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Turnpenny, Casey

The object of this paper is to understand the extent to which the Toronto District School Board’s Parent and Community Involvement policy possesses what could be considered the main characteristics of an effective policy dealing with the integration of immigrant students. The research method used in this paper is a policy case study. Scholarly research on immigrant integration and models of school policy addressing the integration of immigrant students were reviewed to develop a conceptual model for analysis of the Parent and Community Involvement policy. The conceptual model represents school policy responses to issues of immigrant student integration, and aligns them with notions of immigrant integration (Economic, Linguistic, Social/Cultural and Political). Original TDSB policy documents were analyzed, and the findings compared to the conceptual model to highlight the similarities and differences between the conceptual model and the TDSB’s policy. By providing examples of successful school-wide policies, along with a conceptual model upon which to compare current school policy, this study could possibly inform policy revisions related to the integration of immigrant students in similar school districts.

Text

University of British Columbia. EDST 590

Vancouver : University of British Columbia Library

10.14288/1.0055421

Education, Faculty of; Educational Studies (EDST), Department of

Unreviewed

http://creativecommons.org/licenses/by-nc-nd/3.0/