荷兰的少数民族教育

荷兰的少数民族指移民。二战后，主要由于政治经济等方面的原因，有大量的移民涌入荷兰，这些移民可以分为四类：     

荷兰:年龄、移民身份、受教育程度与技能高度相关

与其他国家相比。荷兰成人展现出高于平均水平的读写、运算和问题解决技能。姆与其他国家的同龄人相比，荷兰16—24岁的年轻人有较高水平的读写、运算和问题解决技能。与大多数国家一样，有一小部分荷兰少数民族成人的读写和运算技能较差。有相当一部分成人不会使用电脑获取、分析和交流信息。荷兰外语移民的荷兰语熟练水平比母语为荷兰语的本地成人低，但读写技能的平均水平接近所有国家外语移民的平均水平，并且高于移民人数较多的许多欧洲国家。     

荷兰计划将农田还原为湖泽

荷兰计划将农田还原为湖泽叶青荷兰政府现正进行一项不可思议的计划。该计划希望把近百年来从填海而来的农地“还原”为沼泽和湖泊。荷兰位处海平面以下１８英尺，千百年来，荷兰人不断跟湖泊和海洋角力，把原本的沼泽和三角洲变为繁荣的国度。不过，荷兰人今天已认识到“...     

文化与幼儿教育的澳大利亚视角:多元文化趋势

大多数的澳大利亚儿童在5岁左右进入小学之前，会在幼儿园或学前机构里待上1～2年。30多年前的澳大利亚幼儿园活动，迄今仍能代表澳大利亚学前教育的特点。例如第二次世界大战前，澳洲学前教育的情景是这样的：在家里一个由壁炉、水池、炖锅、刀叉等布置的角落里，儿童摆弄着洋娃娃的小床以及面色粉红的洋娃娃，唱着以袋鼠和树袋熊为主题的歌曲：讲给孩子们的故事大多关于眼前偏远地区的日常生活。二次大战后，政府同意了大约200万人移民澳大利亚，这些新移民大多来自北欧。当时政府对移民采用“同化”政策——将移民融入不列颠澳大利亚化中，于是幼儿园教师最重要的任务是教给儿童足够的英语，以利于这些移民孩子能参与集体活动并在学校生活中充满自信。     

为移民澳大利亚者作“向导”

澳洲是世界上最大的岛屿，面积7．686．850平方公里。澳大利亚的四季与北半球恰好相反，自然气候四季皆宜。富饶、无污染的绿色环境及其提倡的“多元化”和“亚洲化”的移民政策，吸引了很多中国人移民到此，但是在移民澳大利亚的过程中会出现许多问题，现把十二个问题逐一解释，以作“向导”。     

入殖齐齐哈尔地区的日本开拓团

1931年日本以武力强占我国东北，为了变东北为其永久的殖民地，日本把移民侵略作为侵华政策的重要组成部分。齐齐哈尔是日本移民侵略的重点地区，移民侵略使日本的殖民统治直接深入到广大农村，加重了人民的灾难。     

地缘政治与美国移民政策

地缘政治是是理解国际政策和国际关系的重要理论,当今经济全球化的迅速发展,国际移民越来越成为影响国际关系的重要因素,美国作为当今世界的超级大国,又具有悠久的移民历史,其移民政策的制定比较现实化和完备。本文主要从地缘政治的角度分析美国移民政策制订根源、变化特征。     

法国的移民教育

移民教育是当前许多国家面临的一个困难的课题。法国作为一个世界瞩目的移民国家，其移民教育的状况受到各国的普遍关注。本文对二战以来法国移民教育的发展历程、政策与实践的经验和教训做了简要介绍，以使人们增加对法国及世界移民教育的了解。     

生态移民社区教育实践与可持续发展——基于三江源生态移民社区的田野考察

生态移民社区的教育实践影响社区的可持续发展。本研究结合人类学的参与式观察和深度访谈法与历史资料分析法，梳理和分析移民对普通教育与培训教育由排斥到接受乃至依托的实践变化历程。研究发现，移民社区的教育实践是移民不同代际主体实现就业与转变生计方式的重要途径，且普通教育与培训教育前后共同作用于移民不同代际主体转变生计方式的过程，体现了二者对移民群体生计转换的接续性影响，从而促使移民社区可持续发展的状态呈动态变化的结构性特征。同时，研究针对生态移民社区可持续发展背景的特殊性与两种教育实践在移民社区中所遇到的问题，提出对普通教育从政策辅助，学校和家庭的合作以及对培训教育从培训内容、过程和结果等方面进行改进的建议，以进一步推进生态移民社区可持续发展。     

纽约市移民儿童教育概况

移民教育是当前许多国家面临的一个困难课题．纽约市作为一个世界瞩目的移民城市，其移民教育的状况受到人们的关注．本文介绍影响纽约市移民儿童教育的有关因素，主要集中在入学状况、学业成绩、学习动机以及政府在移民教育方面的政策上．     

Phoneme awareness,vocabulary and word decoding in monolingual and bilingual Dutch children

The aim of this study was to investigate whether bilingually raised children in the Netherlands, who receive literacy instruction in their second language only, show an advantage on Dutch phoneme‐awareness tasks compared with monolingual Dutch‐speaking children. Language performance of a group of 47 immigrant first‐grade children with various different cultural backgrounds and a subsample of 29 Turkish–Dutch bilingual immigrant children was compared with those of 15 first‐grade monolingual native Dutch children from similar low‐socioeconomic backgrounds. All children were tested on Dutch phoneme awareness, vocabulary and word decoding. The Turkish–Dutch children were also tested on Turkish phoneme awareness and Turkish vocabulary. Dutch vocabulary scores of the bilingual children were below that of the monolingual Dutch children. Neither the entire group of bilingual children nor the subsample of Turkish–Dutch children were better or worse on phoneme awareness than monolingual Dutch children. However, Turkish–Dutch children scored better on the Dutch tasks for phoneme awareness and vocabulary than on the Turkish tasks. Language proficiency in the adopted language of bilingual children appears to quickly exceed that of their native language, when no instruction in the first language is provided.     

Formal versus informal prekindergarten care and school readiness for children in immigrant families: A synthesis review

The U.S. is witnessing two major trends in its rising cohorts of young children preparing to start school: an increase in the utilization of formal (e.g., center-based) childcare options in the year before starting kindergarten and an increase in the share of these young children who come from immigrant families. Given that many children from immigrant families in the U.S. start school at a disadvantage relative to native-born children, researchers, policy makers, and practitioners have inquired into which prekindergarten alternatives might be most effective at boosting school readiness for this group of children. This review covers the effects of formal versus informal prekindergarten alternatives in the year before entering school on a commonly-explored set of child-level academic and socioemotional indictors of school readiness for children in immigrant families in the U.S. In contrast to remaining in informal care, children in immigrant families showed fairly consistent, positive academic and socioemotional effects of attending formal prekindergarten in the year before kindergarten for children in immigrant families. Compared to native-born children in formal care, children from immigrant families in formal care showed some positive, but not as consistent, evidence of closing gaps between these two groups across school readiness indicators. Finally, there are several, noteworthy common limitations in this body of literature, which can be used to shape future research agendas and policy dialogue.     

The effects of integration and generation of immigrants on language and numeracy achievement

In many Western countries the pressure exerted on immigrants to integrate has become intense in recent years. Efforts to preserve their ethnic identity through multicultural recognition has now been replaced by the requirements of active civic participation and assimilation. Of course integration is considered important not only for the immigrant parents but also for their children. The central question in this article is whether there is a relationship between the degree of integration of the immigrant parents and the generation of their children on the one hand and the level of language and numeracy achievement of the children on the other. To answer this question we use data collected in 2008 from the Dutch COOL^5–18 cohort study. The information comes from more than 9000 immigrant and 16,000 indigenous children and their parents. The results show that as immigrant parents are better integrated and their children are of later generations, the language and numeracy skills of the children improve, though there remain large differences in achievement between different ethnic groups.     

Immigrant differences in school-age children's verbal trajectories: a look at four racial/ethnic groups

This study explored inter- and intraindividual immigrant group differences in children's English verbal ability over ages 6-16 in 4 racial/ethnic groups-White Americans, Black Americans, Mexican Americans, and Puerto Ricans (N=2,136). Although all children's mean verbal scores increased with age, immigrant children (except for Black Americans) had lower scores than respective nonimmigrant children. In contrast, immigrant children (except for Mexican Americans) had more persistent verbal growth into adolescence than respective nonimmigrant children. Family resources moderately accounted for immigrant differences in children's mean verbal scores only. The findings support different theoretical models for understanding inter- and intraindividual immigrant differences in achievement. Mexican-American immigrants and Black American nonimmigrants were struggling and merit policy attention.     

Meaningful participation for children in the Dutch child protection system: A critical analysis of relevant provisions in policy documents

Policymakers are increasingly focusing on the participation of children in the child protection system (CPS). However, research shows that actual practice still needs to be improved. Embedding children’s participation in legislation and policy documents is one important prerequisite for achieving meaningful participation in child protection practice. In this study, the participation of children in the Dutch CPS under the new Youth Act 2015 is critically analyzed. National legislation and policy documents were studied using a model of “meaningful participation” based on article 12 of the UNCRC. Results show that the idea of children’s participation is deeply embedded in the current Dutch CPS. However, Dutch policy documents do not fully cover the three dimensions of what is considered to be meaningful participation for children: informing, hearing, and involving. Furthermore, children’s participation differs among the organizations included in the child protection chain. A clear overall policy concerning the participation of children in the Dutch CPS is lacking. The conclusions of this critical analysis of policy documents and the framework of meaningful participation presented may provide a basis for the embedding of meaningful participation for children in child protection systems of other countries.     

Latinx Parents’ Literacy Practices and Concientización in Petitioning Their Local School Board Regarding Funding Priorities

A case study of a Latinx parent-school engagement program is presented illustrating how immigrant parents became collective political actors providing input into their California school district’s formulation of its Local Control Accountability Plan (LCAP). The LCAP was part of newly adopted statewide Local Control Funding Formula policy providing supplemental funding to schools in support of services needed by students who were identified as low-income, English Language Learners (ELLs), and foster-care. The study investigated how Latinx parents developed a face-to-face understanding of the LCAP policy and planning process, and their rights and collective power as advocates for their children’s education. Focused attention is given to one parent group advocating for summer academic programs and how parents negotiated rhetorical and linguistic formulation of arguments in their letter petition to the local school board. In so doing, parents drew on their cultural funds of knowledge and developed sensitivity to the communicative practices of school boards, and to the need of parents to present their voice and stances persuasively and assertively indicative of their rights as community members. The study helps ground theories of political action in the face-to-face world of parent engagement programs.     

Contextual influences on children's mental health and school performance: the moderating effects of family immigrant status

Data from a nationally representative sample of 13,470 children aged 4-11 years were used to study contextual influences on children's mental health and school performance, the moderating effects of family immigrant status and underlying family processes that might explain these relationships. Despite greater socioeconomic disadvantage, children living in recent immigrant families had lower levels of emotional-behavioral problems and higher levels of school performance. Living in a neighborhood characterized with higher concentration of immigrants was associated with lower levels of emotional-behavioral problems among children living in immigrant families; the reverse was true for children living in nonimmigrant families. These differences are partially explained by family process variables. The implications of these findings for future research and policy are discussed.     

The effect of immigrant concentration in schools on native and immigrant children's reading and math skills

Using a unique and very rich PISA dataset from Denmark, we show that the immigrant concentration in the school influences reading and math skills for both immigrant children and native children. Overall, children in schools with a high immigrant concentration score lower on reading and math test scores. The negative effects associated with attending a school with a high immigrant concentration are fairly robust across estimation methods. IV estimates, taking into consideration that parental sorting across neighborhoods might bias the OLS estimates, indicate that immigrant concentration in schools is still important in determining children's math test scores. The estimates are less precise regarding the effect of immigrant concentration on reading test scores. The immigrant concentration in the school has a stronger effect for native children than for immigrant children, but the differences are more pronounced for the math test.     

Educational Opportunities in the Netherlands: Policy, Students' Performance and Issues

Since 1985 the Educational Priority Policy (EPP) has been in effect in the Netherlands. This policy is aimed at reducing the educational disadvantage of children due to their social, economic and cultural circumstances. The first section of this article describes the outlines of the EPP. The second section presents the results of an EPP evaluation study conducted in secondary education among 20,000 students from nearly 400 schools. The emphasis is on test performance in relation to three student characteristics: gender, social class and ethnic background. The analyses show that the test results are largely determined by social class. Gender hardly plays a role, while the influence of ethnic origin is also limited. It should however be added that the performance of two migrant groups, the Turks and Moroccans, is the worst of all. As most Turks and Moroccans belong to the lowest socioeconomic category, the factor of ethnic origin is so closely interwoven with the factor of social class, that it is not really possible to distinguish the two. In the final section of the article these findings are related to three theoretical perspectives regarding the explanation of differences in educational performance. This is followed by a discussion on possible consequences for the EPP.     

The Immigrant Children of Katrina

In August 2005, Hurricane Katrina displaced the largest number of public school children ever affected by any disaster. Approximately 370,000 children, including 15,000 Latino/Hispanic children from Louisiana, were scattered throughout the 48 U.S. states (Landrieu, 2010; Louisiana Department of Education, 2004). Although much of the media attention, policy, and research have focused on the effects of race—primarily Black/White—in New Orleans disaster relief, Latino immigrant children were the silenced, invisible victims of the evacuation, policy, relief, and recovery services. The largely unreported immigrant evacuation from Louisiana was along a silent underground railroad of sorts, using a network of relatives and countrymen whenever they could (Plocek, 2006). The findings of this article illustrate the theoretical implications and consequences of identifying immigrant children as racially White. This study documents the intersections of local, state, and federal policy regarding schools and recovery relief showing that access to disaster relief and recovery were framed in context of immigration status often placing citizen children in at-risk conditions. Children have become the victims of anti-immigrant sentiment rising from the much symbolic and actual harassment that constitute the daily, shadow lives of the undocumented population.