Focuses on the needs of recent immigrant children in Canadiancities. Outlines the problems teachers face in the assessment, placementin classes and teaching of recent immigrant children in a Winnipeg areaelementary school. Suggests that there should be specific policiesrelating to the education of these children taking into account thesociological realities of school life. The policies should provide acontext and the resources to support school and classroom practices thatenable teachers to define and operationalize sound educationalexperiences for immigrant children.
Journal of Educational Administration – Emerald Publishing
Published: Feb 1, 1992