Andere Kunden interessierten sich auch für
![Parental Expectations in Education]( "Parental Expectations in Education")
Parental Expectations in Education51,99 €![Self-Monitoring of Attention versus Self-Monitoring of Performance]( "Self-Monitoring of Attention versus Self-Monitoring of Performance")
Self-Monitoring of Attention versus Self-Monitoring of Performance32,99 €![Professional Development of Immigrant English Teachers]( "Professional Development of Immigrant English Teachers")
Professional Development of Immigrant English Teachers51,99 €![Utilizing the Diversity of Immigrant Students in High Schools]( "Utilizing the Diversity of Immigrant Students in High Schools")
Utilizing the Diversity of Immigrant Students in High Schools44,99 €![Russian-Speaking Immigrant Teachers in the United States]( "Russian-Speaking Immigrant Teachers in the United States")
Russian-Speaking Immigrant Teachers in the United States51,99 €![Traditional versus Reform]( "Traditional versus Reform")
Traditional versus Reform32,99 €![Blended Learning versus Traditional Face-to-face Learning]( "Blended Learning versus Traditional Face-to-face Learning")
Blended Learning versus Traditional Face-to-face Learning32,99 €
This research study examines how Haitian students
adjust and achieve in a public high school setting.
Most often, the students are products of an
educational system that, according to historical
accounts, has not systematically educated children.
Research reveals that some Haitian students have not
had stable, developmental educational experiences.
As these learners enroll in American schools,
particularly at the secondary level, several
obstacles await students and educators alike. For
Haitian learners, issues related to ethnic identity,
and sociocultural and linguistic differences,
oftentimes threaten learning and achievement.
Familial expectations that were formulated before the
migratory process are diminished by the challenges of
acclimatization and the inability of school systems
to accommodate their learning needs. Utilizing
interviews, observations, and the interpretation of
previous and current school records as primary data
sources, a case study of Haitian students
experiences was constructed. Based on the findings,
implications for educational leadership, policy
development, teacher training, and programmatic
initiatives are offered.
adjust and achieve in a public high school setting.
Most often, the students are products of an
educational system that, according to historical
accounts, has not systematically educated children.
Research reveals that some Haitian students have not
had stable, developmental educational experiences.
As these learners enroll in American schools,
particularly at the secondary level, several
obstacles await students and educators alike. For
Haitian learners, issues related to ethnic identity,
and sociocultural and linguistic differences,
oftentimes threaten learning and achievement.
Familial expectations that were formulated before the
migratory process are diminished by the challenges of
acclimatization and the inability of school systems
to accommodate their learning needs. Utilizing
interviews, observations, and the interpretation of
previous and current school records as primary data
sources, a case study of Haitian students
experiences was constructed. Based on the findings,
implications for educational leadership, policy
development, teacher training, and programmatic
initiatives are offered.