tag:blogger.com,1999:blog-51731750913798876462024-03-13T16:35:56.502-07:00Elementary Education for Immigrant StudentsUnknownnoreply@blogger.comBlogger6125tag:blogger.com,1999:blog-5173175091379887646.post-39766283116218182452012-04-23T21:56:00.000-07:002012-04-23T21:56:20.574-07:00<!--[if gte mso 9]><xml>
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<span class="Apple-style-span" style="font-family: 'Times New Roman';"><br /></span></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: "Times New Roman";">Subject: Proposal to complete a research
paper that will result in an effective program designed to help Hispanic
students, at a young age, to succeed academically by embracing their cultural
and understanding the importance of education. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: "Times New Roman";">I. <b>Statement of Thesis and Project
Summary</b></span><span style="font-family: "Times New Roman";">:<o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<span style="font-family: "Times New Roman";">With the high number of migrating families
in the United States there has been an increase in Hispanic children in the
public school system. These students tend to test below average on state test
and have a high drop out rate. A lot of educators have wondered, what can be
the cause for these high numbers of minority students performing poorly
academically and what can be done to help. What I would like to focus on for
this research is the cultural affect these students experience, broken down
into three categories:<span style="mso-spacerun: yes;"> </span>language,
traditions, and environment. For my project I would like to research these
three main categories and create a program that would benefit these students,
based on my studies. In order to create a program that is effective I will
research current programs, separating the pros and cons, to have a base of what
my program should include. Along with this I will research the Utah School
Curriculum to have knowledge of the regulation and expectations for Utah’s
students. In the Utah School public school system English learners are sent to
the special education classes. The main reason of the difficulties these
students have is language base therefore; a program is needed for English
language learners. My main focus will be the Hispanic students because they are
the majority of the minority. As part of the program I create, my goal will be
to embrace the culture, academically strengthen each individual so they will
not feel isolated intellectually and create a foundation of the importance of
education.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";">II. <b>Outline</b></span><span style="font-family: "Times New Roman";">s:<o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="margin-left: .25in; mso-list: l1 level1 lfo2; tab-stops: list .25in; text-indent: 0in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman";">1.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman";">Introduction and presentation of
thesis.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="margin-left: .25in; mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: .25in; mso-list: l1 level1 lfo2; tab-stops: list .25in; text-indent: 0in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman";">2.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman";">Language: To many of these students
language can be a barrier and struggle. <o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>Language does shape the way an individual
thinks and view the world. <o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in; text-indent: .5in;">
<span style="font-family: "Times New Roman";">*. How does language (Spanish) separate
them from the others?<o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="margin-left: 1.75in; mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel2" style="margin-left: .25in; mso-list: l1 level1 lfo2; tab-stops: list .25in; text-indent: 0in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman";">3.<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="font-family: "Times New Roman";">In order for a program to work, the
students must feel accepted for who they are and their traditions is what makes
them different.<o:p></o:p></span></div>
<div class="MsoNoteLevel2" style="margin-left: .5in; mso-list: none; tab-stops: .5in; text-indent: 0in;">
<span style="font-family: "Times New Roman";">*. The cultural
difference, that their parts have parents have passed down, may interferer with
their academics.<o:p></o:p></span></div>
<div class="MsoNoteLevel2" style="margin-left: 1.0in; mso-list: none; tab-stops: .5in; text-indent: 0in;">
<span style="font-family: "Times New Roman";">-Such as
responsibilities in the home, courtship, gender roles, and the level of
importance of education. <o:p></o:p></span></div>
<div class="MsoNoteLevel2" style="margin-left: .25in; mso-list: none; tab-stops: .5in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: .25in; mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";">4. The environment molds their habits and
influences their beliefs of their self-esteem<span style="mso-spacerun: yes;"> </span>and behavior. <o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in; text-indent: .25in;">
<span style="font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>*
What role do gangs and rebellion have in Utah public schools?<o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>5. Conclusion: Create a separate
program from the Special Education program to help students with language
struggles, always embracing their culture and respecting their traditions.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";">III. <b>Review of the Literature</b></span><span style="font-family: "Times New Roman";">:<o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: .25in; mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";">Many stories from books like <i>Children
of Immigration </i></span><span style="font-family: "Times New Roman";">and <i>Made
in America </i></span><span style="font-family: "Times New Roman";">focus on
cultural challenges that Hispanic students experience at a young age, which
affect their academics. Personally, experienced some of these challenges at an
early age as well and it did not only affect me in school but also in my long
term views of education. <i>In Culture and Language as a Factor in Learning and
Education, </i></span><span style="font-family: "Times New Roman";">anthropological
studies have proven that people with different cultural or linguistic
background think differently. Perspective and views are shaped by our culture
and I believe this is a factor that is missing when it comes to educating
minority, such as Hispanics.<span style="mso-spacerun: yes;"> </span>Based
on previous programs, such as 1993 Andrew W. Foundation, which addresses the
challenges that second language learners faces. Programs lack success do to the
lack in staff, system of accountability and the organization. It is important
for a program to have structure and order for it to achieve their goal. In Utah
alone, in 2010, the population of Hispanics in the public school district was
86,301, making 15% of the total student population. The numbers are growing and
the demand for an affective program is needed. <o:p></o:p></span></div>
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<br /></div>
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<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";">IV. <b>Schedule<o:p></o:p></b></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";"><b><span style="mso-tab-count: 1;"> </span></b></span><span style="font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>1.
First draft October 26, 2012<o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in; text-indent: .5in;">
<span style="font-family: "Times New Roman";">2. Final copyDecember 14,2012<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<span style="font-family: "Times New Roman";">V. </span><span style="color: black; font-family: TimesNewRomanPSMT;"><b>Bibliography</b></span><span style="font-family: "Times New Roman";">
<o:p></o:p></span></div>
<div align="center" class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in; text-align: center;">
<span style="font-family: "Times New Roman";">Carola and Marcelo M.
Suarez-Orozxo. <i>Learning a New Land</i><u>.</u> 2008<o:p></o:p></span></div>
<div align="center" class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in; text-align: center;">
<br /></div>
<div align="center" class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in; text-align: center;">
<span style="font-family: "Times New Roman";">Carola and Marcelo
M. Suarez-Orozxo. <i>The Children of Immigration in School</i><u>. </u>Harvard
University Press. 2001.<o:p></o:p></span></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div align="center" class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in; text-align: center;">
<span style="font-family: "Times New Roman";">Laurie Olsen <i>.
Made in America: Immigrant Students in Our Public Schools.</i></span><span style="font-family: "Times New Roman";"> 2008.<o:p></o:p></span></div>
<div align="center" class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in; text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-size: 13.0pt;">Lamber, Wallace E. <i>Culture and Language as Factors in
Learning and Education</i>.<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
Layton,
Stanford J. <i>Being Different: Stories of Utah’s Minorities</i>. Signature Books.
2001.<o:p></o:p></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-size: 13.0pt;">Spring, Joel. <i>The American School.</i> McGraw-Hill. 2001;<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-size: 13.0pt;">Rojas, Lauren Hill. <i>The Effects of First Language
Development on Second Language Acquisition Among English Language Learners.</i>
2011.<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 200%; text-align: center;">
<span style="font-size: 13.0pt;"><span style="mso-spacerun: yes;"> </span>Utah
State of Office.<span style="mso-spacerun: yes;"> </span></span><span style="font-family: TimesNewRomanPSMT;"><a href="http://www.schools.utah.gov/main/"><span style="color: #2d5174; font-size: 16.0pt; text-decoration: none; text-underline: none;">http://www.schools.utah.gov/main/</span></a>.
2011.</span><span style="font-size: 13.0pt;"><o:p></o:p></span></div>
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<!--EndFragment-->Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5173175091379887646.post-42251694306540649052012-02-29T13:22:00.003-08:002012-02-29T13:22:26.035-08:00<!--[if gte mso 9]><xml>
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<br />
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I. Introduction</div>
<!--EndFragment--><div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
My research will
be focused on immigrant students or students from immigrant families from Latin
America that are affected by the different cultural changes. These students
come from homes where Spanish is the main language. With their living
conditions and different cultural background their academic performances in
states tests and for their grade level have resulted to be lower than average.
The percentage of graduates is lower and with the immigration situation that is
going on a lot people believe that these students shouldn’t be here, even with
their citizenship. With that being said we do experience a high level of
students from immigrant parents or themselves being from Latin America,
predominantly from Mexico. In result to this research I want to conclude with
finding an affective program or teaching tool that has benefited these students
in their academic performances. My research will be from scholarly articles and
research that have been already done, I would like to take that research and
see how it can benefit Utah’s education system in helping our students succeed.
From what I have experience, I believe that there is programs that help the
student become more successful in school. They just need someone that believes
and supports them. </div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
II. Statement of
the Problem</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
With the amount
of new comers that we have in this country some of our schools are becoming
populated with students from different cultures, especially Hispanic students.
It has become difficult for a lot of them to learn the language properly. A lot
of them don’t consider going to college because of their different cultural
views. The majority do not do well on state test. What can we do to help these
children stay away from the streets and focus on a better future? What school
programs has been successful? </div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
III. Purpose of
the Study</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
With our public
schools being filled with students that come from immigrant families or
themselves being immigrants, the public schools have been filled with
different<span style="mso-spacerun: yes;"> </span>cultures and some teachers
do not know how to treat or help the them. The purpose of this study would be
to research the most effective programs and teaching technique to help these
students academically. </div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
IV. Review of
the Literature:</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Children of
Immigration by Carola and Marcelo M. Suarez-Orozxo </div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->a.
Chapter 5 in this book focuses <u>The Children of Immigration in School</u>.
This basically goes over the cultural views that are past down to the child in
regards to education. </div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Made in America
by Laurie Olsen </div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Focuses
on the condition of a public school where 20% of the students were born in
another country and a third of them have limited English or come from homes
that don”t have English as a main language. </div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Learning a New
Land by Carola and Marcelo M. Suarez-Orozxo</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->This
focus on the challenges of learning English. </div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Educational
Progress of Children of Immigrants: The Roles of Class, Ethnicity, and School
by Alejandro Portes </div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><a href="http://www.jstor.org/pss/2112714">http://www.jstor.org/pss/2112714</a></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Crossing the
Schoolhouse Border: Immigrant Students and the California Public Schools. A
California Tomorrow Policy Research Report. By: Laurie Olsen</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="mso-spacerun: yes;"> </span>This article provides detailed interview
with student in the California school system. </div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><a href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295779">http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295779</a><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Overlooked
and Underserved: Immigrant Students in U.S. Secondary Schools</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Jorge
Ruiz de Velasco, Michael E. Fix, Beatriz Chu Clewell.</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><a href="http://www.urban.org/publications/310022.html"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://www.urban.org/publications/310022.html</span></a> <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->“These
earlier studies have also suggested the importance of focusing greater
attention on the educational needs of older(middle and high school-age) limited
English proficient (LEP) immigrants and on the challenges facing the
high-poverty secondary schools in which they are found.</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->1993,
Andrew W. Mellon Foundation supported the creation of a program of local
demonstration projects focused on immigrant secondary education that addressed
some of these challenges. </div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->The
projects name PRIME-Program in Immigrant Education. </div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Two
Subpopulations of immigrant children of immigrant children that pose special
challenges to secondary schools but have received little attention:</div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Immigrant
teens who arrive in the U.S. school system with significant gaps in their
schooling. Many of these children are not fully literate in their native
language, much less in English. </div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Students
from language minority homes who have been in U.S. schools longer, but have yet
to master basic language and literacy skills. While these students may be
orally proficient in English, their reading and writing skills lag those of
their students counterparts. </div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Challenges
for the program:</div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Lack
in staff</div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Organization</div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->System
of accountability</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><a href="http://eric.ed.gov/PDFS/ED438727.pdf"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://eric.ed.gov/PDFS/ED438727.pdf</span></a> <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Understanding
the Needs<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Who
is the student?<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Profiles
of 6 Immigrant Students ( from Brazil, El Salvador, Haiti, Mexico, Russia, and
Vietnam)- their educational backgrounds and language <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->proficiencies,
and challenges faced in school. <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Factors
that shape the need of these students<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Social
Cultural and Development<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->“First
and second-generation immigrant children are the fastest-growing segment of the
U.S. population under age 15.”<o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->In
1997 one out of five elementary and secondary school students had a
foreign-born parents. <o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->3.2
million LEP students nationwide in 1998<o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->With
the increase of Immigrant students in different stages of learning English,
there has been an increasing number of students needing extra academic
instruction in addition to ESL classes. <o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->The
majority of K-12 public schools have lived in only five states- California,
Florida, Illinois, New York, Texas<o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Factors
that contribute to that affect immigrant students’ adjustment to U.S. schooling
and their success in the transition form adolescence to adulthood. Including
individual and family characteristics<o:p></o:p></div>
<div class="MsoNoteLevel4">
<!--[if !supportLists]--><span style="font-family: Wingdings;">§<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Socioeconomic
status and previous academic achievement, language proficiencies (both native
language and English), the similarities and differences between their native
countries and cultures and the United States, their immigration experiences and
status, and the contexts in which they live in the Unites States. <o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->“
The demographic realities described above are cause for serious concern, and
many educators believe that the education system believe that the education
system in the United States is poorly prepared to meet the needs of its
linguistically and culturally diverse student population.”<o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Drop
out rates are higher among language-minority secondary school students.<o:p></o:p></div>
<div class="MsoNoteLevel4">
<!--[if !supportLists]--><span style="font-family: Wingdings;">§<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Hispanic
students are more likely than white students to leave<o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->New
Concepts and new challenges: Progessional Development for Teachers of Immigrant
Youth by Josue M. Gonzalez and Linda Darling-Hammond<o:p></o:p></div>
<div class="MsoNoteLevel4">
<!--[if !supportLists]--><span style="font-family: Wingdings;">§<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Most
classroom teachers do not receive special training in these areas. <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Crossing
the Schoolhouse Border: immigrant Students and the California Public Schools. A
California Tomorrow Policy Research Report. <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><a href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295779"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295</span></a><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><a href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295779"><span style="color: #193a71;">7</span><span style="color: #193a71; text-decoration: none; text-underline: #193A71; text-underline: none;"><u style="text-underline: #193A71;">79</u></span></a><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="color: #262626;">“Detailed interviews with immigrant students in the
California school system indicate that the schools are not meeting the
challenge of providing these students with an education adequate to prepare
them to be productive members of American society. The first section presents
demographic data and background information on immigrant children and their immigration
experience. The second section reviews the content and structure of school
programs, describes the school experience of immigrant children, and presents
data on the achievement and school success of immigrant students. The final
section offers suggestions for steps to be taken at the state, local, school
site, and community levels to create a more adequate school experience for
immigrant children. Appendices include the interview guide used in this
study and a bibliography with 134 references. (SKW)”</span> <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Educating
Immigrant Students. What We Need to Know to Meet the Challenges. </div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><a href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED416276&ERICExtSearch_SearchType_0=no&accno=ED416276"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED416276&ERICExtSearch_SearchType_0=no&accno=ED416276</span></a><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><span style="color: #262626;">“The shortcomings and assets of existing knowledge about
educating immigrant students and their implications for serving immigrant
populations traditionally underserved in U.S. public schools are addressed. How
immigration interacts with race, ethnicity, nationality, gender, social class,
and residential location is explored through current information on immigrants,
the conceptualization of racial and ethnic socialization for immigrant
children, and studying the educational experiences of immigrants. The first
four chapters are an overview of factors and issues in immigration in the
United States. They summarize the most current information on the
socioeconomic, demographic, linguistic, and educational characteristics of U.S.
immigrant children. The next two chapters examine the racial and ethnic
identity reconstruction of immigrant minority children and its implications for
their schooling. The following three chapters describe the different groups of
people dominating current immigration, discussing groups by areas of geographic
origin. Chapter 10 provides a brief review and summary to make recommendations
and consider implications for policy and practice. The chapters are titled: (1)
"Immigration and Schooling in the United States"; (2) "Families
and Communities"; (3) "Overcoming Language Barriers"; (4)
"Educational Attainment"; (5) "Learning New Cultures"; (6)
"Learning in School"; (7) "Hispanic Children"; (8)
"Asian Children"; (9) "Caribbean and African Black
Children"; and (10) "The Future for Immigrant Students."
(Contains 11 tables, 15 figures, and 200 references.) (SLD)”</span><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><!--[if !supportEmptyParas]--> <!--[endif]--><o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->The
New Californians: Comparative Research Findings on the Educational Progress of
Immigrant Children. <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]--><a href="http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1929018"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1929018</span></a><o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
V. Question
and/or Hypothesis </div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
What programs
are affective?</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Would these
programs help the street crimes?</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
What I would like to do for my own research is interview students that come from these backgrounds that attend UVU. A lot of the questions would to determine their conditions growing up in their household and school. </div>
<!--EndFragment-->Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-5173175091379887646.post-72697336312957172542012-02-23T11:05:00.002-08:002012-02-23T11:05:34.697-08:00<!--[if gte mso 9]><xml>
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<!--StartFragment-->
<br />
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Assignment 5:</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Overlooked and
Underserved: Immigrant Students in U.S. Secondary Schools</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Jorge Ruiz de
Velasco, Michael E. Fix, Beatriz Chu Clewell.</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<a href="http://www.urban.org/publications/310022.html"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://www.urban.org/publications/310022.html</span></a> <o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
“These earlier
studies have also suggested the importance of focusing greater attention on the
educational needs of older(middle and high school-age) limited English
proficient (LEP) immigrants and on the challenges facing the high-poverty
secondary schools in which they are found.</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
1993, Andrew W.
Mellon Foundation supported the creation of a program of local demonstration
projects focused on immigrant secondary education that addressed some of these
challenges. </div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
The projects name
PRIME-Program in Immigrant Education. </div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
Two Subpopulations
of immigrant children of immigrant children that pose special challenges to
secondary schools but have received little attention:</div>
<div class="MsoNoteLevel2" style="mso-list: l1 level1 lfo2;">
<!--[if !supportLists]-->1)<span style="font: 7.0pt "Times New Roman";"> </span><!--[endif]-->Immigrant
teens who arrive in the U.S. school system with significant gaps in their
schooling. Many of these children are not fully literate in their native
language, much less in English. </div>
<div class="MsoNoteLevel2" style="mso-list: l1 level1 lfo2;">
<!--[if !supportLists]-->2)<span style="font: 7.0pt "Times New Roman";"> </span><!--[endif]-->Students
from language minority homes who have been in U.S. schools longer, but have yet
to master basic language and literacy skills. While these students may be
orally proficient in English, their reading and writing skills lag those of
their students counterparts. </div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
Challenges for the
program:</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Lack
in staff</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Organization</div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->System
of accountability</div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<a href="http://eric.ed.gov/PDFS/ED438727.pdf"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://eric.ed.gov/PDFS/ED438727.pdf</span></a> <o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Understanding
the Needs<o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Who is the
student?<o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Profiles of 6
Immigrant Students ( from Brazil, El Salvador, Haiti, Mexico, Russia, and
Vietnam)- their educational backgrounds and language <o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
proficiencies,
and challenges faced in school. <o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Factors that
shape the need of these students<o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Social Cultural
and Development<o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
“First and
second-generation immigrant children are the fastest-growing segment of the
U.S. population under age 15.”<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->In
1997 one out of five elementary and secondary school students had a
foreign-born parents. <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->3.2
million LEP students nationwide in 1998<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->With
the increase of Immigrant students in different stages of learning English,
there has been an increasing number of students needing extra academic
instruction in addition to ESL classes. <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->The
majority of K-12 public schools have lived in only five states- California,
Florida, Illinois, New York, Texas<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Factors
that contribute to that affect immigrant students’ adjustment to U.S. schooling
and their success in the transition form adolescence to adulthood. Including
individual and family characteristics<o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Socioeconomic
status and previous academic achievement, language proficiencies (both native
language and English), the similarities and differences between their native
countries and cultures and the United States, their immigration experiences and
status, and the contexts in which they live in the Unites States. <o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->“
The demographic realities described above are cause for serious concern, and
many educators believe that the education system believe that the education
system in the United States is poorly prepared to meet the needs of its
linguistically and culturally diverse student population.”<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Drop
out rates are higher among language-minority secondary school students.<o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Hispanic
students are more likely than white students to leave<o:p></o:p></div>
<div class="MsoNoteLevel2">
<!--[if !supportLists]--><span style="font-family: Symbol;">·<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->New
Concepts and new challenges: Progessional Development for Teachers of Immigrant
Youth by Josue M. Gonzalez and Linda Darling-Hammond<o:p></o:p></div>
<div class="MsoNoteLevel3">
<!--[if !supportLists]--><span style="font-family: "Courier New";">o<span style="font: 7.0pt "Times New Roman";"> </span></span><!--[endif]-->Most
classroom teachers do not receive special training in these areas. <o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
Crossing the
Schoolhouse Border: immigrant Students and the California Public Schools. A
California Tomorrow Policy Research Report. <o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<a href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295779"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295</span></a><o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<a href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295779"><span style="color: #193a71;">7</span><span style="color: #193a71; text-decoration: none; text-underline: #193A71; text-underline: none;"><u style="text-underline: #193A71;">79</u></span></a><o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<span style="color: #262626;">“Detailed interviews with immigrant students in the
California school system indicate that the schools are not meeting the
challenge of providing these students with an education adequate to prepare
them to be productive members of American society. The first section presents
demographic data and background information on immigrant children and their immigration
experience. The second section reviews the content and structure of school
programs, describes the school experience of immigrant children, and presents
data on the achievement and school success of immigrant students. The final
section offers suggestions for steps to be taken at the state, local, school
site, and community levels to create a more adequate school experience for
immigrant children. Appendices include the interview guide used in this
study and a bibliography with 134 references. (SKW)”</span> <o:p></o:p></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
Educating Immigrant
Students. What We Need to Know to Meet the Challenges. </div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<a href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED416276&ERICExtSearch_SearchType_0=no&accno=ED416276"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED416276&ERICExtSearch_SearchType_0=no&accno=ED416276</span></a><o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<span style="color: #262626;">“The shortcomings and assets of existing knowledge about
educating immigrant students and their implications for serving immigrant
populations traditionally underserved in U.S. public schools are addressed. How
immigration interacts with race, ethnicity, nationality, gender, social class,
and residential location is explored through current information on immigrants,
the conceptualization of racial and ethnic socialization for immigrant
children, and studying the educational experiences of immigrants. The first
four chapters are an overview of factors and issues in immigration in the
United States. They summarize the most current information on the
socioeconomic, demographic, linguistic, and educational characteristics of U.S.
immigrant children. The next two chapters examine the racial and ethnic
identity reconstruction of immigrant minority children and its implications for
their schooling. The following three chapters describe the different groups of
people dominating current immigration, discussing groups by areas of geographic
origin. Chapter 10 provides a brief review and summary to make recommendations
and consider implications for policy and practice. The chapters are titled: (1)
"Immigration and Schooling in the United States"; (2) "Families
and Communities"; (3) "Overcoming Language Barriers"; (4)
"Educational Attainment"; (5) "Learning New Cultures"; (6)
"Learning in School"; (7) "Hispanic Children"; (8)
"Asian Children"; (9) "Caribbean and African Black
Children"; and (10) "The Future for Immigrant Students."
(Contains 11 tables, 15 figures, and 200 references.) (SLD)”</span><o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
The New
Californians: Comparative Research Findings on the Educational Progress of
Immigrant Children. <o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<a href="http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1929018"><span style="color: #193a71; text-decoration: none; text-underline: none;">http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1929018</span></a><o:p></o:p></div>
<div class="MsoNoteLevel1" style="margin-left: 0in; text-indent: 0in;">
<br /></div>
<div class="MsoNoteLevel1" style="mso-list: none; tab-stops: .5in;">
<br /></div>
<!--EndFragment-->Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-5173175091379887646.post-87559872648336074782012-02-13T13:53:00.001-08:002012-02-15T06:29:37.916-08:00<br />
<div class="MsoNormal">
My research will be focused on immigrant students or
students from immigrant families from Latin America that are affected by the
different cultural changes. These students come from homes where Spanish is the
main language. With their living conditions and different cultural background
their academic performances in states tests and for their grade level have
resulted to be lower than average. With that being said we do experience a high
level of students from immigrant parents or themselves being from Latin
America, predominantly from Mexico. In result to this research I want to
conclude with finding an affective program or teaching tool that has benefited
these students in their academic performances. My research will be
from scholarly articles and research that have been already done, I would like
to take that research and see how it can benefit Utah’s education system in
helping our students succeed. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;">
1)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span>Children of Immigration by Carola and Marcelo M. Suarez-Orozxo
</div>
<div class="MsoNormal" style="margin-left: .75in;">
a. Chapter 5 in this book focuses <u>The
Children of Immigration in School</u>. This basically goes over the cultural
views that are past down to the child in regards to education. </div>
<div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;">
2)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span>Made in America by Laurie Olsen </div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -.25in;">
a.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span>Focuses on the condition of a public school where 20% of the
students were born in another country and a third of them have limited English
or come from homes that don”t have English as a main language. </div>
<div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;">
3)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span>Learning a New Land by Carola and Marcelo M. Suarez-Orozxo</div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -.25in;">
a.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span>This focus on the challenges of learning English. </div>
<div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;">
4)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span>Educational Progress of Children of Immigrants: The Roles of
Class, Ethnicity, and School by Alejandro Portes </div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -.25in;">
a.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span><a href="http://www.jstor.org/pss/2112714">http://www.jstor.org/pss/2112714</a></div>
<div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;">
5)<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span>Crossing the Schoolhouse Border: Immigrant Students and the
California Public Schools. A California Tomorrow Policy Research Report. By:
Laurie Olsen</div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -.25in;">
a.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span> This article
provides detailed interview with student in the California school system. </div>
<div class="MsoNormal" style="margin-left: 1.0in; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -.25in;">
b.<span style="font-family: 'Times New Roman'; font-size: 7pt; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span><a href="http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295779">http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED295779&ERICExtSearch_SearchType_0=no&accno=ED295779</a></div>
<div class="MsoNormal">
<br /></div>Unknownnoreply@blogger.com4tag:blogger.com,1999:blog-5173175091379887646.post-24369318569010994382012-02-06T19:59:00.001-08:002012-02-06T19:59:38.177-08:00<!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Template>Normal</o:Template> <o:Revision>0</o:Revision> <o:TotalTime>0</o:TotalTime> <o:Pages>1</o:Pages> <o:Words>263</o:Words> <o:Characters>1502</o:Characters> <o:Lines>12</o:Lines> <o:Paragraphs>3</o:Paragraphs> <o:CharactersWithSpaces>1844</o:CharactersWithSpaces> <o:Version>11.1539</o:Version> </o:DocumentProperties> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:Zoom>0</w:Zoom> <w:DoNotShowRevisions/> <w:DoNotPrintRevisions/> <w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery> <w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery> <w:UseMarginsForDrawingGridOrigin/> </w:WordDocument> </xml><![endif]--> <!--StartFragment--> <br />
<div class="MsoNormal">For many years now, people have migrated to this country to for a better life. Every person from different countries have different reason for migrating here, that is how our country started. Now it continues to be a big political issue. Many parents bring their children, at a young age, to this country and the change they experience is unexplainable. Some of the current concerns about these families and new students is their behavior. A lot of these children experience terrifying experiences that change their view and start misbehaving.<span style="mso-spacerun: yes;"> </span>Many teachers after experiencing trouble with these students give up on them and all these kids need is someone to believe in them. Some may ask the question, where are their parents? There are many different immigrants so I would like to focus on the Hispanic low-income homes with children of elementary age. In these certain case many of the parents work more than 40 hours a week, usually less than minimum wage according to the state. Most of these kids do not have parents home to help them with homework, especially when they do not understand the language themselves. These students lack in help from their parents and their teacher, if their teacher does not know how to handle new students. With this research I would like to focus on the following questions:</div><div class="MsoNormal"><br />
</div><div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]-->1)<span style="font: 7.0pt "Times New Roman";"> </span><!--[endif]-->How does a new environment and language affect the children in their behavior? Do they experience some type of trauma? Either from student or teacher at a school environment? </div><div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]-->2)<span style="font: 7.0pt "Times New Roman";"> </span><!--[endif]-->Is there programs that can provide them with the help necessary?</div><div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]-->3)<span style="font: 7.0pt "Times New Roman";"> </span><!--[endif]-->How does their parents work schedule affect their behavior and progress in school? </div><div class="MsoNormal" style="margin-left: .5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]-->4)<span style="font: 7.0pt "Times New Roman";"> </span><!--[endif]-->Does their parents immigration status and process and their own affect them in school?</div><div class="MsoNormal">One in five children of school age in United States is an immigrant or child of immigrants.</div><div class="MsoNormal">This is a little clearer than the previous post but I will add a new post tomorrow with more information on my research. </div><!--EndFragment-->Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-5173175091379887646.post-48758694561655594522012-01-29T18:41:00.001-08:002012-01-29T18:41:59.296-08:00<!--[if gte mso 9]><xml> <o:DocumentProperties> <o:Template>Normal</o:Template> <o:Revision>0</o:Revision> <o:TotalTime>0</o:TotalTime> <o:Pages>1</o:Pages> <o:Words>365</o:Words> <o:Characters>2086</o:Characters> <o:Lines>17</o:Lines> <o:Paragraphs>4</o:Paragraphs> <o:CharactersWithSpaces>2561</o:CharactersWithSpaces> <o:Version>11.1539</o:Version> </o:DocumentProperties> <o:OfficeDocumentSettings> <o:AllowPNG/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:Zoom>0</w:Zoom> <w:DoNotShowRevisions/> <w:DoNotPrintRevisions/> <w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery> <w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery> <w:UseMarginsForDrawingGridOrigin/> </w:WordDocument> </xml><![endif]--> <!--StartFragment--> <br />
<div class="MsoNormal">For many years the United States has been the country to come to for a better life. During the industrial revolution many people migrated to the United States working in factories with jobs that barely paid them to get themselves and their families by. They were provided with unreasonable and unsanitary housing. They were not important to those making money off of cheap labor and taking advantage of the people new to this country. Many years later we still have many people from different countries migrate here for a better life. During my stay in Forest Grove, Oregon as a teller in the small town for a bank there would be many nursery workers that would come by the bank to cash their checks. These people had jobs for a season. Depending what was in season. They would work hours and hours a day. Many times I got the chance to have a conversation with them. They would work from early morning starting at 4am till it got dark again, around 5-6am. Some of these people had families to take care of. Many of them had kids that were in school but with their parents work schedule the children didn’t have that support with homework as much as one young new student to a different country, struggling with the language, should have.<span style="mso-spacerun: yes;"> </span>My research people will be dealing with studying the lives of these children coming from different countries and trying to adopt to a new environment and learning a new language with a complete different culture. Sometimes their parents are the only people they know. I want to research the effect it has on children at a young age trying to start in a new place while their parents work hours so their children can have a better chance at life. There are many different people from all over that come to this country. I would like to focus on the low-income immigrants that just came to this country from Latin America with their children to have a better life. I want to research the impact this has on an individual young child who has to leave all he knows and all of his friend and language to come to a new country and obtain his education in a new language as well as learn it. How does this affect them in their education? How does this affect them in the way they see their own culture as well as the new culture environment they are put into? How does this affect their behavior in school and their responsibility to do homework/school work? Mainly, how their views change towards their future education? Do they think about going to college? Do they worry about their grades?<span style="mso-spacerun: yes;"> </span></div><!--EndFragment-->Unknownnoreply@blogger.com3