Thematische Bibliographien / Education of immigrant pupils

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

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

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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Zeitschriftenartikel zum Thema "Education of immigrant pupils"

Seabra, Teresa, and Ana Filipa Cândido. "Citizenship, generational status and mixed origin: An analysis of immigrant heterogeneity on academic performance in Portuguese state schools." Portuguese Journal of Social Science 21, no. 1 (2022): 49–75. http://dx.doi.org/10.1386/pjss_00049_1.

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The official annual data on pupils of immigrant origin published by the Portuguese Directorate-General of Education and Science Statistics primarily focus on the citizenship of pupils, excluding those with Portuguese citizenship of immigrant origin or host country citizenship (descendants of immigrants). To address this limitation, this article employs microdata from Directorate-General of Education and Science Statistics of the Ministry of Education and Science (DGEEC/MEC), incorporating information on the pupils’ and parents’ countries of birth to identify descendants of immigrants. The stud

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Knez, Mihaela. "Za koliko slovenščin(e) je prostora v naši šoli?" Jezik in slovstvo 57, no. 3-4 (2024): 47–62. http://dx.doi.org/10.4312/jis.57.3-4.47-62.

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Education is crucial to the process of integration of immigrant children into a new environment, while knowledge of the new environment’s language is a precondition for the successful completion of the educational process. Language is, of course, far from being the only factor that contributes to more rapid integration and successful education, but the reality is that immigrant pupils achieve better results in those countries that devote greater attention to foreign/second language learning. Having limited our research to the first generation of immigrants, in the present paper we discuss the

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Schwartz, Amy Ellen, and Leanna Stiefel. "Immigrants and the Distribution of Resources Within an Urban School District." Educational Evaluation and Policy Analysis 26, no. 4 (2004): 303–27. http://dx.doi.org/10.3102/01623737026004303.

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In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are “recent immigrants,” the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by dif

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Norozi, Sultana Ali, and Ottar Ness. "The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils." Education Sciences 13, no. 8 (2023): 800. http://dx.doi.org/10.3390/educsci13080800.

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The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils with varying linguistic, social, and cultural backgrounds. This paper examines the impact of these challenges on the wellbeing of teachers who work with newly arrived immigrant pupils. It is argued that a lack of knowledge and skills in this area can be educationally, socially, and psychologically demanding for teachers, negatively affecting their wellbeing. Teachers’ wellbeing can be influenced by two main factors: personal and internal fact

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Sani, Serena. "INTERVENTION POLICIES PROPOSED BY THE EUROPEAN UNION TO COMBAT EARLY SCHOOL LEAVING AMONG MIGRANT PUPILS." AGORA INTERNATIONAL JOURNAL OF JURIDICAL SCIENCES 17, no. 1 (2023): 152–68. http://dx.doi.org/10.15837/aijjs.v17i1.5755.

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Currently, in Europe, many young people drop out of school or training before completing secondary education. According to findings from some international research, the average dropout rate is twice as high for immigrant pupils as for native students. In fact, on this front, what emerges from the analysis of the educational achievements of pupils of immigrant origin is that, in most European countries, the educational itinerary of these pupils is characterized by a significant incidence of dropouts, dropouts and delays. In this regard, over the past decades, European institutions have drafted

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Driessen, Geert. "Attitudes, Behavior and Relations in the Early School Years." Education Sciences 12, no. 4 (2022): 283. http://dx.doi.org/10.3390/educsci12040283.

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In the early school years, the emphasis is more and more on cognitive output factors. Non-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (2) Are there any differences with regard to those characteristics according to the pupils’ social and ethnic/immigrant background? To answer the questions, data from the Dutch large-scale cohort

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Sierens, Sven, Piet Van Avermaet, Mieke Van Houtte, and Orhan Agirdag. "Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement." European Educational Research Journal 19, no. 6 (2020): 564–86. http://dx.doi.org/10.1177/1474904120925981.

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The assumption that (early) attendance of universal pre-school enhances the future academic performance of pupils with lower socio-economic and/or immigrant backgrounds underlies many education policies in Europe. The purpose of this study is to assess this assumption for Flanders – a case characterised by near-general enrolment and a ‘schoolified’ approach to pre-school education. We investigated general and equity benefits of pre-school duration regarding academic outcomes in fourth grade, analysing quantitative data from a survey of 1761 pupils. First, multilevel regression analysis showed

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Tatar, Moshe, and Gabriel Horenczyk. "Immigrant and host pupils' expectations of teachers." British Journal of Educational Psychology 66, no. 3 (1996): 289–99. http://dx.doi.org/10.1111/j.2044-8279.1996.tb01198.x.

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Aarssen, Jeroen, Peter Broeder, and Guus Extra. "Allochtone Leerlingen en Allochtone Talen in Het Voortgezet Onderwijs." Toegepaste Taalwetenschap in Artikelen 59 (January 1, 1998): 41–55. http://dx.doi.org/10.1075/ttwia.59.05aar.

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Owing to processes of migration and minorization, the Netherlands is increasingly developing into a multicultural society. Litde information, however, is available about the actual composition of this multicultural society. Statistics on immigrant minority groups are commonly based on nationality and/or birth-country criteria, which both suffer from increasing erosion. Ethnic self-categorization and home language use have been suggested as complementary or alternative criteria. Particularly in the context of education, data on home language use of immigrant minority pupils can supply relevant

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Song, Hyojune, Doo-sub Kim, and Seung-hwan Ham. "Effects of immigrant residential concentration on student performance: Native versus immigrant pupils." Multicultural Education Studies 11, no. 1 (2018): 133–50. http://dx.doi.org/10.14328/mes.2018.3.31.133.

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The increasing influx of the cross-border migrant population into South Korea gives rise to ethnic enclaves characterized by a high degree of residential segregation. Drawing on a social disorganization perspective, this study hypothesizes that the level of immigrant residential concentration is negatively associated with pupils’ academic performance. We also hypothesize that such a negative “neighborhood effect” is mitigated among immigrant pupils vis-à-vis their native peers, due to the implementation of various “multicultural” policies for supporting this minority group over the past decade

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Dissertationen zum Thema "Education of immigrant pupils"

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

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The language of schooling, a register closely linked to academic success, poses challenges for young pupils. These challenges are greater for immigrant and dialectal pupils who are expected to encode the register in question in a second language (L2) and a second dialect (D2) respectively. While the linguistic challenges facing immigrant and dialectal pupils have been extensively researched, those facing learners lying at the intersection of immigrant and dialectal pupils have not as yet received attention. The latter are immigrant pupils immersed in bidialectal communities, that is, communiti

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

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

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

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A discourse on multicultural education evolved from the late 1950s in response to immigration from ‘the New Commonwealth’. By the 1980s that discourse had become dominated by multicultural and antiracist perspectives. Both can be seen to embody partial truths about Britain’s racial minorities, but neither are sufficiently adequate to the complex situation relating to belonging and cultural identity. An account of lived experience provides a unique dimension to such discourse. This study uses narrative as a methodological approach to describe the effects English in multicultural education, has

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

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This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils.

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

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This essay is a study about school success for immigrant pupils whose ages are between 16 and 19 years when they arrive to Sweden.The purpose of this study is to examine pupils difficulties in the school and the faktors which affect their success in the school and even possibilities which they can be offered by the school.This research carried out at two upper secondary schools in the municipality of “Södertälje”. The method which I have used is a qualitative research method which depends on interviews.The results of the research shows pupils difficulties and the differ

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

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This thesis is primarily concerned with the experiences and opinions of education held by pupils in late secondary school and by university students. Over several years, a small group of highly able pupils were interviewed about their experiences of school and university. Their comments were supplemented by interviews with and questionnaire studies of other age-groups of pupils and students. The research has two central emphasises. Firstly, it represents an attempt to increase our understanding of intellectual development in adolescence. At present, there is no coherent theory of adolescent in

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

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

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Syftet med min uppsats är att redogöra för och diskutera hur en lärare arbetar med läslust och språkutveckling, samt hur hennes elever upplever denna undervisning. Läslust handlar om mycket mer än att bara tycka om att läsa böcker, såväl i skolan som på fritiden. Elever med läslust kan ta upp en bok att läsa som avkoppling, lika gärna som de kan se på tv.För att undersöka mitt syfte har jag studerat en klass i en Stockholmsförort. Jag har intervjuat en lärare, samt fyra av hennes elever, för att ta reda på hur läraren arbetar med att skapa och upprätthålla läslusten hos eleverna, och

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

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Bücher zum Thema "Education of immigrant pupils"

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

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

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Ofsted. Education for disaffected pupils. Ofsted, 1993.

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E, Pozzetta George, ed. Education and the immigrant. Garland Pub., 1991.

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

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

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

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Jeannette, Díaz, ed. Immigrant students and higher education. Wiley, 2013.

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

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Ofsted. Education for disaffected pupils: 1990-1992. Department for Education], 1993.

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Buchteile zum Thema "Education of immigrant pupils"

Ćatibušic, Bronagh. "7. Investigating the Development of Immigrant Pupils’ English L2 Oral Skills in Irish Primary Schools." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-009.

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Beck, Michael, Carola Mantel, and Sonja Bischoff. "Switzerland: Diversity in the Classroom, Uniformity in the Faculty." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_4.

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AbstractSwitzerland is a country with a long immigration history. Today, 27% of all pupils in compulsory education are foreign nationals (Federal Statistical Office (FSO) Switzerland, Obligatorische Schule: Lernende nach Grossregion, Schulkanton, Bildungstyp und Staatsangehörigkeit (je-d-15.02.01.05). Retrieved from https://www.bfs.admin.ch/bfs/de/home/statistiken/bildung-wissenschaft/personen-ausbildung/obligatorische-schule.assetdetail.11787900.html, 2020). On the other hand, teachers of immigrant background constitute a small minority even though the demand for teachers is high, with secure

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

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Martin, Jane. "Pupils." In Gender and Education in England since 1770. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79746-1_7.

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Burgess, Robert G. "Three Newsom Pupils." In Experiencing Comprehensive Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003419723-9.

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Young, Michael. "Families and Pupils." In Innovation and Research in Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003425342-4.

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Rubin, Carolyn Leung, and Phitsamay Uy. "Education." In Encyclopedia of Immigrant Health. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_230.

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Kelly, Michael, and Susan Wooley. "Health Education." In Encyclopedia of Immigrant Health. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_340.

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Lee, Sara Hirschfeld, and Rina Lazebnik. "Secondary Education." In Encyclopedia of Immigrant Health. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_361.

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

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Konferenzberichte zum Thema "Education of immigrant pupils"

Avramchik, Snezhana, Lyudmila Yuzdova, Irina Balandina, Natalia Glukhikh, Tatiana Moskvitina, and Maria Kulakovich. "LANGUAGE ADAPTATION OF CHILDREN WITH IMMIGRANT BACKGROUND." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2659.

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Zahatňanská, Mária, Janka Poráčová, and Melinda Nagy. "SOCIAL NETWORKS FROM THE PUPILS' POINT OF VIEW." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2231.

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Hovorková, Lenka, Veronika Růžičková, Kryštof Coufal, et al. "SPECIFIC LEARNING DISABILITIES IN PUPILS WITH SEVERE VISUAL IMPAIRMENT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2130.

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Benes, Lubomír, Marie Hubalovska, and Stepan Hubalovsky. "DEVELOPMENT OF PUPILS' LOGICAL AND ALGORITHMIC THINKING - CASE STUDY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2169.

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

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Zygaitiene, Birute, Andrius Guoba, and Inga Kepalienė. "ASSESSING PUPILS’ ACHIEVEMENTS IN TECHNOLOGY EDUCATION: PERCEPTIONS OF PUPILS AND TEACHERS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0822.

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Jůzová, Kateřina, and Darina Jirotková. "PUPILS WITH DUAL EXCEPTIONALITY." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1434.

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Hanakova, Adela, Tereza Hrudova, Bianka Hudcova, et al. "ACCESSIBILITY OF INTACT PUPILS TOWARDS PUPILS WITH DISABILITIES THROUGH INTERACTIVE TEACHING MATERIALS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0682.

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

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

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Berichte der Organisationen zum Thema "Education of immigrant pupils"

Pluquailec, Jill. Digital Collection: autistic young people's experiences of education during Covid-19. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu-artefact-21001.

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This collection compiles the artworks of a class of year 11 autistic school pupils in July 2021 sharing what education has been like for them during the Covid-19 pandemic as part of a broader research project about autistic young people's and families' experiences during this time.

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Tiruneh, Dawit, Ricardo Sabates, Caine Rolleston, and John Hoddinott. Trends in Mathematics Learning in Ethiopia: 2012-2019. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/045.

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In this Insight Note, we explore the possible explanations for the decline in learning levels among primary school pupils in relation to the General Education Quality Improvement Programme (GEQIP) reforms that wereintended to improve quality and equity in the Ethiopian basic education system. We examine the extent to which mathematics learning levels for Grade 4 pupils have declined over time, despite the implementation of reforms to improve them, as well as the lessons that may be drawn from this. We also examine whether there is any difference in the benefits of the educational reforms for p

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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those

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

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Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, 2024. http://dx.doi.org/10.70092/1691824.1024.

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This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading i

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Haßler, Björn, Chris McBurnie, Hannah Walker, Christopher Klune, and Chris McBurnie Chris McBurnie. Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils: Data Management Plan. Open Development & Education, 2024. http://dx.doi.org/10.53832/opendeved.1078.

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Hayashi, Ryotaro, David Raitzer, Xylee Javier, and Milan Thomas. Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan. Asian Development Bank, 2023. http://dx.doi.org/10.22617/brf23329-2.

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Bhutan’s schools maintained their relatively strong performance during the pandemic as access to remote learning, the opening of boarding facilities, and moves to prioritize education for secondary school pupils prevented performance gaps widening. This brief shows how Bhutan tried to minimize the impact of school closures on students, provided social safety nets to vulnerable households, and offered a mix of remote learning methods including television and internet. Analyzing exam grades for the Dzongkha national language, English, and science, it shows how the compensatory actions and steps

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Коломоєць, Таміла Григорівна. Model of Socialization of Preschoolers with Special Needs in the System of Special Education. Південноукраїнський національний педагогічний університет імені К. Д. Ушинського, 2017. http://dx.doi.org/10.31812/123456789/4387.

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The relevance of socialization of children with special needs beginning at the stage of preschool age is proved in the article. Critical analysis of scientific works on the socialization’s nature was made. Absence of common opinion on the pointed concept is grounded, and main scientific views on the problem are summarized. Main tasks of special educational establishments are formed, which will allow to improve the process of socialization of children with special needs. Subject-subject character of relationship between an employee of special educational establishment and their pupils is proved

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Klune, Christopher, Björn Haßler, Bethany Huntington, and Jennie Lester. Phase 1 stakeholder engagement report: Understanding the quality of EdTech interventions and implementation for disadvantaged pupils. Open Development & Education, 2025. https://doi.org/10.53832/opendeved.1169.

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

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. I

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