods. The conclusions are 1. Teachers’ viewpoints on the new immigrant children in Shindian district (1) Learing performance depending on the composition of the family (2) Teachers’ sympathy to the parents in difficult situations (3) Teachers’ vigilance on the stereotype of the new immigrants children (4) New immigrants’ positive attitude promoting their children’s learing performance (5) New immigrants’ higher social and educational backgrounds leading to positive effect on their children’s learing performance (6) School’s promotions in different cultures benefitting on new immigrant children’s self-identification on their own culture. 2. Inspirations of teachers’ caring actions for the new immigrant children (1) Prior to help the children establish the right learning attitude (2) Provide opportunities to improve the new immigrants’ interpersonal relationship (3) Positively pave the way to communicate with the parents (4) Continuely accept and respect the class atmosphere no matter using what kinds of teaching methods by assimilation or acculturation (5) Contruct the benificial learing atmosphere to children in corporation with school’s multicultural policies Keywords: caring action, case study, new immigrant children
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Chen, Mei-Hsien, and 陳梅仙. "A study on the relationship between the teaching beliefs of Chinese teachers and the learning achievements of the new immigrant children in junior high schools in Changhua country." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/92324815231334777450.
Full textAbstract:
碩士明道大學
課程與教學研究所
100
The purpose of the study is to explore the relationship between the teaching beliefs of Chinese teachers and the Chinese learning achievement of new immigrant children in junior high schools in Changhua. Therefore, the study refers conclusions and suggestions by analyzing the data of the teaching beliefs of Chinese teachers and the Chinese learning achievement of new immigrant children. Questionnaire survey was adopted in this study and the sample survey was used under the way of stratifying sampling. The title of the questionnaire is “questionnaire of teaching beliefs” and “questionnaire of Chinese learning achievement of new immigrant children.” The experiment participants were 201 Chinese teachers in junior high schools in Changhua . The data was analyzed by SPSS Statistics 12.0 . The data then were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson’s correlation, and multiple regression. The results of the study are as follows: First, the teaching beliefs of Chinese teachers in junior high school in Changhua are inclined to the progressive approach, and their teaching beliefs is above average. Second, the Chinese learning achievement of new immigrant children is middle achievement and the average of t score is 51.12. Third, the teaching beliefs of Chinese teachers in junior high school in Changhua are significant difference because of the location of school, size of school, but there are no significant difference for sex, age, years of teaching, educational background, and position. Fourth, there are no significant correlation between the teaching beliefs of Chinese teachers and the Chinese learning achievement of new immigrant children in junior high schools in Changhua. Fifth, the teaching beliefs of Chinese teachers couldn’t predict the Chinese learning achievement of new immigrant children in junior high school in Changhua.
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Rouse, Elizabeth Jane. "Effective family partnerships in early childhood education and care: an investigation of the nature of interactions between educators and parents." Thesis, 2014. https://vuir.vu.edu.au/25861/.
Full textAbstract:
Early childhood education and care in Australia is recognised as playing an important role in determining the long term educational benefits and outcomes for children across their life span. A key determinant of a quality early childhood program is the quality of relationships that educators develop with parents and families as equal partners in the education and care of young children.
In 2010 the State of Victoria, Australia, launched a framework for educators working in early childhood settings. This framework identified family centred practice (FCP) as the approach to be implemented by educators in their work with families. FCP has been widely used in early childhood intervention programs since the latter part of the 20th century; however, this approach had not previously been adopted in mainstream early childhood education and care contexts.