수서동수학 difficulties for immigrant students. A study conducted on teacher expectation of Somali Bantu refugee students found that teachers can hold expectations for students to already know certain material when they enter their classroom, such as how to use a computer or how to behave in a classroom.[261] When these students learned something that the teacher already expected them to know, it was not given the same importance compared to learning something that was being taught in that grade level, such as math proficiency or computer use.[261] Things can become more difficult for students when entering in the middle of the academic year. A study focused on the impact of late arrivals for immigrant students found that, due to constant moving, students entering in the middle of the academic year encountered material they were not familiar with or ended up repeating material they had already learned.[262] There is still limited research that has been conducted in the United States on the effects of placing immigrant students in a specific grade based on birthday cut off dates. In a study about Thailand's education policy on children of migrants, Thai schools often required migrant students to be proficient in the Thai language and to have gone through a learning center before enrolling into a public school.[263] If a student was younger than 7, they would be placed in kindergarten, and if they were older, they would be placed in a first grade class.[263] Therefore, students that were 15 could still enroll as a first grader. The purpose for these methods was to ensure that migrant students were better prepared to start school, but it did cause some issues for both the student and the teachers. The study found that even though older students placed in first grade classrooms were more obedient, the students had trouble connecting with their classmates and teacher had to address them differently due to their age.[263] Thai public schools attempted to address this issue by some implementing a rule that a student could not be older than 9 to enroll, but this led to learning centers not given recommendations to public school for older students.[263] More research is needed in order to better understand the effects of grade placement in immigrant students. While data supports the theory that English-language (EL) literacy interventions are beneficial for students of all grade levels and socioeconomic status, including disadvantaged immigrant students, poor implementation of EL instruction has contributed to downward assimilation and long-term or permanent Limited English Proficiency (LEP) status for many immigrant youths.[264] LEP status serves as a nonacademic factor for student course enrollment, negatively affecting immigrant student learning opportunities by separating English-learning from other coursework.[265] Focus on English literacy, and organizational constraints such as immigrant student population, may take away needed resources from challenging academic courses, such as math and science courses that are less English-dependent, thereby impeding LEP students’ educational opportunities and post-secondary education preparation. School to prison pipeline The school-to-prison pipeline (SPP) is the disproportionate tendency of minors and young adults from disadvantaged backgrounds to become incarcerated, because of increasingly harsh school and municipal policies. This inhibits many of these young adults from going to college.[266][267] Reading and writing habits Libraries have been considered important to educational goals.[268] Library books are more readily available to Americans than to people in Germany, the United Kingdom, France, the Netherlands, Austria and all the Mediterranean nations. The average American borrowed more library books in 2001 than his or her peers in Germany, Austria, Norway, Ireland, Luxembourg, France and throughout the Mediterranean.[269] Americans buy more books than do Europeans.[269] Teachers have been frustrated with lack of parent invo
vement in the
카테고리 없음