Investigating the Phenomenon of School Integration: The Experiences of Pre-Service Teachers Working with Newcomer Youth

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atmire.migration.oldid5909
dc.contributor.advisorKassan, Anusha
dc.contributor.authorNathoo, Jasmine Alia
dc.contributor.committeememberRussell-Mayhew, Shelly
dc.contributor.committeememberChowdhury, Tanvir Turin
dc.date.accessioned2017-09-06T18:33:39Z
dc.date.available2017-09-06T18:33:39Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractNewcomer youth arriving in Canada face academic, cultural, and language barriers as they navigate the school system (Rossiter & Rossiter, 2009). Students have identified teachers as their main source of support throughout the process of school integration (Gallucci, 2016). However, research has demonstrated that teachers feel unprepared to meet the unique needs of newcomer students (Gándara, Maxwell-Jolly, & Driscoll, 2005). The current study explores the phenomenon of school integration, from the perspectives of pre-service teachers. Employing a descriptive phenomenological methodology, interviews were conducted with ten pre-service teachers. The research question addressed was: How do pre-service teachers perceive and describe their experiences of working with newcomers who are integrating into high school in Canada? Data analysis revealed five general structures, (a) understanding culture and background, (b) supporting language transition, (c) adapting/modifying teaching style, (d) teacher preparation, and (e) roles additional to teaching. Implications for teachers and service providers are presented, and directions for future research are explored.en_US
dc.identifier.citationNathoo, J. A. (2017). Investigating the Phenomenon of School Integration: The Experiences of Pre-Service Teachers Working with Newcomer Youth (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26645en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26645
dc.identifier.urihttp://hdl.handle.net/11023/4080
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation
dc.subjectEducation--Bilingual and Multicultural
dc.subjectEducational Psychology
dc.subjectEducation--Guidance and Counseling
dc.subjectEducation
dc.subject.otherImmigration
dc.subject.otherYouth
dc.subject.othereducation
dc.subject.otherNewcomers
dc.subject.otherPre-service teachers
dc.subject.otherSchools
dc.subject.otherTeaching
dc.titleInvestigating the Phenomenon of School Integration: The Experiences of Pre-Service Teachers Working with Newcomer Youth
dc.typemaster thesis
thesis.degree.disciplineEducational Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
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