Relevant bibliographies by topics / Teachers of immigrant children Victoria

Academic literature on the topic 'Teachers of immigrant children Victoria'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Teachers of immigrant children Victoria"

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Monobe, Gumiko, and Barbara L. Seidl. "“We have stories to share!”: Narratives of Identity and Perspectives of Japanese Descent Teachers in the USA." Journal of Family Diversity in Education 3, no. 3 (May 17, 2019): 88–111. http://dx.doi.org/10.53956/jfde.2019.143.

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As the number of immigrant children entering school systems increases across the globe, preparing teachers to support these children and their families is of critical importance. How to support and bring strength to English language learners (ELLs) and immigrant children is a new subject among the scholarship of teacher education, due to the increasing numbers of immigrant children. There are unique complexities that educators need to consider, including: (a) their own cross/bicultural, bilingual identity development, (b) their interpersonal relationship building, and (c) their hybrid experiences in a culturally and linguistically unfamiliar environment with other children and teachers in a new country.In this study, we focus mainly on three teachers who are Japanese descent and their support of Japanese immigrant students. Findings from this study suggest that the three teachers used their funds of knowledge (González, Moll, & Amanti, 2005) as immigrants and immigrant teachers to support their Japanese immigrant students in the following three categories: building interpersonal connections, cross-cultural mediation, and nurturing identity development in the context of hybridity and wholeness.
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Gromova, Chulpan, Rezeda Khairutdinova, Dina Birman, and Aydar Kalimullin. "Educational Practices for Immigrant Children in Elementary Schools in Russia." Education Sciences 11, no. 7 (June 30, 2021): 325. http://dx.doi.org/10.3390/educsci11070325.

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Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.
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Gui, Gabriela E. "The (Mis) Education of Immigrant Children in Today’s America." European Journal of Language and Literature 5, no. 2 (May 31, 2019): 32. http://dx.doi.org/10.26417/ejls-2019.v5i2-199.

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In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.
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Adair, Jennifer Keys. "Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs." education policy analysis archives 24 (January 4, 2016): 1. http://dx.doi.org/10.14507/epaa.24.2110.

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Young children of immigrants are increasingly part of early childhood programs in the United States but teachers have mixed approaches and attitudes about the immigrant families that they work with. This article details an analysis of 50 preschool teachers in five US cities using data from the Children Crossing Borders video-cued ethnographic study. The analysis finds that preschool sites that valued the insight of immigrant teachers had more positive views of immigrant communities and stronger mechanisms to communicate with immigrant parents. The article ultimately argues that policies that support the presence and meaningful input of immigrant preschool teachers can help preschool sites be positive, rather than negative or indifferent, contexts of reception.
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Adair, Jennifer Keys. "Creating positive contexts of reception: The value of immigrant teachers in U.S. early childhood education programs." education policy analysis archives 24 (January 4, 2016): 1. http://dx.doi.org/10.14507/epaa.v24.2110.

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Young children of immigrants are increasingly part of early childhood programs in the United States but teachers have mixed approaches and attitudes about the immigrant families that they work with. This article details an analysis of 50 preschool teachers in five US cities using data from the Children Crossing Borders video-cued ethnographic study. The analysis finds that preschool sites that valued the insight of immigrant teachers had more positive views of immigrant communities and stronger mechanisms to communicate with immigrant parents. The article ultimately argues that policies that support the presence and meaningful input of immigrant preschool teachers can help preschool sites be positive, rather than negative or indifferent, contexts of reception.
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Honig, Alice Sterling, and Yili Xu. "Tips for Teachers to Help Bilingual Chinese Immigrant Children." NHSA Dialog 15, no. 4 (October 2012): 343–49. http://dx.doi.org/10.1080/15240754.2012.725491.

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Adair, Jennifer K., Joseph Tobin, and Angela E. Arzubiaga. "The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers who Teach Children of Recent Immigrants." Teachers College Record: The Voice of Scholarship in Education 114, no. 12 (December 2012): 1–37. http://dx.doi.org/10.1177/016146811211401203.

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Background/Context Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers’ cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design The research method used in the CCB project is a variation of the multi-vocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent–staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities.
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Oxman-Martinez, Jacqueline, and Ye Ri Choi. "Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes." Social Inclusion 2, no. 4 (November 27, 2014): 23–37. http://dx.doi.org/10.17645/si.v2i4.133.

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This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.
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Bollin, Gail G. "Preparing Teachers for Hispanic Immigrant Children: A Service Learning Approach." Journal of Latinos and Education 6, no. 2 (April 23, 2007): 177–89. http://dx.doi.org/10.1080/15348430701305028.

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Mevorach, Miriam. "Do Preschool Teachers Perceive Young Children from Immigrant Families Differently?" Journal of Early Childhood Teacher Education 29, no. 2 (May 22, 2008): 146–56. http://dx.doi.org/10.1080/10901020802059508.

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Dissertations / Theses on the topic "Teachers of immigrant children Victoria"

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Torres, Maria Beatriz. "Communication challenges and conflicts that sojourner children experience with parents, peers and teachers due to acculuration with the American culture." Ohio : Ohio University, 2001. http://www.ohiolink.edu/etd/view.cgi?ohiou997192316.

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Ting, Chia-Wei. "Taiwanese Preschool Teachers' Awareness of Cultural Diversity of New Immigrant Children: Implications for Practice." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9915/.

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This study investigated Taiwanese preschool teachers' awareness of cultural diversity of new immigrant children and how this awareness influences their educational practices. In particular, this study focused on the cultural awareness of preschool teachers who work with young Taiwanese children whose mothers are immigrants from Southeast Asia. This study used quantitative and qualitative methods. One hundred seventy-two Taiwanese preschool teachers from the different geographic areas of Taiwan participated in the study. Data were collected through the use of the Cultural Diversity Awareness Inventory (CDAI) survey and participant interviews. Research results of the study revealed: (a) most Taiwanese preschool teachers had an awareness of cultural diversity, but their perceptions of how to create a multicultural environment need to be improved; (b) Taiwanese preschool teachers' personal experiences with children from different cultures were more associated with their cultural awareness than their ages and educational levels; (c) Geographic location was the factor affecting preschool teachers' awareness of cultural diversity and educational practices. This study is informative to the understanding of Taiwanese preschool teachers' awareness of cultural diversity and the implications of this awareness for classroom practice. In addition, multicultural perspectives of the Taiwan society toward immigrant families and children can benefit from the findings of this study. Future research should include the cultural needs of new immigrant children and the implementation of practices for educating new immigrant children.
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Ting, Chia-Wei Morrison George S. "Taiwanese preschool teachers' awareness of cultural diversity of new immigrant children implications for practice /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9915.

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Reed, Brian, and n/a. "A survey of regular teachers' concerns towards the integration of disabled children in state primary schools, Bendigo region, Victoria." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.100059.

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The integration of disabled children into regular schools is a current educational and social issue causing widespread interest, concern and debate throughout Australia. The most controversial and innovative adoption of integration policy has occurred in Victoria since the release of the Collins Report in 1984. The present study was conducted in 26 State primary schools in the Bendigo area of the Loddon Campaspe Mallee region of Victoria where disabled children had been integrated in regular classrooms with the assistance of a paid teacher aide during 1988. The purpose of the study was to survey the concerns of those teachers into whose classes children with disabilities had been integrated. The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model (C-BAM) was chosen as the research methodology. C-BAM was developed at the Research and Development Center for Teacher Education, University of Texas at Austin, and for the purpose of this study, the methodology consisted of a questionnaire of 35 standardized items (the Stages of Concern Questionnaire), and a School Survey. The study set out to identify the concerns of teachers (ii) toward integration, and to establish reasons why teachers are at particular stages of concern. Factors included teachers' age, gender, number of years of teaching experience, qualifications and in-service training. Other issues related to the disabled children themselves, the school, and factors such as availability of resources, funding levels, and access to support systems. This study developed from the policy document Integration in Victorian Education (the Collins Report, 1984). Since then, the Ministry of Education has published two additional booklets (in January and February, 1987), which partly address some of the issues included in this thesis. These include resourcing, in-servicing and the legal implications of the innovation. The analysis of the data points to major shortcomings which will jeopardize the implementation process and the likely success of the innovation. A number of recommendations have been suggested, with particular reference to the pre-service and in-service training of teachers, and issues relating to funding and resources. The findings have implications for all classroom teachers, as potentially all are required to accept disabled children into their classes. The results and recommendations also have relevance for the Ministry of Education, whose responsibility it is to ensure that the integration of disabled children into regular classes is fully supported at a government level, and for training institutions, whose task it is to provide appropriate pre-service and in-service programs for present and future classroom teachers.
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Johnson, Ann-Mari. "How do two teachers instill a new culture into immigrant children? : A case study of a Canadian and a Swedish teacher." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-798.

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This is a qualitative case study of how two teachers instill a new culture into immigrant children. I have used interview as one of my qualitative research methods and to make it a more informed assessment and to see the problem from more than one angle I have also used field study as a method. The purpose of this essay was to find out how two teachers work with immigrant children. I wanted to see how they work, how they integrate culture in their teaching and specific exercises they use to instill a new culture into the children. I also wanted to see what the literature says about integrating immigrant children into a new culture and if these particular teachers do as they are “supposed to”, or if they have found their own ways of teaching. I used a semi standardized interview to find out subjective specific ideas from the teacher’s point of view and tried to strike a balance from the objective side with a field study to actually get a glimpse of how the teachers work.

The two teachers in my study are working in slightly different ways when they teach culture. They use a lot of the same ideas but their focuses vary a bit. The Canadian teacher’s focus lies on teaching the children a little bit of everything, as in a lot of different cultures, although she includes the Canadian culture in her work too. The Swedish teacher focuses more on the Swedish culture and tries to instill the children in that one first of all. She teaches the children about other cultures too, but mainly the Swedish one.

Process of this qualitative case study has enlightened my understanding of cultural education because of its depth and clarity.

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Mahony, Linda H. "Early childhood teachers' pedagogical practice : what they know, think and do with young children experiencing parental separation and divorce." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61987/1/Linda_Mahony_Thesis.pdf.

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This grounded theory study examined the practices of twenty-one Australian early childhood teachers who work with children experiencing parental separation and divorce. Findings showed that teachers constructed personalised support for these children. Teachers’ pedagogical decision-making processes had five phases: constructing their knowledge, applying their knowledge, applying decision-making schema, taking action, and monitoring action and evaluating. This study contributes new understandings about teachers’ work with young children experiencing parental separation and divorce, and extends existing theoretical frameworks related to the provision of support. It adds to scholarship by applying grounded theory methodology in a new context. Recommendations are made for school policies and procedures within and across schools and school systems.
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Cortez, Christina. "“Las Experiencias de Padres con Hijos Discapacitados” Lived Experiences of Mexican-Immigrant Parents of Children with Identified Disabilities." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1600121768781733.

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Wubie, Bizunesh. "Children of first generation Ethiopian immigrant parents at home and at early childhood education settings, understanding their experiences through the perspectives of their parents and teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63636.pdf.

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Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.

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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.
The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Terreni, Lisa. "A case study : how young children and teachers use an interactive whiteboard in a New Zealand kindergarten setting for visual art learning experiences : a four paper thesis submitted to the Victoria University of Wellington College of Education in partial fulfilment of the requirements for the degree of Master of Education /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/983.

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Books on the topic "Teachers of immigrant children Victoria"

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1951-, Darling-Hammond Linda, ed. New concepts for new challenges: Professional development for teachers of immigrant youth. [Washington, D.C.]: Center for Applied Linguistics, 1997.

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Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany: State University of New York Press, 2005.

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Elise, Trumbull, ed. Bridging cultures between home and school: A guide for teachers : with a special focus on immigrant Latino families. Mahwah, N.J: L. Erlbaum Associates, 2001.

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Wubie, Bizunesh. Children of first generation Ethiopian immigrant parents at home and at early childhood education settings: Understanding their experiences through the perspectivers of their parents and teachers. 2001.

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Book chapters on the topic "Teachers of immigrant children Victoria"

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Estes, Judi Simmons, and Dong Hwa Choi. "Mathematics Acquisition and Immigrant Children." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 103–28. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch007.

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Given that early mathematics education lays the foundation for later mathematics achievement, teachers of young children have the responsibility and challenge of providing effective mathematics instruction to all children, including those who are immigrants. This chapter discusses four key points relevant to mathematics acquisition and immigrant children: (a) bilingualism as an asset, (b) strengths of immigrant families, (c) teachers' mathematical knowledge, and (d) developmentally appropriate mathematics environment. It is suggested that institutions of higher education, administrators, and teachers of young children consider those four key points, and that each topic is linked to on-going professional development for the purpose of effective instruction.
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Adjei-Boateng, Emmanuel, and Joseph E. Cobbinah. "Working With Immigrant Children in Schools." In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, 229–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8283-0.ch012.

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Before one gets into a classroom to teach, he or she needs to have acquired some basic teaching skills. Teaching in a conventional classroom seem simple, although may sometimes be difficult. However, teaching children from diverse backgrounds can be challenging. No matter the number of years of experience a teacher may have, teaching immigrant children with limited language skills and in some cases weak foundation in formal education is a challenging task. This chapter critically examines immigrant children and their education, some of the challenges that hamper their learning, and some practical skills that teachers will need to effectively teach them. Teachers need to understand the complexity and diversity of children under their care, appreciate the circumstances in which immigrant children live, make the necessary efforts to retrain or acquire some additional skills to enable them to become competent to effectively support learning of the increasing immigrant children population that continue to flood their classrooms.
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Morland, Lyn, Dina Birman, Burna L. Dunn, Myrna Ann Adkins, and Laura Gardner. "Immigrant Students." In Supporting and Educating Traumatized Students, 51–72. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0004.

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The United States is increasingly diverse and this is nowhere more evident than in our public schools. Children who arrive as immigrants, as well as those born here to at least one immigrant parent, currently make up nearly one-quarter of all children in the United States.2 By the year 2025, it is estimated that one-third or more of the students in our nation’s schools will be children of immigrants.3 After providing a brief overview of the immigrant population in the United States, this chapter will describe both the unique challenges as well as the strengths that many immigrant children bring to the classroom, and how teachers can help support their resilience and academic success.
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Allexsaht-Snider, Martha, Elif Karsli-Calamak, and Mana Ece Tuna. "Teachers Working With Refugee Children and Families." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 219–44. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch012.

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In this chapter, the authors tell the story of the GÖÇ-MAT project in Turkey, a two-year professional learning project designed to foster early childhood education teachers' development of competencies for teaching students with refugee status. The authors elucidate the different aspects of the GÖÇ-MAT project implementation and some of their findings from the research with teachers and with families having refugee status. Their goal, then, is to provide a possible roadmap for programs of professional learning in other settings around the globe. The authors hope to motivate other educators to take inspiration from the lessons learned in the GÖÇ-MAT project in Turkey to create professional learning spaces for teachers adapted to the unique contexts in which they are working. These professional learning spaces can support teachers' development of new ways to provide inclusive and equitable quality education for students with refugee or migrant statuses.
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Katzburg-Yungman, Mira. "Projects for Immigrant Children and Teenagers." In Hadassah, 242–66. Liverpool University Press, 2011. http://dx.doi.org/10.3828/liverpool/9781874774839.003.0011.

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This chapter deals with Hadassah's projects for immigrant youth in particular. Hadassah's work in caring for children and teenagers in Israel's early years laid a particular emphasis on the care of young immigrants, who in the early 1950s constituted some 71 per cent of all children and teenagers within the Jewish population of Israel. Tens of thousands of youngsters arrived in these years, and the education they had received, if any, in the countries from which they came differed from that of their contemporaries in the Yishuv. As a result of the mass immigration, new social classes developed. The widespread social and economic hardship in these groups presented a serious challenge to the young nation, and a large number of the children and teenagers among them would years later be recognized as ‘underprivileged’. At the same time, there was a ‘frightening lack of professional workers [for children and youngsters] of all types’: teachers, educational counsellors, psychologists, psychiatrists, and social workers.
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Wambu, Grace W., and Zandile P. Nkabinde. "Supporting Immigrant Children in College and Career Readiness." In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, 246–68. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8283-0.ch013.

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The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.
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Wambu, Grace W., and Zandile P. Nkabinde. "Supporting Immigrant Children in College and Career Readiness." In Research Anthology on Navigating School Counseling in the 21st Century, 268–90. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch015.

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The number of immigrant students have been on the rise in the last decades in many American classrooms. Both public schools and institutions of higher learning have increasing numbers of racially and ethnically diverse students than in the past. Immigrants from around the world come to America for different reasons but with one dream, and that is to create better lives for themselves and their children. Many leave their countries of origin seeking economic opportunities, while others leave their countries fleeing political, religious, and ethnic persecution. A number of refugees fleeing wars and turmoil from their home countries come to America with psychological, physical, and emotional trauma. Adelman and Taylor suggested that refugee students are among the most vulnerable for school failure and its consequences. This chapter discusses the role of teachers and school counselors in facilitating a smooth transition of all immigrant children in college and career readiness.
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Flores, Glenda M. "Bicultural Myths, Rifts, and Shifts." In Latina Teachers. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479839070.003.0006.

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This chapter illustrates how Latina teachers creatively exercise an alternative form of cultural capital termed Chicana/Latina cultural pedagogies, a central component of cultural guardianship. The focus of this chapter is twofold. First, it illustrates how Chicana/Latina cultural pedagogies are different from what we usually associate with Latino cultures, the symbolic forms that appear in schools occasionally. Although Latino culture is not monolithic, Chicana/Latina cultural pedagogies are a set of practices Latina teachers use to subvert normative workplace rules regarding culture in teaching. Chicana/Latina cultural pedagogies comprise immigrant narratives, communication codes, and alternative mathematical problem solving—cultural resources that many lower-status Latino children and their parents possess. Second, it elucidates how Latina cultural guardians faced resistance, especially at Compton Elementary, to their use of Latino cultural resources to facilitate Latino/a student progress. While informal in practice, Chicana/Latina cultural pedagogies were at times denigrated or challenged in specific ways by colleagues and administration.
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9

Mysore, Anita Rao. "Multicultural Curricular Frameworks for Preservice Teachers." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 247–64. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch015.

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One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.
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Flores, Glenda M. "Conclusion and Epilogue." In Latina Teachers. NYU Press, 2017. http://dx.doi.org/10.18574/nyu/9781479839070.003.0008.

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The book concludes with a summary of its main contributions. This workplace ethnography provides the reader with a gendered account of the racial dynamics in multiracial schools and finds that there are larger racial/ethnic stereotypes and hierarchies that emerge among racial/ethnic minority groups in the white-collar world and professions. The Conclusion explains that Latina teachers heavily guard Latino culture in schools and become ethnic mobility agents to deflect racism against their Latino students, but there is a cost to some students, especially African American children and those Latino students who do not fit the mold of deserving aid. While structural racism influences their jobs, culture is a vehicle to promote educational success. It describes whether Chicana/Latina cultural pedagogies can be learned and implemented by non-Latina teachers and ends with a discussion of the possible negative repercussions of Chicana/Latina cultural pedagogies in multiethnic metropolitan regions across the nation as Latino families settle in new immigrant gateways. It also provides policy implications for educational reform for students who attend schools in multiracial spaces.
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Conference papers on the topic "Teachers of immigrant children Victoria"

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Halpern, Clarisse. "Developing Cultural Competence to Change the Perspectives of Preservice Teachers for Teaching Immigrant Children." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1683431.

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Bodnar, Svetlana, and Galina Yatsenko. "Preparation of Teachers to Work with Immigrant Children on the Examples of Belgium and Canada." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.36.

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3

Gromova, Chulpan, and Rezeda Khairutdinova. "Cultural Diversity in Russian School: Results of Research of Elementary School Teachers’ Experience with the Immigrant Children." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0928.

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