Drawing on data from the OECD’s Programme for International Students Assessment (PISA), this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts. As well as providing information on countries’ approaches to the integration of immigrants, it looks at other factors that could influence immigrant students’ performance – such as their attitudes to school, their motivation and learning strategies as well as their social background and the language spoken at home – giving valuable implications for educational policy.
Tables des matières:
Foreword Executive Summary Reader's Guide Chapter 1. Countries' Immigration Histories and Populations -Introduction -Immigration and Integration -Immigration Histories and General Approaches to Immigration and Integration -Immigrant Populations -Research Questions Addressed in the Report -Immigrant Students in the PISA Sample Chapter 2. Performance of Immigrant Students in PISA 2003 -Introduction -Immigration Student Performance in the OECD and Partner Countries -Performance of Immigrant Students and the Language Spoken at Home -Performance of Immigrant Students and Gender -Performance of Immigrant Students in the Context of Migration Trends in the Receiving Country -Conclusions Chapter 3. Background Characteristics, Mathematics Performance, and Learning Environments of Immigrant Students -Introduction -Immigrant Families' Educational and Socio-Economic Background -Relationships between Performance Differences and Differences in Educational and Socio-Economic Background among Immigrant and Non-Immigrant Student Groups -Disparities Specifically Related to Students' Immigrant Status -Differences between Immigrant and Native Students within and between Schools -Summary and Conclusions Chapter 4. Immigrant Students' Approaches to Learning -Introduction -Students' Interest and Motivation in Mathematics -Students' Self-Related Beliefs -Emotional Dispositions in Mathematics -Students' Attitudes Towards and Perceptions of Schools -Summary of Differences between Immigrant and Non-Immigrant Students in Learning -Conclusions Chapter 5. Policies and Practices to Help Immigrant Students Attain Proficiency in the Language of Instruction -Introduction -PISA 2003 Supplementary Survey on National Policies and Practices to Help Immigrant Students Attain Proficiency in the Language of Instruction -Policies and Practices Designed to Help Newly-Arrived Immigrant Adults Attain Proficiency in the Case Countries' Official Language(s). -Assessment of Language Proficiency in Pre-Primary (ISCED 0) and Primary (ISCED 1) Education -Language Support for Immigrant Students in Pre-Primary Education (ISCED 0). -Language Support for Immigrant Students in Primary Education (ISCED 1) and Lower Secondary Education (ISCED 2) -Country Descriptions of Language Support Measures in Primary (ISCED 1) and Lower Secondary (ISCED 2) Education -Supplementary Classes to Improve Proficiency in Immigrant Students' Native Languages -Additional School Resources -Summary and Conclusions References Annex A. Technical Background and Summary Descriptions of the Five Levels of Reading Proficiency Annex B. Data Tables Annex C. The Development and Implementation of PISA - A Collaborative Effort
