Two Years Later: A Study of the Educational Experiences of Former New Arrivals Programme Students in South Australia. First Phase Language Learners Project.

Autor/inn/en	Wenner, Jackie; McKay, Penny
Institution	Australian Participation and Equity Programme, Adelaide.
Titel	Two Years Later: A Study of the Educational Experiences of Former New Arrivals Programme Students in South Australia. First Phase Language Learners Project.
Quelle	(1986), (218 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Age Differences; Counseling Services; Course Selection (Students); Educational Attainment; Educational Needs; Elementary Secondary Education; Employment Patterns; English (Second Language); Financial Support; Followup Studies; Foreign Countries; High School Students; Immigrants; Limited English Speaking; Native Language Instruction; Peer Relationship; Refugees; Second Language Instruction; Student Attitudes; Student Characteristics; Student Mobility; Surveys; Teacher Attitudes; Transitional Programs; Womens Education; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Age; Difference; Age difference; Altersunterschied; Course selection; Student; Students; Kurswahl; Bildungsabschluss; Bildungsgut; Educational need; Bildungsbedarf; Beschäftigungsstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Finanzielle Förderung; Follow-up studies; Kontaktstudium; Ausland; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; Native language education; Muttersprachlicher Unterricht; Peer-Beziehungen; Flüchtling; Fremdsprachenunterricht; Schülerverhalten; Mobility; Mobilität; Survey; Umfrage; Befragung; Lehrerverhalten; 'Women''s education'; Frauenbildung; Australien
Abstract	The report details the results of a 2-year followup study of immigrant students in South Australia high schools. The students (n=91) had all been participants in a New Arrivals transitional program, then scattered in different high schools. The study focused on the status, 2 years later, of students leaving the New Arrivals program in the second half of 1983, factors affecting students' decisions to be where they were, problems and concerns of the students after entering high school, the workforce, or non-employment, their perceptions of their progress in high school or the workforce, student aspirations, and academic performance in comparison to the average. The report details the study's methodology and summarizes findings in these areas: secondary school retention rate; age-related issues; student movement between high schools; financial support; use of school counseling services; use of bilingual school assistants to serve this population; student peer and teacher peer relationships; students choice of courses, including first-language study; student aspirations; aspects of English-as-a-Second-Language instruction; implications for the New Arrivals program; and issues related to the education of girls. The student and teacher questionnaires used in the study are appended, and an 18-item annotated bibliography is included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC