Thesis (Ph. D.)--Northeastern University, 2008. / Title from title page (viewed July 1, 2009). Bouvé College of Health Sciences, School of Health Professions. Includes bibliographical references (p. 203-207).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 67-71). Also available in print.

Thesis (M.W.S.)--Memorial University of Newfoundland, 2003. / Bibliography: leaves 134-142.

Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 197-211).

本研究主要在探討臺北縣、市國民中學新移民子女學習態度與策略及學習成就之指標、內涵與現況，進一步建構預測分析的模式，再依研究結果提出建議。 為達上述目的，本研究係採取文獻分析法及問卷調查法進行研究， ，並以編製之「新移民子女學習態度與策略對學習成就影響問卷」為主要研究工具，以探討不同背景(包含學校所在地、性別、母親、家庭)之新移民子女其學習態度與策略對學習成就之影響；進一步以97學年度臺北縣、市國民中學新移民子女國三學生為實施調查之對象，問卷共計發出600份，回收410 份，有效問卷402份，可用率67%，調查結果應用SPSS12.0統計套裝軟體進行分析，問卷資料以平均數、標準差、t考驗、單因子變異數分析，以及積差相關、多元逐步迴歸分析等統計方法進行處理。並根據研究結果提出具體建議，提供學校行政單位、國中教師及未來研究之參考。 茲針對研究發現，歸納本研究之結論，敘述如下： 一、新移民子女學習態度與策略及學習成就的指標、內涵與現況 (一)新移民子女學習態度與策略包括學習動機、學習興趣、學習習慣、學習方法、學習信心、學習焦慮、學習過程、自我測驗八個向度，其整體、分向度得分均為中程度，其中以自我測驗得分最高。 (二)新移民子女學習成就包括國文領域、作文、英文領域、數學領域、自然領域、社會領域、總成績、PR值、最煩惱的領域、最感興趣的十個向度，其整體、分向度的得分，除PR值分向度為中程度外，其餘皆為中低程度。 二、不同背景變項在新移民子女學習態度與策略及學習成就之差異情形 (一)不同背景變項在新移民子女學習態度與策略的得分方面：研究發現在性別、母親教育程度、母親中文程度、家庭學習環境等方面有顯著差異，但在學校所在地、母親國籍上則無顯著差異。 (二)不同背景變項在新移民子女學習成就的得分方面：研究發現在學校、母親教育程度、母親中文程度、家庭學習環境等方面有顯著差異，但在性別、國籍上則無顯著差異。 三、新移民子女學習學習態度與策略及學習成就的相關情形 整體新移民子女學習態度與策略和其整體學習成就間呈現中度正相關，學習成就各分向度中，則以PR值和新移民子女學習態度與策略總量表的相關程度最高。 四、新移民子女學習學習態度各向度對學習成就的預測情形 新移民子女學習態度與策略之學習習慣、學習信心及學習興趣三向度對整體新移民子女學習成就的聯合預測力最佳。 / The purpose of this research is to discuss the targets and present situation of learning attitude , strategy and achievement of new immigrants’ children in Taipei city and Taipei county. According to the document analysis, we provide some suggestion. In order to reach this goal ,literature analysis and the questionnaire survey were used in this research. The samples of students were selected from the third grade of junior high schools with new immigrants’ children. All of the 600 questionnaires were distributed with 410 returned and 8 nullities. With the effective questionnaire of 402, All data had been dealt and analyzed by SPSS for Windows 10.0, descriptive statistics, three-way ANOVA and canonical correlation analysis. and the results obtained as follows: (1) the targets and present situation of learning attitude , strategy and achievement of new immigrants’ children a. the targets of learning attitude and strategy of new immigrants’ children including learning motivations, learning interests, learning habits, learning methods, learning confidence, learning anxiety, learning procedure , self-testing. All items are average and self-testing is the highest. b. Learning achievement including Chinese, writing, English, math, science, society, grades, PR’s value, annoying subject, interesting subject. All items are below average except PR’s value, which is in the average. (2) Different background influence the learning attitude, strategy and achievement of new immigrants’ children a. according to the research, the gender, the educational background of mother, the Chinese degree of mother, learning environment, have significant influence on learning attitude and strategy. b. the educational background of mother, the Chinese degree of mother,the learning environment, have significant influence on learning achievement. (3) Correlated situation between learning attitude , strategy and achievement of new immigrants’ children The whole learning attitude and strategy have positive reference to learning achievement . Among the learning achievement ,PR value is the most significant to attitude and strategy. (4) The forecast of learning attitude to learning achievement Learning habits, learning confidence, and learning interests are the best parts to learning achievement of new immigrants’ children.

Aims: The general aims of this thesis were 1) To explore how non-western immigrant families’ different background and factors related to immigration and acculturation may affect the outcome of education and support in paediatric diabetes management; 2) To provide knowledge on how diabetes education and support for immigrant children and their families should be given to ensure them adequate competence in disease management and the children optimum metabolic control. Methods: The thesis comprises five studies carried out 2001-2006. Study I was based on national register data on metabolic control (N=977), questionnaires to all 20 Danish paediatric diabetes centres and structured interviews with 38 immigrant families. Study II was an intervention study including the development of guidelines and adapted educational material, followed by a re-education programme for 37 families. Study III was a case study of 11 Turkish and Kurdish children/families comprising data from medical records, a participant observation and qualitative interviews with the parents, one interpreter and three diabetes team members. Study IV included qualitative interviews with Arabic parents of 12 children, living as immigrants in Denmark and in Cairo/Egypt respectively. Study V comprised data on metabolic control and qualitative interviews with 11 young adult immigrants with type 1 diabetes since childhood or adolescence.Findings: The young immigrants were very unevenly distributed between the Danish paediatric centres. Most teams had little knowledge of and no special educational offers for immigrant families, just as the use of professional interpreters was limited. The immigrant parents had clearly different pre-conditions for diabetes education as compared with ethnic Danish parents, just as most had a low level of acculturation as evaluated by their need for an interpreter. Major differences were identified between the different ethnic groups and between the individual immigrants. The immigrant children and adolescents had different pre-conditions as compared to their parents; most, however, had non-optimum metabolic control. The design of an adapted educational programme could optimise the outcome of diabetes education, but was not sufficient to provide the families with competence in diabetes management and the children/ adolescents with good metabolic control of long duration. Many parents in particular experienced difficulty combining diabetes management with their principles relating to good parenthood. In addition, they appeared to be insecure and doubtful about the competence of the Danish health care professionals.Conclusions: A different ethno-cultural background is likely to create barriers to health education, learning and collaboration. The non-homogeneity of non-western immigrant families requires educational initiatives tailored to the pre-conditions and needs of the individual family members; adapted initiatives such as peer education are suggested. Special support for immigrant children and adolescents should be considered. A close, supportive and trust-filled relationship between the families and health care professionals is needed to facilitate learning, collaboration and good metabolic contro

Cette thèse retrace l’invention, à la fin des années 1970 d’un « problème de la deuxième génération » par un réseau transnational de fonctionnaires, d’experts et de chercheurs qui ont contribué à donner de la consistance à un groupe encore introuvable, c’est-à-dire non utilisé comme principe d’identification ordinaire. Elle restitue l’importation de la catégorie second generation, empruntée à la sociologie américaine, et le travail de traduction mené par des experts pour l’indexer au contexte de l’Europe post-migratoire. Elle s’intéresse également à la formation de nouveaux savoirs indexés aux « spécificités » de l'enfant d'immigrés et analyse le rôle des sciences sociales dans la formation d’un groupe social indéterminé. L’enquête restitue ensuite le passage de la catégorie de seconde génération du monde des politiques publiques vers celui des mobilisations collectives. Nous analysons la formation de huis clos protestataires qui ont favorisé des prises de parole sur des bases ethniques et permis l’émergence de porte-paroles parmi la jeunesse d’origine immigrée. Nous analysons les possibles que ces mobilisations ont ouverts au prisme d'une analyse longitudinale des carrières militantes et d'une étude pragmatique du déroulement des actions protestataires. Nous nous intéressons enfin aux conséquences biographiques d’une politique fondée sur des liens de reconnaissance interpersonnels et déconnectée de dispositifs de lutte contre les inégalités ethno-raciales. Les difficultés à négocier l’épuisement des mobilisations et le désarroi militant sont analysés comme la conséquence d’une politique compassionnelle qui a soulevé des espoirs tout en posant les fondements de leur impossible réalisation / This thesis analyses the invention, in the late 1970’s, of a « second generation problem » by a transnational network of experts, scholars and bureaucrats who gave increasing significance to a group which was still nowhere to be found, that is, not used as an ordinary self-identification category. It studies the borrowing of the “second generation” category form American sociology and the translation work conducted by experts to adapt it to the post-migratory European situation. It also investigates the appearance of a new knowledge adapted to the North African immigran children’s “specificities” and tries to understand the role of social sciences in the formation of an undefined social group. The research then focuses on the circulation of the “second generation” category between the public policy realm and the protests realm. We analyse the formation of protests behind closed doors which allowed claims on ethnic bases, and the emergence of spokespersons among the second generation. We seek to identify the emergence of new opportunities for a generation of immigrants’ children, by investigating simultaneously the activists’ careers in a diachronic perspective and the protests’ sequence of events in a pragmatic perspective. We finally address the biographical impact of a politics based on interpersonal bonds of recognition and disconnected from any measures against racial inequality. The troubles ex-activists had to recover from the end of protests and the confusion it generated are viewed as a consequence of a politics of compassion which nurtured hope but at the same time laid the foundation for its own failure

台灣新興的跨國婚姻熱潮使得由台灣男性與東南亞籍女性組成的新住民家庭漸多，新住民子女現今多就讀幼稚園與國小低年級，新住民子女教育的研究多為小學階段其學業成就等能力，研究取樣差異使結果大相逕庭，對新住民子女幼教老師本身的研究缺乏，故研究者將研究重點放在新住民子女幼教老師。本研究採質性研究法，探討兩位背景相當的幼教老師教學。目的在瞭解多元文化教學觀點有哪些、持不同教學觀點老師之教學困境、解決策略有何不同，並深入探討其觀點與困境、策略之間的關係。資料蒐集採深度訪談法，用三階段編碼分析資料，研究對象是從9位教師的訪談中分析出最符合同化觀點的小慧老師與涵化觀點的小芳老師。 研究結果如下：（1）透過文獻探討歸納出多元文化教育場域中有兩類教學觀點，一為同化觀點，一為涵化觀點，兩者分別對低社經地位與少數族群學生學習成就低落原因的解釋、文化有無優劣、文化融合有不同的主張。（2）兩位老師皆面臨的教學困境有語言、家庭、課程方面，小芳老師尚有幼兒方面的困境。新住民幼兒說話腔調使教師聽不懂，小慧老師致力矯正其口音與腔調、小芳老師則是課後請教家長；此乃因小慧老師持有同化教育中官方語言教育的觀點。（3）新住民子女的學習與行為較依賴老師，小慧老師認為新住民子女的學習較差乃因其本身文化不利、新住民沒有教育下一代的能力，所以請父親輔導其課後學習，而母親監督就好，不需參與輔導；小芳老師則肯定新住民的教育能力、並認為新住民子女行為問題是家庭文化與學校文化之間落差使然，故充分與家長溝通，調整母親工作時間使其有時間教育孩子。（4）小慧老師認為新住民文化是低落的，且不需要傳承、新住民沒有能力傳承其文化，故在課程中沒有東南亞文化教材，而在教授台灣文化教材時發生幼兒經驗不足無法團討的困難；小芳老師認為新住民有教育能力、並認為雙重文化是優勢，於是請新住民子女分享其回東南亞的經驗、設計相關文化主題活動。（5）小芳老師班級中的新住民子女感到自卑時，她會鼓勵其尊重母親原生文化以增加幼兒自信。最後建議教師應培養反思能力、建立多元文化教育觀點量表。 / The new immigrant families have increased with the surge of cross-cultural marriages between Taiwanese and Southeast Asian spouses, most of whose children study in kindergartens and elementary lower grades. Sampling may result in significantly distinct analyses on learning capabilities of those elementary children, and researches on their preschool teachers are relatively absent; therefore, the study focuses on preschool teachers and applies the qualitative research to 2 teachers of similar backgrounds in order to explore which perspectives in multicultural education field, explore the variations on teaching difficulties and resolving strategies of teachers with dissimilar education perspectives and to discover the relationship between both. The study includes in-depth interview for data collection and three-stage coding for data analysis, and selects Teacher Hue and Teacher Feng respectively matching assimilation and acculturation perspectives out of 9 interviewees as research targets. The study reveals the following findings: (1) assimilation and acculturation perspectives in multicultural education fields through documentation induction, stand different on reason explanations for lower social and economic positions and learning achievements of the minority students, cultural superior or inferior quality, and cultural integration, (2) two teachers have teaching difficulties in terms of language, family, and course, as well as kid issues only for Feng, and when getting confused of kid’s expressions, Hue with official language prospective in assimilation education is devoted to correcting assent and pronunciation while Feng consulting parents after school, (3) those students used to rely on teachers on learning and behavior, and Hue contributes inferior learning capability to disadvantaged culture background and education ability of new immigrants and suggests home learning assistance of father and supervision of mother instead of after school programs while Feng considers cultural gap between family and school resulting in their behavior issues and emphasizes communications with parents to enhance mother’s education, (4) education difficulties on their involving in discussion in grass-root course happen to Hue who believes no necessity for heritage of inferior Southeast Asian culture and absence of heritage potential of new immigrants, and thus ignores Southeast Asian culture in teaching materials while those children are welcome to share their alien experiences and design relevant cultural activities by Feng who accepts education capability of new immigrants and ensures advantages of dual culture, and (5) Feng encourages those children feeling inferior to respect mothers’ culture, enhancing their confidence. The study eventually suggests that teachers shall cultivate retrospective potentials and establish multicultural education perspective inventories.