Successful Migrant Students

İlköğretim Okullarında Örgütsel Sağlık İle Öğrenci Başarısı Arasındaki İlişki

Every year in California, Migrant Program Offices within the County Offices of Education file their Regional Applications in order to apply for the federal funding allocated and administered by the Migrant Education Office at the California Department of Education. Migrant programs and services are to consider migrant students and their families as knowledgeable others capable of supporting, enhancing, and enriching teaching and learning processes. Family Biliteracy stresses the importance of increasing the number of vocabulary words migrant students know, use, and comprehend in their home before they enter kindergarten. Family Biliteracy and Language Explorers are two examples of programs designed for migrant students and their families. Family Biliteracy and Language Explorers reverse the existing pattern in which migrant students are served with programs designed for other student populations. Without specific programs for migrant students, politicians and stakeholders could question the need for maintaining migrant funding as an imperative and much needed support.

Background/Context Among the children of immigrants, one of the populations placed at greatest risk of not finishing high school are the children of migrant farmworkers. Although it is difficult to track graduation rates for migrant students because of their mobility, the U.S. Department of Education estimates that only half of all migrant children finish high school. These children face many of the same obstacles as children of immigrants whose families must cope with severe economic hardships, but they also must deal with additional challenges associated with their families’ migratory lifestyles and living situations. Purpose This article offers some background on the barriers that migrant youth face in school; describes the services provided to these young people by the federally funded Migrant Education Program, focusing on the authors’ research on the role of migrant education resource teachers; and discusses the implications of study findings and related research for improving educational opportunities for low-income children of immigrants. Research Design Findings are drawn from 4 years of ethnographic research in one Northern California high school, where 80% of the Mexican-descent migrant students in the Class of 2002 completed 12th grade, and from a set of comparative interviews carried out with migrant education resource teachers in four additional high schools. The analysis centers on the nature of the relationships that develop between migrant students and migrant teachers, including the teachers’ multiple roles as mentors, counselors, advocates, and role models, and on the kinds of support provided to students that help them navigate successfully through high school. Conclusions/Recommendations Study findings suggest that the migrant students’ school persistence and academic success were due at least in part to the supplemental services they received from the Migrant Education Program and, in particular, to the support provided to them by the migrant resource teachers. A key to the teachers’ effectiveness was the holistic nature of their relationships with students and their ability to connect students with the resources and networks needed for school success. In addition, the migrant teachers’ own identities as academically successful Mexican Americans, many of them the children of migrant farmworkers, increased their ability to serve as role models and to help students build bridges between their multiple worlds. Findings support many of those reported in the literature on successful college outreach programs. Unlike these programs, the Migrant Education Program is not selective; it serves all eligible students. Sometimes you're a teacher, sometimes you're a counselor, sometimes you're a social worker, sometimes you're a health consultant. It's so rewarding and the beauty of this job. — Migrant education resource teacher They are like the symbol that you can do it, too. When I see them, I think: “They did it. Why can't I do it?” — Migrant student

Background/Context Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers’ ongoing development, and substantially reduce well-documented variation in teachers’ effectiveness across classrooms. Recent research finds that teams can contribute to teachers’ development and increased student achievement. However, research also suggests that teams often fail and that most schools are not organized to ensure their success. Therefore, it is important to learn more about how teams function in successful schools, how teachers experience them, and what factors contribute to their success. Purpose/Objective/Research Question/Focus of Study Data for this article were drawn from a comparative case study focusing on the human-capital practices in six successful high-poverty, high-minority schools (traditional, turnaround, restart, and charter), all located in one Massachusetts city. Each school was affected by a distinct set of state and local policies. Here, we focus on the schools’ approaches to professional learning and collaboration among teachers. Did they rely on teams, and, if so, what purposes did the teams serve, and how were they organized? How did teachers assess their experience with teams? What role did administrators play? Were there notable school-to-school differences in how these teams were organized and managed? Research Design/Data Collection and Analysis For this qualitative, comparative case study, we conducted semistructured interviews with 142 teachers, administrators, and other staff in six elementary and middle schools. Interview protocols encouraged participants to discuss their school's approach to teachers’ professional learning and work with colleagues. During school visits, we also observed a wide range of day-to-day practices and collected documents describing school policies and practices. We coded our data with both emic and etic topical codes and used various matrices to analyze responses within and across the sites. Conclusions/Recommendations Five schools relied on teams as a central mechanism for school improvement, dedicating substantial blocks of time each week to teachers’ meetings. Teams focused on matters of content (curriculum, lesson plans, and student achievement) and the student cohort (individual progress, group behavior, and organizational culture). Teachers valued their work on teams, saying that it supported their instruction and contributed to their school's success by creating coherence across classrooms and shared responsibility for students. Factors that supported teams included having a worthy purpose in support of the school's mission; sufficient, regular time for meetings; engaged support by administrators; and facilitation by trained teacher-leaders.

Output or a graduate of a school is said to be good if students excel. And student learning outcomes or achievements of the students is a reflection of the performance of teachers. It is described in the research results Goodblad (1976) that teachers have a significant role for every success in the learning process. The study was later published under the title Behind the Classroom doors explaining that when teachers have entered the classroom and closed the door - the door of the classroom, the learning quality is determined more by the teacher. The description contains the purpose that the quality of learning that is the result of a very influential teacher performance on student achievement. While the teacher is good or not the performance is determined by the principal. due to poor educational institution, including teaching staff (teachers) depends on the boss, he is the person most responsible for the success of the school. Teacher's performance in carrying out the task of learning at the school is influenced by external and internal factors. External factors including headmaster leadership, organizational climate, and organizational culture.

The purpose of this study was to determine the influence of learning adaptation Tecnology digitalization, professional competence and work commitment moderated by organizational culture on student achievement in several public junior high schools in Makassar City. The sample was teachers at several public junior high schools in Makassar City, which were determined as many as 49 respondents. The data collection technique was through distributing questionnaires with data analysis techniques using Regression Moderated Analysis (MRA). The results of the study obtained findings that learning digitalization had a positive and significant effect on student achievement. Professional competence had a positive and significant effect on student achievement. Work commitment had a positive and significant effect on student achievement. The results of the moderation test obtained findings that organizational culture weakened and significantly influenced learning digitalization on student achievement. Organizational culture moderated or strengthened and significantly influenced professional competence on student achievement. Then organizational culture moderates or strengthens and significantly influences work commitment on student achievement in several public junior high schools in Makassar.

The educational barriers facing migrant students are examined in this research based on the experiences of teachers and Mexican migrant middle school students in Salinas, California. Through the research, I ask if academic barriers for migrant students differ from obstacles of their peers and if so, what are those differences? The barriers to migrant students’ education were explored through a literature review, examining themes of parental involvement, teacher–student relationships, student self-esteem, and the use of educational programs. Through snowball sampling, semi-structured interviews, and surveys, data were collected from four teachers and 18 migrant students to understand how these themes manifested and affected educational experiences. Research results have shown that positive teacher–student relationships were dependent on respect and understanding of one’s cultural background. Both academic and migration stresses affected student self-esteem and attitude towards schooling. Educational programs organized by various educational institutions helped students develop skills needed to meet state testing requirements despite outside social and cultural factors. Interviews demonstrated parents’ inability to support their children academically due to educational, language, or working restrictions. This research contributes to an increased understanding of migrant education by identifying and analyzing consistent experiences of migrant students within the American educational system.

The purpose of the researcher was to investigate the opinions of migrant parents and regular classroom teachers toward migrant education. A status survey factorial design was employed. The independent variables investigated were: position (parent and teacher), age (parent and teacher), gender (parent and teacher), amount of formal education (parent and teacher), parent involvement, number of children in school, number of years taught, level taught, and migrant students in class. The dependent variables were scores from the following subscales of the Opinion Toward Migrant Education Questionnaire: Migrant Students, Migrant Parents, Migrant Education, Regular Classroom Teacher, Migrant Classroom Teacher and Total. The sample consisted of 34 migrant parents and 136 regular classroom teachers. Four composite null hypotheses were tested at the .05 level of significance employing three-way analysis of variance (general linear model). A total of 144 comparisons were made plus 19 recurring. Of the 144 comparisons, 60 were for main effects and 84 were for interactions. Of the 60 main effects, 10 were statistically significant at the .05 level. Of the 84 interactions, 13 were statistically significant at the .05 level. Results of the present study appeared to support the following generalizations: 1. classroom teachers view the scale Migrant Parents more positive than migrant parents, 2. classroom teachers view the scale Migrant Education more positive than migrant parents, 3. classroom teachers view the scale Migrant Classroom Teacher more positive than migrant parents, 4. classroom teachers view the scale Total (the entire set of items) more positive than migrant parents, 5. classroom teachers with B.S. Degrees view the scale Migrant Students more positive than classroom teachers with M.S. Degrees or higher , 6. classroom teachers with more than 15 years of experience view the scale Migrant Students more positive than classroom teachers with 7 through 15 years of experience . 7. classroom teachers who had no migrant students in class view the scale Migrant Students more positive than classroom teachers who had migrant students in class, 8. classroom teachers with more than 15 years of experience view the scale Migrant Classroom Teacher more positive than classroom teachers with 7 through 15 years of experience, 9. classroom teachers who had no migrant students in class view the scale Total (the entire set of items) more positive than classroom teachers who have migrant students in class, 10. the age and gender of classroom teachers should be interpreted concurrently for Regular Classroom Teacher, 11. position, age and gender for classroom teachers and parents should be interpreted concurrently for Regular Classroom Teacher, 12. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Parents, 13. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Education, 14. amount of parent formal education and parent involvement should be interpreted concurrently for Migrant Teacher, 15. parent involvement and number of children in school should be interpreted concurrently for Migrant Teacher, 16 . amount of parent formal education and parent involvement should be interpreted concurrently for Total (the entire set of items), 17. amount of formal education, number of years taught and level taught should be interpreted concurrently for Migrant Students, 18. amount of formal education and level taught should be interpreted concurrently for Migrant Teacher, 19. number of years taught and level taught should be interpreted concurrently for Migrant Teacher, 20. amount of formal education and number of years should be interpreted concurrently for Migrant Teacher, 21. amount of formal education and migrant students in class should be interpreted concurrently for Migrant Teacher, and 22. amount of formal education and years taught should be interpreted concurrently for Total.

Migrant children are considered one of the most at-risk populations in the United States. They face multiple obstacles of poverty, poor health, mobility, and limited English proficiency, which contributes to the difficulties that migrant children may encounter in the educational system. Limited research has been conducted regarding migrant students with disabilities. The purpose of this study was to examine the extent to which the migrant student population was identified as having disabilities in Texas. Analyses were conducted on a state level, district level, and disability category level. Data were obtained from the Texas Education Agency. The sample consisted of 223 districts that had a total of 9,078 migrant special education students. The state-level analysis found that migrant students, collectively, were not disproportionately represented in special education when compared to the overall state percentage of migrant student representation in general education. The district-level analysis, however, ...

General Background: Vocational schools play a critical role in providing specialized training and education to prepare individuals for specific careers, particularly in technical fields. Specific Background: This research focuses on the implementation of the Creative Problem Solving (CPS) learning model at SMKN 1 Bangil, aiming to assess its impact on student learning achievement in computer-related subjects. Knowledge Gap: While various instructional methods have been explored, there is limited research specifically evaluating the effectiveness of the CPS model in enhancing learning outcomes in vocational education. Aims: The study aims to determine the significant influence of the CPS learning model on student achievement through a quasi-experimental design involving pretest and posttest assessments. Results: The findings demonstrate a notable increase in student performance, with pretest scores averaging 8.76 and posttest scores rising to 11.00, indicating that the CPS model, particularly when supported by video materials, positively impacts learning outcomes. Novelty: This research contributes to the understanding of effective instructional strategies in vocational education by highlighting the efficacy of the CPS model in fostering problem-solving skills. Implications: The results underscore the importance of innovative teaching approaches in vocational training, suggesting that the adoption of the CPS model can enhance student engagement and achievement in technical disciplines. Highlights: Impact of CPS Model: The implementation of the Creative Problem Solving model significantly enhances student learning outcomes in vocational education. Assessment Results: A marked improvement in student performance was observed, with pretest scores of 8.76 rising to posttest scores of 11.00. Innovative Teaching Approaches: The research emphasizes the need for innovative instructional strategies to foster engagement and skill development in technical disciplines. Keywords: Vocational Education, Creative Problem Solving, Student Achievement, Technical Training, Learning Outcomes

Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem behaviors were under control. However, within the past decade, we have seen an increase in studies investigating and documenting the academic characteristics of students with EBD and instructional practices that improve the academics of this population. This chapter discusses the general academic characteristics of students with EBD, how teachers can address the academic needs of students with EBD through specific instructional techniques (e.g., Direct Instruction, Strategy Instruction), and future directions and implications for practice.

District Leadership that Works: Striking the Right Balance

Over the past few decades, internal migration in China has resulted in equity issues related to educational opportunities for migrant children. In an effort to provide equal schooling opportunities for migrant students, since 2001, the Chinese central government has implemented a series of policies to integrate migrant students into public schools. However, local governments were found to be implementing these policies in different ways, and the enrollment rates of migrant students in public schools varied from place to place. Existing research has largely investigated migrant children's educational outcomes, such as academic achievement. However, limited research to date has explored migrant students' well-being, which is considered an important outcome in recent decades by scholars from both within and outside China. This dissertation examines the urban-migrant gap in student well-being, specifically in mental health, sense of belonging, and school bullying victimization experience. Further, the study examines the role of school migrant composition in influencing the urban-migrant student well-being gap. This study utilized the China dataset of the Program for International Student Assessment (PISA) 2018, which contained 11,989 15-year-old participants from 361 middle schools, representing approximately 992,302 15-year-old students in Beijing, Shanghai, Jiangsu, and Zhejiang in China. The study utilized two-level hierarchical linear modeling (HLM) with appropriate student and school weights as the analytical method. Findings showed that migrant students had lower well-being than their urban peers in mental health, sense of belonging to schools, and school bullying victimization experience. Further, the school composition of migrant students is associated with the migrant-urban well-being gap. In particular, the school migrant composition significantly accounted for the between-school variation of migrantviii urban well-being gaps in student mental health; migrant students reported lower levels of mental health in schools with a higher proportion of migrant students. However, migrant students were found to have a higher sense of belonging when enrolling in schools with a higher proportion of migrant peers, relative to the migrant-urban gap in the sense of belonging for a typical school. The present study motivates the need for more attention on migrant students' school experience, alongside their academic outcomes. The different directions of how migrant composition relates to migrant students' mental health and school belongings raise the importance of considering school composition as an important factor in examining migrant education. As the number of migrant children arriving in urban centers continues to increase alongside China's economic development, policymakers and educational leaders should consider providing specific and targeted mental health services for migrant students; creating an inclusive public-school environment where migrant students feel connected and integrated; and enhancing necessary mental health resources for migrant students.

This paper investigates student social relationships in secondary schools and its relationship with student achievement in Norway and Romania. Using data from national youth surveys (“Young in Norway 2010” for Norway and “School Success Profile Survey 2010” for Romania), we explore the concept and measurement of social capital in the school context by applying factor analysis. The paper also tests an analytical model that links student home background, student social capital and student academic achievement, using a structural equation modelling technique (LISREL). Control variables in the analysis are student gender and ethnicity. Testing the analytical model with the two datasets respectively, the results show that student social capital, generated from student social relations with parents, teachers and peers, has a significant influence on student achievement in both countries. Analysis also confirms differences between the two countries in respect to the effect of home background variables and social capital on achievement.

Creating the Opportunity to Learn