Immigrant youth who excel. Globalization's uncelebrated heroes.

Autor/in	Eisikovits, Rivka A.
Titel	Immigrant youth who excel. Globalization's uncelebrated heroes.
Quelle	Charlotte, NC: IAP, Information Age Publ. (2008), IX, 175 S.Verfügbarkeit
Reihe	International perspectives on educational policy, research, and practice
Beigaben	Tabellen; Literaturangaben S. 155-168
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-59311-971-2; 978-1-59311-971-3
Schlagwörter	Bildungserfolg; Staatsbürgerliche Erziehung; Akkulturation; Anpassung; Leistungsfähigkeit; Selbstkonzept; Jugend; Geschlechterrolle; Bildungsertrag; Kind; Schule; Gymnasium; Lehrer; Lehrerrolle; Schüler; Schulerfolg; Schülerleistung; Leistungsmotivation; Migrationsforschung; Militär; Militärische Erziehung; Erfahrungsbericht; Lebenswelt; Ausländer; Jugendlicher; Migrant; Israel; Russland
Abstract	[The book deals with the experiences] of young immigrants who excel - youth from the European republics of the Former Soviet Union (FSU) who immigrated to Israel with their families during the 1990s. ... The book has two parts: Through a series of four interconnected studies, the first focuses on the youths' perceptions. [The author describes their experiences in] the new school, in chapter 1, and ... evaluations of their academic and social experiences. [Chapter 2 provides information about] their informal social adaptation in various life settings, emphasizing gender differences in coping mechanisms. From here [the author proceeds] to public opinion formation in the course of preparation for first-time voting in a new political culture (chapter 3). Perceptions of the military, in chapter 4, as the last stage of compulsory postsecondary civic engagement for Israeli youngsters, close this section. The second part places in the limelight the reactions of the educational system to catering to the needs of these immigrants who excel. Chapter 5 dwells on teachers' perspectives on the challenge they present, exploring differences in these perspectives according to their years of experience and subject matter area. Chapter 6 examines the organizational modus operandi of several schools, eliciting field-based models for handling immigrant students. Evolving from the latter, chapter 7 offers an anthropological approach for training teachers to work optimally with immigrant and culturally diverse students. The programmatic epilogue offers an operational model for materializing the potential to enhance global participation for immigrants as well as locals, ensuing from the intercultural encounter. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/4