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Educating Immigrant Students in the 21st Century: What Educators Need to Know / Edition 2

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Overview

This comprehensive new edition clarifies current demographic data on immigration, addresses factors that influence linguistic transition and achievement, and explores evidence-based practices and policies.
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Editorial Reviews

Marisa Castellano
"Rong and Preissle have again done an impressive job of combining current census and other data to paint a detailed picture of immigration to the U.S., and of making the case for an equitable approach to schooling all of America’s children. They provide practical recommendations for teachers and administrators on how to use this knowledge to make informed decisions about programs and practices, especially in the area of assessment and other accountability measures."
Stacey J. Lee
"A comprehensive and important examination of the education of immigrant students in the U.S. Rong and Preissle’s focus on cultural and linguistic transformation across four generations is truly unique."
A. Lin Goodwin
"Rong and Preissle’s first edition has become a standard reference for the education of immigrant students. The evolution and expansion of their research to encompass transnational and transcultural theoretical frameworks is cutting edge and absolutely timely given the changing, almost discursive nature of immigration within an increasingly complicated and shifting world context."
Marisa Castellano
"Rong and Preissle have again done an impressive job of combining current census and other data to paint a detailed picture of immigration to the U.S., and of making the case for an equitable approach to schooling all of America’s children. They provide practical recommendations for teachers and administrators on how to use this knowledge to make informed decisions about programs and practices, especially in the area of assessment and other accountability measures."
Stacey J. Lee
"A comprehensive and important examination of the education of immigrant students in the U.S. Rong and Preissle’s focus on cultural and linguistic transformation across four generations is truly unique."
A. Lin Goodwin
"Rong and Preissle’s first edition has become a standard reference for the education of immigrant students. The evolution and expansion of their research to encompass transnational and transcultural theoretical frameworks is cutting edge and absolutely timely given the changing, almost discursive nature of immigration within an increasingly complicated and shifting world context."
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Product Details

  • ISBN-13: 9781412940948
  • Publisher: SAGE Publications
  • Publication date: 9/26/2008
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 344
  • Product dimensions: 7.20 (w) x 10.10 (h) x 1.00 (d)

Meet the Author

Xue Lan Rong, a professor at the University of North Carolina, Chapel Hill, is a first-generation immigrant whose native language is Chinese. As a classroom teacher, teacher educator, and educational sociologist, she has more than 25 years of teaching experience in public schools at various levels in the United States and China. She obtained her research experience via sociological, demographic, and pedagogical training. She has continually published in major sociological and educational journals and presented at national conferences on the topics of generation, race and ethnicity, national origins, gender, social class, and educational attainment and achievement of immigrant children since 1988, when she finished a dissertation on immigration and education at the University of Georgia.

Judith Preissle, a professor at the University of Georgia, is a teacher educator and an educational anthropologist who brings a dual insider-outsider perspective to issues of education and immigration. She is a native-born citizen of the United States whose forebears arrived on the continent in the 18th and 19th centuries. She is also one of the many internal migrants of the 20th century, who grew up moving around the country and attending schools in six different states. Beginning her educational experience teaching social studies and language arts to 12-year-olds, she has worked at the University of Georgia since 1975, teaching the social foundations of education, qualitative research methods, and educational anthropology to an increasingly diverse population of graduates and undergraduates. She has published widely in these areas with special concentration on research design and ethics and on gender and minority education. She is a graduate of Indiana University.

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Table of Contents

Acknowledgments
About the Authors
Introduction
1. Immigration and U.S. Schools
2. Immigrant Children, Their Families, and Environment
3. Learning English and Maintaining Heritage Languages
4. Educational Attainment
5. Immigrant Children From Asia
6. Immigrant Children From the Caribbean and Africa
7. Immigrant Children From Latin America
8. Immigrant Children From Middle Eastern Countries
Sources of Information
References
Index
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