A Survey Study Examining Teachers’ Perceptions in Teaching Refugee and Immigrant Students PDF Download

Author: Dajana Kurbegovic
Publisher:
ISBN:
Category :
Languages : en
Pages : 144

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Book Description
There is limited research around best practices in working with refugee and immigrant students. Since teachers spend the majority of the school day with students, their insights about how best to serve these populations of children and adolescents is critical. This dissertation study conducted an online survey study with 139 elementary school general education teachers in a large urban school district to examine teacher beliefs and attitudes about the following factors in meeting the needs of refugee and immigrant children: teachers’ perceived self-efficacy, attitudes toward implementing new and innovative practices, cultural competency, prior preparation and overall competency, and perceptions about the needs of refugee and immigrant students. Results indicate that overall, teachers feel confident, culturally competent, and are open to implementing practices to serve refugee and immigrant students; the majority of teachers reported that they didn’t think that refugee and immigrant students have unique needs, which conflicts with current research; only minority status was found to be a unique predictor of beliefs around student needs. Implications and future research are discussed.

Author: Florence E. McCarthy
Publisher: IAP
ISBN: 1617358428
Category : Education
Languages : en
Pages : 258

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Book Description
The focus of this book is on educational equity issues affecting immigrants and refugees around the world. Chapters highlight educational approaches that build from experiential knowledge, draw upon multiple languages, consider group identity, grapple with the complexities of inclusion, address family concerns, promote parental involvement, involve liaison with community agencies, and view cultural differences as educational strengths. While the book does not shy away from exploring the more challenging aspects of the refugee and immigrant experience, it avoids dwelling on victimology and rejects applying a deficit framework. Rather it offers hope, emphasizing the potential strengths of refugees, including their cultural capital and survival skills. The authors also make cogent suggestions for structural, pedagogical, and conceptual reform, with targets ranging from individual teachers to educational systems to social, economic, political, and cultural contexts.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 508

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Book Description
This study explores the experiences of K-12 teachers of a single group of immigrant students of Somali origin to better understand educational efforts, both effective and less-than-effective, directed toward immigrant student populations. By listening to Somali refugees' teachers' experiences of working to meet their students' day-to-day needs and challenges, this study attempts to extend knowledge about educational practices that seem to work well with this particular refugee population. The main research question examined here was: What are teachers' salient experiences with Somali refugee students, and how do they understand those experiences as they attempt to meet the educational needs and challenges of Somali refugee students? Literature focusing on essential knowledge and awareness teachers need to have while teaching diverse populations, as well as the literature on teacher expectations, served as frameworks for understanding teacher descriptions of their interactions with their Somali students. This mixed methods study used phenomenological inquiry to collect qualitative data from fifteen K-12 teachers of Somali students from five schools. A cross-sectional survey was then conducted in those schools to supplement the qualitative findings. The findings from this study include the fact that even though many teachers lacked culturally specific knowledge, they still viewed themselves as sympathetic guides for their Somali students' transitions into American culture. Also, some teachers viewed themselves as refreshed and motivated by Somali students' novelty, needs, and academic advances. In addition, teachers' perceived current Somali students' prolonged needs as impediments to their learning. Many of the teachers had mixed perceptions of their efforts to address Somali students' classroom behavioral concerns, and they had contradictory perceptions of Somali students' long-term attitudes towards schooling. The conclusions and implications section of this study suggests there exists a serious need to increase efforts of supporting teaching practices that pay close attention to the needs of every student in the American classroom today, including the specific needs of Somali refugee students.

Author: Jeffra Flaitz
Publisher: University of Michigan Press ELT
ISBN:
Category : Education
Languages : en
Pages : 328

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Book Description
Understanding Your Refugee and Immigrant Students is an excellent resource for educators who work with refugees and immigrants. This well-researched volume-including interviews with students from the profiled countries-provides a wealth of information about the specific schooling traditions, practices, circumstances, and expectations that follow these individuals to their new homes in North America and influence their learning experience. The author has focused her research on 18 countries that contribute a majority of refugees and immigrants to the United States: Afghanistan, Bosnia-Herzegovina, Croatia, the Dominican Republic, Ecuador, El Salvador, Ethiopia, Guatemala, Honduras, India, Iran, Laos, Liberia, Peru, Somalia, Sudan, and the Ukraine. Each country profile features: statistics about the country, a historical synopsis, an overview of the county's official education policy, cultural perspectives, and a problem-solution section containing classroom strategies. The linguistic systems of the languages featured are also included for teacher reference. Also included is information about teacher-student relationships, discipline and class management, and appropriate non-verbal communication. This volume provides invaluable insight into refugee and immigrant students' cultural and educational backgrounds and gives instructors the tools to translate this information into effective classroom strategies.

Author: Kristy Drake
Publisher:
ISBN:
Category :
Languages : en
Pages : 174

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Book Description
Every year, the United States resettles nearly 70,000 refugees, with a large minority resettling in Marisol County (a pseudonym). Approximately 3,000 students from refugee families are enrolled in local schools, often having received little prior formal education in their home countries. Studies acknowledge the breadth of challenges facing underschooled immigrant students and the schools who serve them. Further compounding the challenge is the recent onset of rigorous local and state policies. Teachers, as the primary point of contact for refugee students, must make sense of and implement the policies in ways that meet the needs underschooled immigrant students, yet little is known about how manage these complex demands. While several studies exist on teachers' sensemaking of educational policies more generally, no studies deal with the role of teachers in mediating the intersection of policy and underschooled immigrant students. Using a sensemaking perspective, this qualitative study explores how teachers conceptualize their role as mediators between policy and student needs, and how this interpretation affects classroom practice. This study involved analysis of district policy-related documents, classroom observations, and semi-structured interviews of thirteen participants who worked with the Secondary Newcomer Program (SNP) in Marisol School District, including classroom teachers, lead teachers, counselors, and administrators at both the site and district levels. Data collected from these sources were analyzed for understanding challenges specific to this population of students, finding patterns of faculty's perceptions of the role of school for underschooled immigrants, and determining teachers' conceptualization of their role. Each of these factors were then analyzed in relation to how teachers make sense and implement policy in their own classrooms. Findings indicate that teachers balanced multiple layers of factors in their decision-making, including student challenges, policy demands, and programmatic constraints. Though the district presented a unified policy message related to graduation requirements, participants articulated different purposes of school for underschooled immigrant students. These differing perceptions affected how teachers conceptualized their role and ultimately made curricular, instructional, and student placement decisions. This study's contributions to research and theory, as well as implications for policy, practice, and future research are also discussed.

Author: Louis Volante
Publisher: Springer
ISBN: 3319740636
Category : Education
Languages : en
Pages : 219

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Book Description
This book examines immigrant student achievement and education policy across a range of Western nations. It is divided into 3 sections: Part 1 introduces the topic of immigrant student achievement and the performance disadvantage that is consistently reported across a range of international jurisdictions. Part 2 then presents national profiles from scholars in ten countries (England, Germany, Italy, Sweden, Finland, Netherlands, Republic of Ireland, Canada, Australia, and New Zealand). These educational jurisdictions were selected because they represent a range of Western nations engaged in large-scale reform efforts geared towards enhancing their immigrant students’ achievement. Each of the national profiles provides a brief overview of the evolution of the cultural composition of their respective school-aged student population; explains the trajectory of achievement results in non-immigrant and immigrant student groups in relation to both national and international large-scale assessment measures; and discusses the effectiveness of policy responses that have been adopted to close the achievement gap between non-immigrant and immigrant student populations. It also examines the relationships between education policies and immigrant student achievement and discusses how education policies have evolved across various cultural contexts. In conclusion, Part 3 analyzes cross-cultural approaches designed to address the performance disadvantage of immigrant students and proposes future areas of inquiry stemming from the national profiles. The book offers insights into a diverse cross-section of nations and policy approaches to addressing the performance disadvantage.

Author: Emily Richardson
Publisher:
ISBN: 9781909437951
Category :
Languages : en
Pages :

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Author: Xue Lan Rong
Publisher: Corwin Press
ISBN: 1452294054
Category : Education
Languages : en
Pages : 345

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Book Description
"A comprehensive and important examination of the education of immigrant students in the U.S. Rong and Preissle′s focus on cultural and linguistic transformation across four generations is truly unique." —Stacey J. Lee, Professor of Educational Policy Studies University of Wisconsin-Madison "Rong and Preissle′s first edition has become a standard reference for the education of immigrant students. The evolution and expansion of their research to encompass transnational and transcultural theoretical frameworks is cutting edge and absolutely timely given the changing, almost discursive nature of immigration within an increasingly complicated and shifting world context." —A. Lin Goodwin, Associate Dean and Professor of Education Teachers College, Columbia University Clear guidelines for making informed instructional decisions for immigrant students. Between 1990 and 2005, the number of immigrants and their children in the United States reached more than 70 million, or more than 20% of the nation′s population. Today, educators face significant shifts in the educational landscape. This revised sourcebook supplies educational policy makers and administrators with the information they need to address new challenges in providing children of diverse backgrounds with a quality education. This new edition of Educating Immigrant Children gives educators contemporary perspectives on immigration by clarifying the current demographic data and its significance for schools. The authors present updated information on the unique needs of immigrant students, including children from the Middle East and students of white non-Hispanic backgrounds, and help educators explore evidence-based practices and policies for adapting and improving the learning environment. The second edition examines: Factors that influence linguistic transition and educational achievement Strategies for working with immigrant families Equitable assessment approaches and accountability measures Data-based management methods for informed decision making Wide-ranging and illuminating, this book should be on the shelf of every educator and anyone who plays an active role in the education of immigrant children.

Author: Anastasia Kitsantas
Publisher: SAGE Publications
ISBN: 1071830708
Category : Education
Languages : en
Pages : 687

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Book Description
Essentials of Research Methods for Educators provides future teachers, specialists, administrators and educational leaders with a textbook and a resource that goes beyond the classroom to use in your career. With a focus on the wide variety of data available to educators and the importance of data literacy for all those involved in education, this book presents research methods in a relatable educational context with a variety of concrete examples. The authors use their expertise in educational psychology to optimize learning. The structure of the book breaks down research into discrete steps with the "Let′s See It," "Let′s Do It," and "You Do It" steps for each chapter so students feel motivated to complete their research projects. By covering qualitative, quantitative, and mixed methods research, with additional chapters on action research and program evaluation, students get a complete picture of the current research methods landscape. This highly scaffolded book supports future educational leaders in incorporating research and methods into their work and life. This title is accompanied by a complete teaching and learning package. Contact your Sage representative to request a demo. Learning Platform / Courseware Sage Vantage is an intuitive learning platform that integrates quality Sage textbook content with assignable multimedia activities and auto-graded assessments to drive student engagement and ensure accountability. Unparalleled in its ease of use and built for dynamic teaching and learning, Vantage offers customizable LMS integration and best-in-class support. It′s a learning platform you, and your students, will actually love. Learn more. Assignable Video with Assessment Assignable video (available in Sage Vantage) is tied to learning objectives and curated exclusively for this text to bring concepts to life. Watch a sample video now. LMS Cartridge: Import this title’s instructor resources into your school’s learning management system (LMS) and save time. Don’t use an LMS? You can still access all of the same online resources for this title via the password-protected Instructor Resource Site. Learn more.

Author: Erçetin, ?efika ?ule
Publisher: IGI Global
ISBN: 1522533265
Category : Social Science
Languages : en
Pages : 393

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Book Description
Education is a pivotal influence on all members of society. However, in the case of immigrants and refugees integrating into a new country, allowing proper learning opportunities can offer specific challenges that must be overcome. Educational Development and Infrastructure for Immigrants and Refugees is an innovative source of scholarly research on the role of education for refugees and immigrants, and it examines methods to develop effective learning processes for these students. Highlighting a range of perspectives on topics such as lifelong learning, legal considerations, and multiculturalism, this book is ideally designed for teachers, policy makers, researchers, academics, and professionals actively involved in the education sector.