<p>The Swedish school reflects the society that we have today, a society with many different ethnical and cultural backgrounds. The purpose of this investigation is to study how the school is working with children that recently immigrated to Sweden. What kind of methods are they using at school, to get the best development as possible? Do the teachers manage to be concerned of the students in the school? What kind of reception do these children get in the school? What methods are the teachers using? And are these methods really the best to use to enhance the language and cognitive development of these students?</p><p>The methods I have been using to examine these questions have been qualitative. I have interviewed three teachers about their everyday work in a multiethnic school south of Stockholm. To get as much information as possible I also completed these reports with a two week observation period in their classes.</p><p>The theoretical attachment for this investigation has been theories related to children bilingualism and second language acquisition. Because the focus has been on the teachers’ perspective, I have also looked at research about how teachers should be working.</p><p>The results of the investigation shows what kind of methods the teachers are using in preparation class and in the regular class, the teachers are using methods that is making the children language. They are making sure that every child is being seen for his or hers knowledge.</p>

The Swedish school reflects the society that we have today, a society with many different ethnical and cultural backgrounds. The purpose of this investigation is to study how the school is working with children that recently immigrated to Sweden. What kind of methods are they using at school, to get the best development as possible? Do the teachers manage to be concerned of the students in the school? What kind of reception do these children get in the school? What methods are the teachers using? And are these methods really the best to use to enhance the language and cognitive development of these students? The methods I have been using to examine these questions have been qualitative. I have interviewed three teachers about their everyday work in a multiethnic school south of Stockholm. To get as much information as possible I also completed these reports with a two week observation period in their classes. The theoretical attachment for this investigation has been theories related to children bilingualism and second language acquisition. Because the focus has been on the teachers’ perspective, I have also looked at research about how teachers should be working. The results of the investigation shows what kind of methods the teachers are using in preparation class and in the regular class, the teachers are using methods that is making the children language. They are making sure that every child is being seen for his or hers knowledge.

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 228 p. Vita. Includes abstract. Includes bibliographical references (p. 199-210).

International education is not a new concept and has been in existence for a number of decades in our society already. Lately there is an increasing number of local schools in Hong Kong that have or are considering to offer an international education curriculum to their students, such as the IB programmes, including the PYP, MYP and DP. With the Education Reform that was endorsed by the Education Commission in 2000, part of the reform was to introduce the NSS which allows students to study three years of their final secondary schooling, leading to the HKDSE as a school-leaving diploma, and also a qualification for getting into further education. With international education being first introduced and implemented in international schools around the world, how effective is it for a local school where the majority of the student population is Chinese? A local school was chosen to form as the basis for this research, of which it operates under the DSS scheme. Due to this reason, the school has the flexibility and additional funding comparing with local government and aided schools to offer an international curriculum such as the IB. As the main purpose of the research is to investigate into the effectiveness of an international curriculum in providing quality education to students in Hong Kong - a case study. The researcher has devised three key research questions to focus on in response to this purpose including, (1) What is an international curriculum and its rationale, with particular reference to the IB MYP? (2) Why would a local school in Hong Kong adopt an international education curriculum and in what ways would it provide a quality education for students of the future? (3) Can a local school deliver the key elements of an international curriculum? Having conducted detailed research and analysis, the researcher has found that it seems that it is by and large effective to implement an international education curriculum for students in Hong Kong. Findings were put into seven categories, including global mindedness, holistic learning, the curriculum, organisation’s commitment and resources, language, assessment and preparations for higher education. It appears that an international curriculum provides students a quality education, in particular it focuses on holistic learning approach. However, the researcher has found that it could be more challenging for local schools to implement an international curriculum due to some of the fundamental concepts and underlying philosophy such as how school stakeholders could become more global minded, in a setting where the majority of the student population is Chinese. / published_or_final_version / Education / Master / Master of Education

Thesis (Th. M.)--Dallas Theological Seminary, 1991. / "May 1991." Includes bibliographical references (leaves 50-55).

Thesis (M.Ed.)--University of Alberta, 2009. / "Fall, 2009." Title from title screen (viewed on August 4th, 2009) "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Theoretical, Cultural and International Studies in Education, Department of Educational Policy Studies." Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains viii, 158 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 148-153).

Thesis (Ph.D.)--York University, 2007. Graduate Programme in Social and Political Thought. / Typescript. Includes bibliographical references (leaves 410-454). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR39048

Thesis--(M.S.)The University of North Carolina at Greensboro, 2009. / Directed by David Cardenas; submitted to the Dept. of Recreation, Parks, and Tourism. Title from PDF t.p. (viewed May 5, 2010). Includes bibliographical references (p. 85-95).

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