東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

From policy to implementation: An ex...

Hendrickson, Veronika Manuela.

FindBook

Google Book

Amazon

博客來

From policy to implementation: An exploratory and descriptive case study of a resettelment program for refugees.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From policy to implementation: An exploratory and descriptive case study of a resettelment program for refugees./
作者:	Hendrickson, Veronika Manuela.
面頁冊數:	93 p.
附註:	Source: Masters Abstracts International, Volume: 53-01.
Contained By:	Masters Abstracts International53-01(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1556525
ISBN:	9781303919718

From policy to implementation: An exploratory and descriptive case study of a resettelment program for refugees.
Hendrickson, Veronika Manuela.

From policy to implementation: An exploratory and descriptive case study of a resettelment program for refugees. - 93 p.

Source: Masters Abstracts International, Volume: 53-01.

Thesis (M.A.)--The University of Texas at San Antonio, 2014.

This item must not be sold to any third party vendors.

This thesis explores the United States (US) resettlement policy transition from federal and State law to resettlement agency (VOLAG) policy implementation. This research aims to understand this process by focusing on the stakeholders' perception of such policy through a case study design. A total of 20 stakeholders, including refugees, English as Second Language (ESL) teachers, director and administrative staff from one VOLAG in Texas were interviewed and triangulation of data was achieved through observations of agency procedures and ESL classes as well as an analysis of organizational policies and documents. The interview data were selectively coded and thematically organized within six broad categories, following the framework of Mahboob & Tilakaratna (2012): collaboration, relevance, alignment, evidence, transparency and empowerment. Some of the main findings demonstrated a major division between the language teacher's perception and the regular VOLAG staff in regards to the policy implementation process. Other factors that shaped the perception of all stakeholders included the lack of information of the community and its resources. These results have not only significant pedagogical implications for language teaching in the area of ESL for refugee programs, but also for the resettlement policy implementation and evaluation process.

ISBN: 9781303919718Subjects--Topical Terms:

1030294
Education, English as a Second Language.

From policy to implementation: An exploratory and descriptive case study of a resettelment program for refugees.
LDR:02341nmm a2200301 4500 001 2057466
005 20150610075023.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303919718
035 $a (MiAaPQ)AAI1556525
035 $a AAI1556525
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hendrickson, Veronika Manuela. $3 3171312
245 1 0 $a From policy to implementation: An exploratory and descriptive case study of a resettelment program for refugees.
300 $a 93 p.
500 $a Source: Masters Abstracts International, Volume: 53-01.
500 $a Adviser: Peter Sayer.
502 $a Thesis (M.A.)--The University of Texas at San Antonio, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This thesis explores the United States (US) resettlement policy transition from federal and State law to resettlement agency (VOLAG) policy implementation. This research aims to understand this process by focusing on the stakeholders' perception of such policy through a case study design. A total of 20 stakeholders, including refugees, English as Second Language (ESL) teachers, director and administrative staff from one VOLAG in Texas were interviewed and triangulation of data was achieved through observations of agency procedures and ESL classes as well as an analysis of organizational policies and documents. The interview data were selectively coded and thematically organized within six broad categories, following the framework of Mahboob & Tilakaratna (2012): collaboration, relevance, alignment, evidence, transparency and empowerment. Some of the main findings demonstrated a major division between the language teacher's perception and the regular VOLAG staff in regards to the policy implementation process. Other factors that shaped the perception of all stakeholders included the lack of information of the community and its resources. These results have not only significant pedagogical implications for language teaching in the area of ESL for refugee programs, but also for the resettlement policy implementation and evaluation process.
590 $a School code: 1283.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Sociology, Demography. $3 1020257
650 4 $a Political Science, General. $3 1017391
690 $a 0441
690 $a 0938
690 $a 0615
710 2 $a The University of Texas at San Antonio. $b Bicultural-Bilingual Studies. $3 1043821
773 0 $t Masters Abstracts International $g 53-01(E).
790 $a 1283
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1556525