This study examined the question of whether there was a difference in the general school experiences of children who move to a new country with an entirely different culture and language and children who immigrate to a country with a language and culture that is similar to their native culture. It was noted that existing literature had stated that immigrant children's school experiences can be affected by any attitudes about the country of immigration and its people which they pick up from their parents as well as from the degree of parents' willingness to interact with the new culture. Based on these postulates, it was predicted that being in a culture different from one's own makes for far more problems in school than merely language or academic difficulties. Subjects in the study consisted of Arab families whose children were attending school in either the United States of America or the United Arab Emirate and who had one or more children in the fourth or fifth grades. All data were collected using researcher-designed questionnaires given to parents, children, and their teachers. Four research questions were formulated which examined the general school experiences of Arabic school children who immigrated to the United Arab Emirate or to the United States. The findings reveal that U.A.E. parents held more positive views of their children's school experiences than did U.S.A. parents. However, children in both U.A.E. and U.S.A. show positive views in terms of general school experiences. Teachers' perceptions of children's school adjustment and level of school success did not differ in association with cultural differences. Both descriptive (computation of frequencies and percentages) and inferential (t-tests, chi square) analyses were conducted. Findings revealed several differences in association with differences in the similarity/dissimilarity of the country of immigration to the country of birth for parents, children, and teacher groups. The study recommended that objective measures, more social variables, gender differences, time period of immigration, different level of schooling, language proficiency and method of teaching be investigated in the future.

In this two-part study, English spelling errors of Arabic speaking students are investigated. Specifically, an empirical study is done to document and investigate exactly what kinds of English spelling errors Arabic-speaking students actually make. Then these data are analyzed. and spelling error patterns are discovered. Next. a study is done to determine if the presence of spelling errors in written work has a significant negative effect on readers' evaluations of this writing.

The problem of this study was to determine the personal, social, and academic adjustment problems of Arab students at selected Texas institutions of higher education. The students in this study were 315 undergraduate and graduate Arab students attending four Texas institutions of higher education who were enrolled in the spring semester of 1979. The purpose of this study was twofold: (1) to identify the personal, social, and academic adjustment problems perceived by Arab students; and (2) to analyze and to interpret the data in relation to the adjustment problems of full-time Arab students included in this study. Results indicated that the Arab students were in general agreement concerning the questionnaires; no significant differences were found at the .05 level between male and female Arab students, married and single Arab students, and undergraduate and graduate Arab students. Recommendations were included which suggested that faculty and administrators who interact with Arab students be acquainted with the findings of the study. Orientation programs should be provided for Arab students, and the possibility of developing and enhancing the students' academic and non-academic experiences by identifying those individuals who have the ability and interest necessary for working with Arab students should be examined. Better communication should be developed and programs should be implemented to facilitate better understanding and respect between Arab students and Americans.

The problem with which this study is concerned is to determine and identify the factors associated with the choices Arab graduate students make when selecting their graduate school and major area of study at institutions of higher education in the United States. In addition, comparisons are made between the responses of Arab graduate students (1) who attend American private schools with those who attend American public schools and (2) those who are self-supported with those who are outside supported.