Few studies have quantified the effects on academic performance; none has investigated, as this study does, the effects of immigration, home language, and school mobility on academic development over time. What makes this study unique is its melding of sociological and psychometric perspectives – an approach that is still quite new. Logistic regression was used to analyze data from Ontario’s 2007-2008 Junior (Grade 6) Assessment of Reading, Writing and Mathematics, with linked assessment results from three years earlier, to investigate students’ academic achievement. The focus of this study is on whether the students maintained proficiency between Grades 3 and 6 or achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that Grade 3 proficiency is the strongest predictor of Grade 6 proficiency and that home language or interactions with home language are also significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance.

Few studies have quantified the effects on academic performance; none has investigated, as this study does, the effects of immigration, home language, and school mobility on academic development over time. What makes this study unique is its melding of sociological and psychometric perspectives – an approach that is still quite new. Logistic regression was used to analyze data from Ontario’s 2007-2008 Junior (Grade 6) Assessment of Reading, Writing and Mathematics, with linked assessment results from three years earlier, to investigate students’ academic achievement. The focus of this study is on whether the students maintained proficiency between Grades 3 and 6 or achieved proficiency in Grade 6 if they were not proficient in Grade 3. The results indicate that Grade 3 proficiency is the strongest predictor of Grade 6 proficiency and that home language or interactions with home language are also significant in most cases. In addition, students who speak a language other than or in addition to English at home are, in general, a little more likely to be proficient at Grade 6. Most students who were born outside of Canada were significantly more likely than students born in Canada to stay or become proficient in Reading, Writing, and Mathematics by Grade 6. These results highlight the importance of considering the enormous heterogeneity of immigrants’ experiences when studying the effects of immigration on academic performance.

<p>In what ways can outdoor education be used when teaching immigrants the language of their new country? There is aneed to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to reallife situations. By using action research a collaborative study was made with four Finnish teachers in four immigrantlanguage classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experiencequalitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported byobservation and student verbal and written evaluation.</p><p>Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teachingmethod and as a method of cultural assimilation and group socialisation.</p><p>Outdoor education was found to support a sense of group inclusion and strengthen collective group experience.Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. Byexploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoorsand using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful andshould be used more as a developmental tool in education.</p>

In what ways can outdoor education be used when teaching immigrants the language of their new country? There is a need to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to real life situations. By using action research a collaborative study was made with four Finnish teachers in four immigrant language classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experience qualitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported by observation and student verbal and written evaluation. Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teaching method and as a method of cultural assimilation and group socialisation. Outdoor education was found to support a sense of group inclusion and strengthen collective group experience. Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. By exploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoors and using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful and should be used more as a developmental tool in education.

In what ways can outdoor education be used when teaching immigrants the language of their new country? There is aneed to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to reallife situations. By using action research a collaborative study was made with four Finnish teachers in four immigrantlanguage classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experiencequalitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported byobservation and student verbal and written evaluation. Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teachingmethod and as a method of cultural assimilation and group socialisation. Outdoor education was found to support a sense of group inclusion and strengthen collective group experience.Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. Byexploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoorsand using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful andshould be used more as a developmental tool in education.

<p>In what ways can outdoor education be used when teaching immigrants the language of their new country? There is a need to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to real life situations. By using action research a collaborative study was made with four Finnish teachers in four immigrant language classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experience qualitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported by observation and student verbal and written evaluation.</p><p>Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teaching method and as a method of cultural assimilation and group socialisation.</p><p>Outdoor education was found to support a sense of group inclusion and strengthen collective group experience. Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. By exploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoors and using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful and should be used more as a developmental tool in education.</p>

The farm workers who diligently tend and harvest the US fields and produce is a major component of the agriculture industry. This research explores the current issues and challenges that domestic, seasonal farm workers face through the lenses of embodiment and habitus theory. Narratives and insights from interviews were integrated with current literature to present a complete picture of the cyclical life of the domestic farm worker in San Luis, Arizona. This thesis argues that farm work is a unique profession which has left its mark on the body and the behavior. Those in the border region have added agency due to the opportunities the border presents. As this research highlights, additional attention and research is needed to redesign policies and initiatives to adequately assist and provide for a population that provides so much.

This phenomenological study researches Pakistani immigrant parents’ perspectives and attitudes on how their children use new media technologies. Parental attitudes are directly linked to student achievement (Hampton, Mumford & Bond, 1998) and parents are the gatekeepers of technology use in the home, where, during unstructured time, children can experiment and develop skills in using new technologies (Ito et al, 2010). Therefore, this study looks at how parents, through their actions and attitudes, encourage or discourage their children from developing competencies in using new media technologies By examining the pedagogical histories of parents and their concerns and rules about technology use, this study adds to the literature on parental attitudes towards the use of technology as a pedagogical tool. Further, this study examines the issue from an immigrant perspective, focusing on 10 Pakistani immigrant parents who live in the Greater Toronto Area and whose children attend pubic school.

This phenomenological study researches Pakistani immigrant parents’ perspectives and attitudes on how their children use new media technologies. Parental attitudes are directly linked to student achievement (Hampton, Mumford & Bond, 1998) and parents are the gatekeepers of technology use in the home, where, during unstructured time, children can experiment and develop skills in using new technologies (Ito et al, 2010). Therefore, this study looks at how parents, through their actions and attitudes, encourage or discourage their children from developing competencies in using new media technologies By examining the pedagogical histories of parents and their concerns and rules about technology use, this study adds to the literature on parental attitudes towards the use of technology as a pedagogical tool. Further, this study examines the issue from an immigrant perspective, focusing on 10 Pakistani immigrant parents who live in the Greater Toronto Area and whose children attend pubic school.

Among ethnic groups in California Latinos continue to have the lowest high school graduation rates and the lowest college completion rates. This study focused on understanding the role parents can play and ways schools and educators can support immigrant Latino parents to improve these rates. Framed with a funds of knowledge approach (Gonzalez, N., Moll, L., & Amanti, C., 2005), this mixed-methods qualitative and quantitative study was conducted in a public charter high school in a low income area of Los Angeles where the student body was primarily Latino. The mission of the school was to prepare students for higher education at a four-year institution. The study results showed that it is possible for a school to engage immigrant Latino parents. With a better understanding of the aspirations, fears, and challenges faced by this community, the information can be provided in a form that is meaningful and that builds upon existing funds of knowledge. Critical components of the college outreach program were seeking parent input, developing a parent outreach plan, making information accessible, encouraging parent college visits, disseminating information beginning in middle school, providing personalized guidance, developing an undocumented student support plan, and creating a college-going culture. Implementing the the college access program encompassed gathering informal and formal feedback, presenting workshops, making documents available in Spanish as well as English, defining terms, arranging college visits, sending and displaying motivating communications, and engaging staff, students, and parents every step of the way.