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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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Ebbeck, Marjory, and Anne Glover. "Immigrant Families’ Expectations of Early Childhood." Australasian Journal of Early Childhood 23, no. 3 (September 1998): 14–19. http://dx.doi.org/10.1177/183693919802300305.
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This paper presents some of the findings of a study which examined the views of 101 South Australian immigrant families concerning their educational expectations for their children who are in the age range of birth to 8 years. These families came from Vietnam, Cambodia, Indonesia, the People's Republic of China, and the Philippines. Likewise, the views of 100 early childhood teachers working in early childhood centres were examined in relation to their educational expectations for the children of immigrant families. A comparison of the findings is presented in this paper, noting the commonalities and differences between parents and teachers to seven questions about their expectations of preschool education.
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Putjata, Galina. "“My Teacher Had an Accent Too”." Journal of Education 197, no. 3 (October 2017): 14–24. http://dx.doi.org/10.1177/0022057418782341.
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Transnational mobility across the world is opposed by a monocultural mind-set at school, which has led educational researchers across the world to call for a multilingual and multicultural turn. This article presents a qualitative study that investigates immigrant teachers’ role in this transformation process. Framed by the specific historical context of Israel, where professional integration of new immigrant teachers was politically supported, the study focuses on biographies of Israelis, who had immigrated 20 years ago as children and youths. Their perception of immigrant teachers and counselors was reconstructed based on the theory of imagined community and school as linguistic marketplace. The findings allow deep insight into the process of identity construction and community imagining created by school as institution and immigrant teachers as its agents.
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Lee, Crystal Chen, Sibel Akin-Sabuncu, A. Lin Goodwin, and Seung Eun McDevitt. "Teachers for Immigrant Students: A Systematic Literature Review Across Hong Kong, Turkey, and the United States." Teachers College Record: The Voice of Scholarship in Education 123, no. 12 (December 2021): 67–96. http://dx.doi.org/10.1177/01614681211070871.
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Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social conditions and student populations is gaining urgency. Purpose: Our purpose in this study is to gain insight into what the literature says about educating immigrant children through the lens of social justice in Turkey, the United States, and Hong Kong, as each context presents a distinct case of immigration. Research Design: We conduct a systematic literature review on 87 articles, selected from teaching and teacher education journals. In light of documented inequities experienced by immigrant children, we conduct our review within a framework of teaching immigrant students globally within, versus parallel to, the field of teaching for social justice. Findings: Through cross-jurisdiction inquiry, our findings reveal both examples and counterexamples of teaching for social justice, categorized into three cross-cutting themes: (a) Ways of Teaching, (b) Ways of Knowing, and (c) Ways of Seeing. Among the literature, we found a significant focus on language acquisition in the teaching of immigrant students. Another pattern was the ways in which teachers and teacher education value (or not) immigrant students’ funds of knowledge by building on (or rejecting) what students and their communities bring to their learning. Finally, our review demonstrated how teacher educators and teachers encourage, challenge, and teach preservice teachers and students to work against institutional and societal structures that are oppressive for immigrant students. Conclusion: The global reality of superdiversity among immigrant students calls on teachers to be pedagogically adept to respect and support multiple ways of teaching, knowing, and seeing. Research on social justice education for immigrants needs to move beyond language acquisition/deficit as the primary lens for analysis to consider the assets that immigrants bring to classrooms. Despite the differences in the experiences of (im)migrant students in each of the national contexts, social justice must be embedded in teacher education to ensure inclusive and culturally responsive teaching for all.
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Ndemanu, Michael Takafor, and Sheri Jordan. "Culturally Responsive Pedagogy for African Immigrant Children in U.S. P-12 Schools." Journal of Black Studies 49, no. 1 (December 6, 2017): 71–84. http://dx.doi.org/10.1177/0021934717736065.
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This article sheds light on the challenges African immigrant children face in navigating through a relatively different and unfamiliar system of education in the United States. It also provides pre-emigration background information to the systems of education prevalent in Africa as well as the culturally responsive teaching strategies that support and enhance learning for the African immigrant students. Teachers of African immigrant children around the world will find this article particularly resourceful because there is limited scholarship about this segment of the public school population in the United States and in other developed countries.
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Keat, Jane B., Martha J. Strickland, and Barbara A. Marinak. "Child Voice: How Immigrant Children Enlightened Their Teachers with a Camera." Early Childhood Education Journal 37, no. 1 (June 24, 2009): 13–21. http://dx.doi.org/10.1007/s10643-009-0324-1.
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Chen, Mei-ying, and Geneva Gay. "CULTURALLY RESPONSIVE TEACHING FOR THE CHILDREN OF NEW IMMIGRANTS IN TAIWAN: PERSPECTIVES OF NEW IMMIGRANT PARENTS." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1065–80. http://dx.doi.org/10.33225/pec/20.78.1065.
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International marriages have increased the population of new immigrants in Taiwan. Most Taiwanese educators are unaware of the expectations of the new immigrant parents. This ethnographic research explored whether Taiwanese primary school teachers implemented culturally responsive teaching to help the children of new immigrants become academically accomplished from the perspectives of the new immigrant parents. The findings indicated that most Taiwanese primary school teachers were aware of the challenges the children of new immigrants faced but culturally responsive teaching approaches were rarely implemented in any meaningful way, and that Taiwan still lacked effective communication styles, multicultural curriculum design and culturally congruent teaching. While most Taiwanese teachers recognized cultural differences, they failed to pursue measures to achieve educational equity. The new challenges and relevant issues are discussed. Keywords: culturally responsive teaching, ethnographic research, international marriages, primary school teachers
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Chiofalo, Tommasa Agnese, María del Mar Fernández-Martínez, Carmen María Hernández Garre, and José Juan Carrión Martínez. "Immigrant Students: The Attitudes and Perceptions of Teaching Staff." Mediterranean Journal of Social Sciences 10, no. 5 (September 1, 2019): 1–12. http://dx.doi.org/10.2478/mjss-2019-0061.
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Abstract Objective. In this article we discuss the attitudes of teachers towards immigrant students in the classroom and investigate the students' experiences and that of their family; the other important factor in their education. Method. The methodology used was qualitative interviews, carried out in a comprehensive school catering for the different stages of compulsory education in Sicily (Italy). In-depth interviews were performed on 15 teachers who tutored immigrant students, with the aim of revealing their thoughts, emotions, perceptions and attitudes with regard to this social and educational experience. Results. Although there were disparate elements within the context of the school, the results were consistent with other studies that address this global, contemporary problem. We found a pronounced receptivity on the half of the staff, good responses between equals, but also a degree of impotence and institutional neglect in the face of the problem. It was consistently perceived that families of immigrant students were rarely involved in school life. The influence of socio-economic, ethnic and religious factors that often affect relations between the immigrant student's family and the school, also emerged. Conclusions. The phenomenon of immigrant children's school integration is plagued with difficulties, which are repeated and maintained in different areas and periods of time. Within the school, the teachers take on the main task of offering these children a favourable environment for integration. However, the other major aspect of our study, the family relationship, was less encouraging. The teachers felt a lack of cooperation from the families of immigrant children.
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Che Mustafa, Mazlina, Nor Mashitah Md. Radzi, Abdul Halim Masnan, Juppri Bacotang, Zainiah Mohamed Isa, Zaharah Osman, and Azila Alias. "Teachers’ Practices in the Acquisition of English by Asian Immigrant English Language Learners." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 207–32. http://dx.doi.org/10.32890/mjli2019.16.1.9.
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Purpose - The increase in the enrolments of immigrant children in New Zealand seems to have posed great challenges to early childhood education services when it comes to developing the children’s English language acquisition. This qualitative case study explored how New Zealand early childhood teachers develop the English language acquisition of Asian immigrant English language learners (ELLs). The theoretical framework of this research drew on a range of sociocultural perspectives, including sociocultural adaptation and acculturation strategies. Methodology - The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two early childhood centres. Data on the teachers were collected through observations and semi-structured interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers developed the English language acquisition of the ELLs. Findings - Making interactions comprehensible for the ELLs is one of the main strategies used by the teachers in developing the acquisition of English language by the ELLs. In the process of teaching the English language to the ELLs, most of the teachers were observed to use certain strategies in making interactions comprehensible for them. The teachers highlighted the strategies and modifications they made in order to make their interactions comprehensible for the ELLs. During the interview, it was clearly seen that with better proficiency in the English language, the communication between the ELLs and their teachers improved. Therefore, the sociocultural adaptation process takes place in a smooth manner for both the ELLs and the teachers. Significance - The central significance of the finding is that through the exploration of New Zealand early childhood teachers’ beliefs and practices, important insights are offered which lead to the improvement of educational practices in early childhood settings for immigrant children in relation to English acquisition. While some of the teachers’ beliefs and practices may have facilitative or positive effects on English acquisition, others may bring debilitative or harmful effects. The findings also add to the existing body of knowledge on teachers’ beliefs and practices in developing English acquisition among the ELLs, particularly Asian children. In the New Zealand early childhood education context, the study provides a platform on how early childhood teachers in New Zealand could develop English acquisition among Asian immigrant ELLs, while valuing and understanding children’s cultural backgrounds.
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Epstein, Alek D., and Nina G. Kheimets. "Cultural clash and educational diversity: Immigrant teachers' efforts to rescue the education of immigrant children in Israel." International Studies in Sociology of Education 10, no. 2 (July 2000): 191–210. http://dx.doi.org/10.1080/09620210000200055.
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Pandya, Jessica Zacher, Kathleah Consul Pagdilao, Aeloch Enok Kim, and Elizabeth Marquez. "Transnational Children Orchestrating Competing Voices in Multimodal, Digital Autobiographies." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–32. http://dx.doi.org/10.1177/016146811511700707.
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Background/Context Prior research on multimodal, digital composition has highlighted the need for educators to bring such practices into classrooms, yet little research has been done to show what kinds of products children create and what those products can tell us as researchers about how children articulate their life experiences. We draw on recent theorizations of transnationalism in relation to immigrant children's school experiences, and Bakhtinian perspectives on language and ideology, to frame our analysis of the identity work that transnational and immigrant children undertook in the multimodal, digital composition projects we analyze. Purpose/Objective We analyzed 18 digital videos made by transnational children aged 8–10, asking what the key features of their narratives told us about what they found important in their lives, what voices were orchestrated in the composition of those narratives, and what voices were omitted. We also asked what students’ narratives told us about who they were and wanted to be, as immigrants or children of immigrants. Finally, we asked what these features and omissions suggested about perspectives on their immigration experiences and current lives. Research Design These data come from an ongoing, design-based research project. Qualitative methods were employed, including: interviews with and surveys of children and teachers at various stages of the video production process; collection of children's written work; collection of children's videos; and the writing of field notes and analytic memos. Conclusions/Recommendations Asking children to write about themselves for teachers, peers, and parents meant asking them to orchestrate multiple voices into potentially contradiction-ridden, yet coherent stories. Our work so far suggests that, at the least, we should expect children to try out new identities, and seek new ways of orchestrating the voices in their lives into a coherent whole. We caution researchers and teachers who work with immigrant youth not to assume that immigration will necessarily be a pivotal moment, or even a central or important moment, to children. We also caution that children may not feel that their school is a safe place to talk about such issues; offering the space is all we can do. The kinds of composition we have described exceed the narrative writing and speaking and listening demands of the Common Core State Standards. Teachers should be aware of the ways multimodal, digital composition can help meet their immigrant students’ self-authoring needs and surpass the demands of the new standards. Finally, to connect with others, to become more aware of one's place(s) in an increasingly globalized world, and to orchestrate competing voices—these are the potentials for multimodal, digital composition with immigrant youth to which we continue to aspire.
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Carlana, Michela, Eliana La Ferrara, and Paolo Pinotti. "Goals and Gaps: Educational Careers of Immigrant Children." Econometrica 90, no. 1 (2022): 1–29. http://dx.doi.org/10.3982/ecta17458.
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We study the educational choices of children of immigrants in a tracked school system. We first show that immigrants in Italy enroll disproportionately into vocational high schools, as opposed to technical and academically‐oriented ones, compared to natives of similar ability. The gap is greater for male students and it mirrors an analogous differential in grade retention. We then estimate the impact of a large‐scale, randomized intervention providing tutoring and career counseling to high‐ability immigrant students. Male treated students increase their probability of enrolling into the high track to the same level of natives, also closing the gap in grade retention. There are no significant effects on immigrant girls, who exhibit similar choices and performance as native ones in absence of the intervention. Increases in academic motivation and changes in teachers' recommendation regarding high school choice explain a sizable portion of the effect. Finally, we find positive spillovers on immigrant classmates of treated students, while there is no effect on native classmates.
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Ironsi, Chinaza Solomon. "African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 59–76. http://dx.doi.org/10.22492/ije.9.1.04.
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Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality and racial issues were suggested.
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McDevitt, Seung Eun. "Rediscovering and Reconnecting Funds of Knowledge of Immigrant Children, Families, and Teachers." Childhood Education 92, no. 6 (October 27, 2016): 470–75. http://dx.doi.org/10.1080/00094056.2016.1251796.
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Marconnot, Romain, Jorge Pérez-Corrales, Juan Nicolás Cuenca-Zaldívar, Javier Güeita-Rodríguez, Pilar Carrasco-Garrido, Cristina García-Bravo, Eva Solera-Hernández, Sonia Gutiérrez Gómez-Calcerrada, and Domingo Palacios-Ceña. "The Perspective of Physical Education Teachers in Spain Regarding Barriers to the Practice of Physical Activity among Immigrant Children and Adolescents: A Qualitative Study." International Journal of Environmental Research and Public Health 18, no. 11 (May 24, 2021): 5598. http://dx.doi.org/10.3390/ijerph18115598.
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Physical activity (PA) contributes to the development of children and adolescents and to their mental and physical health. The practice of PA in the school context can contribute towards generating a more inclusive educational community for immigrant children and adolescents. The aim of this study was to describe the perspectives of Spanish physical education (PE) teachers on the practice of PA among immigrant children and adolescents. This research was a qualitative exploratory study. A purposeful sampling strategy was used. Data were collected through semi-structured interviews and field notes. Twenty teachers were recruited. An inductive thematic analysis and content analysis were applied. The following topics were identified: (a) Professional expectations; (b) Economic resources; (c) Integration; (d) Family; (e) Religious beliefs and practices; and (f) Gender difference. A predominance of positive emotions was identified in the narratives, and the most repeated words in word clouds were ‘Caribbean’, ‘Latin’, and ‘population’. These findings help to identify PA barriers for immigrant children and adolescents and may contribute to the creation of PA-based interventions in social and educational contexts.
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Braden, Eliza G. "Navigating Black Racial Identities: Literacy Insights from an Immigrant Family." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–26. http://dx.doi.org/10.1177/016146812012201310.
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Background The increase in the number of Black immigrants and other immigrant populations has undoubtedly changed the landscape of educational spaces. In fact, in 2016, 8% of Blacks were second generation Americans. Although Black immigrants may share similar experiences to native born African Americans, there are markedly distinct cultural influences that shape their educational experiences. Both racialized and cultural experiences come to play a major role in how students experience schooling in the U.S. The relationship that Black immigrant families have with schools and teachers can impact immigrant children's well-being and inform teachers. Therefore, it is important that Black immigrant families and schools create lasting relationships grounded in a respect for language, culture, race, and county of origin. Purpose/Objective/Research Question I use the insights from discussions with one Black immigrant family from Senegal who participated in an after-school critical literacy workshop where relationships were built among parents, students, and educators. Although there is an extensive body of literature on Black immigrants in the U.S., this research will contribute to filling the gap concerning how Black immigrant parents can be supported in serving as agents of socialization as their children come to understand the way race functions in the United States and how other parents, teachers, and curricula can be informed through discussions with them. This study is guided by the following question: What can be learned about the role of an after-school critical literacy workshop in creating a space for a Senegalese immigrant family to engage in discussions with their children, other families, and teachers as they react to race and violence in the U.S.? Research Design/Data Collection and Analysis Throughout the course of the project, students’ participation was documented through field notes, research memos, and audio and video recordings of family workshop meetings. Classroom data in the form of children's writing samples, written response journaling, and visual responses (sketch to stretch) were also collected. The study included in-depth interviews with student participants at the conclusion of the workshop. Parents completed a survey to share their experiences. Data were uploaded to Dedoose to identify codes. Findings/Results Three themes refected how the critical literacy workshop enhanced the family's ability to prepare their children for a racialized society and inform other children, families, and teachers: (a) transnational literacies were important in building racial and heritage knowledge for the children, (b) children's literature and film opened spaces for conversation that allowed the family to inform other parents about racial injustices and the importance of African heritage pride and also informed the classroom teacher about the need for discussing colorism in his classroom, and (c) transnational literacies and talk about anti-Blackness occurred within a supportive environment. Conclusions/Implications When the after-school critical literacy workshop affirmed a Black immigrant family in their “Black thinking” and sociopolitical consciousness, they were able to articulate their feelings about racist acts and violence and the need for African heritage pride. Findings corroborate the studies that argue for the value of teaching about contemporary movements such as #BlackLivesMatter and the importance of honoring the voices of Black immigrant youth and families in curricular spaces.
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Corradi, Francesca. "Est-il possible de définir un profil plus efficace? Comparaison entre enseignants français et italiens." CADMO, no. 1 (June 2012): 65–94. http://dx.doi.org/10.3280/cad2012-001008.
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Kindergarten teachers' attitudes toward immigrant children and children of immigrant families is the subject of research conducted between 2009 and 2010. The study compares teachers in the public schools of Avignon, France, with state school teachers of Reggio Emilia, Italy. The analysis conducted mainly considered relations between two variables. However, the research tools used (participant observation, Likert type-scale questionnaire and semi-structured interviews) also allowed for the triangulation of data. The intent of this article is to elaborate on the methodological contribution to the research using multivariate analysis. This analysis provides both three-dimensional representations of the teachers' attitudes as well as individualized representations of relevant relations between variables. The statistic test of the null hypotheses, the "chi-square test" is used. The analysis points out attitude and behaviour differences between Reggio Emilia teachers and Avignon teachers. Differences are mostly observed in the synchronic dimension data analysis. Nevertheless, if the point of observation is changed and data are studied in the diachronic dimension, that general view demonstrates how a current historical period influences educational choices within a particular educational system and consequently influences teachers' attitudes.
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Eres, Figen. "Problems of the Immigrant Students’ Teachers: Are They Ready to Teach?" International Education Studies 9, no. 7 (June 28, 2016): 64. http://dx.doi.org/10.5539/ies.v9n7p64.
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<p class="apa">Aim of the study is to investigate the problems faced by the teachers’ of immigrant children living in Turkey. The study was conducted based on the qualitative phenomenological research design and purposive sampling method was used. Qualitative research technique was used to collect, analyze and interpret data and technically content analysis was used in this research. A semi-structured interview schedule prepared in accordance with the qualitative research approach is used as a data collection tool. As a result of the analysis, it was found that main problems face by these teachers were categorized as problems caused by the Ministry of Education, adaptation problems of the students and problems related with the migrant parents. Among them, most complained problems were those caused by the Ministry of Education. Depending on the data obtained, it can be said that, Ministry of Education has no policy or planning about the education of the migrants and the teachers were not prepared for the education and training of migrant children. Another finding was the indifference of the migrant parents regarding the school. A striking point in the study was that the teachers never mentioned about the problems concerning the differences of race, ethnicity or gender. As a result of the evaluation, it is suggested that the Ministry of Education should provide language training for immigrants and care more about the equivalence of the students, training teachers and candidate teachers about immigrant pedagogy and to develop better relations between the school and the migrant families.</p>
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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.
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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin
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Some-Guiebre, Esther. "Mainstreaming English Language Learners: Does It Promote or Hinder Literacy Development?" English Language Teaching 9, no. 1 (December 2, 2015): 33. http://dx.doi.org/10.5539/elt.v9n1p33.
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<p>This study examines the interaction between African immigrant students and their mainstream teachers. I am particularly interested in the influence of classroom practices on the literacy development of Francophone African immigrant children in the U.S. classroom. The student participants in this study (two French speaking African students) were all permanent residents in the United States. They were all born and schooled in their home countries and were fluent in French (the language of instruction in their home countries). Since their immigration to the U.S. with their parents, the children have been confronted to several linguistic, social, cultural, and economic challenges that slowed down their academic progress and achievement. This paper uses Krashen’s (2005) discussion on language acquisition to argue that specific classroom practices can hinder the literacy development of immigrant children. The data used for this discussion was collected through the observation of a 5<sup>th</sup> grade classroom, informal conversations with two French speaking African students and interviews with their mainstream teacher as well as their English as a Second Language (ESL) teachers.</p>
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Mayo, Aziza Y., and Paul P. M. Leseman. "Off to a good start? Vocabulary development and differences in early family and classroom experiences of children from native-dutch and immigrant families in the Netherlands." Educational and Child Psychology 25, no. 3 (2008): 70–82. http://dx.doi.org/10.53841/bpsecp.2008.25.3.70.
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The present study examined the relationship between language learning contexts in family and classroom, and vocabulary development in the school language of native speakers and bilingual Turkish and Moroccan immigrant children in the Netherlands. The findings of this study offer insights for educational psychologists, teachers, and policy makers, as to how ethnic-cultural and socio-economic differences between families shape the language learning opportunities of young children at the start of their school careers and how these learning opportunities in the context of home and the classroom contribute to early language advantages and disadvantages that have been found to be important predictors of later school success.The measures spanned the months around the time children started kindergarten. Home literacy activities and family characteristics were measured with a questionnaire, administered during personal interviews with mothers. Children’s Dutch vocabulary test scores were assessed with a test designed for bilingual research. Teachers filled out a questionnaire about classroom demographics and their classroom language practices. Differences in children’s home literacy experiences predicted differences in vocabulary skills before the start of school, and differences in vocabulary growth from that time until two months into school participation. Home literacy experiences in the family context were less favourable for the children from the two immigrant groups, but for different reasons. Classroom characteristics explained additional differences in Dutch vocabulary growth and were less positive for children from immigrant families. This combination of less profitable home and classroom conditions for the children from the two immigrant groups helps explain why these children did not show a stronger increase in vocabulary skills once they were submersed in the Dutch language context of the classroom.
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Daniels, Doria. "Initiating a different story about immigrant Somali parents’ support of their primary school children’s education." South African Journal of Childhood Education 7, no. 1 (August 10, 2017): 8. http://dx.doi.org/10.4102/sajce.v7i1.461.
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<span>The ability of parents to nurture and support their children during their primary school years is considered to be fundamental for the child’s development and learning. Teachers and educational psychologists assign great prominence to parental involvement as a tool to advance educational success for children, especially for those who are faced with disadvantages. In the past two decades, we have seen South African schools radically shifting from being racially and ethnically homogenous to becoming culturally, ethnically and linguistically heterogeneous. It is especially the schools in the lower socioeconomic areas that find themselves under tremendous pressure to serve their growing immigrant school population. Not enough is known about the cultural capital that lies embedded in these learners’ home contexts and the roles that their parents play in their education. In this manuscript, I investigate the potential intersectionality of school and home and critique the affiliation between teachers and immigrant parents as an important dimension of learning success in the primary school. I situate the discussion in a community school with a strong Somali immigrant population.</span>
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Valoyes-Chavez, Luz, and Melissa Valeska Andrade-Molina. "Black Immigrant Children: Abjection, In(ex)clusion and School Mathematics Reform." Magis, Revista Internacional de Investigación en Educación 15 (August 19, 2022): 1–24. http://dx.doi.org/10.11144/javeriana.m15.bica.
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This paper examines the limits and possibilities of the discourses and practices of inclusion of Black immigrant students in reform mathematics classrooms. Data from a larger qualitative study concerned with the education of mathematics teachers in Chilean marginalized schools is used. Conceptualizations about the dynamics of exclusion and inclusion help us illustrate how reform mathematics teaching entails double gestures of hope (about “us”) and fear (about the “others”). The results provide evidence that educational reforms and policies are embedded in a system of reason which historically fabricated Blacks as invisible and inferior, shaping the chances of inclusion of Black children.
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Jeppsson, Cecilia. "Music teachers’ perspectives on their chances to disrupt cultural and social reproduction in the Swedish Community Schools of Music and Arts." Nordic Research in Music Education 1, no. 1 (November 17, 2020): 58–80. http://dx.doi.org/10.23865/nrme.v1.2638.
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This study sheds light on music teachers’ perspectives on their chances to disrupt cultural and social reproduction in music education in the Swedish Community Schools of Music and Arts (kulturskolor, sing. kulturskola). Focus group conversations were carried out involving 18 teachers at five such schools. As a point of departure, the analysis of the conversations applied the theoretical perspective of Bourdieu with an emphasis on the concepts explicit versus implicit pedagogy and Bernstein’s corresponding concepts visible and invisible pedagogy. The analysis discusses explicit versus implicit assumptions interwoven in the teachers’ accounts of their efforts. The teachers describe it as difficult to challenge social structures. Based on marketing efforts vis-á-vis families from immigrant backgrounds, the teachers point to differing understandings of the significance of participation in the programmes. The teachers’ descriptions point to opportunities that stem from efforts to facilitate children taking part in music education in cooperation with compulsory schools, teaching practice habits and more general behaviours, and initiatives to reach parents and children from immigrant backgrounds with information. The descriptions show explicit as well as implicit components, often in terms of implicit assumptions embedded in an explicit framing. Reflection upon implicit assumptions is suggested as a means to develop more radical strategies to disrupt cultural and social reproduction in the Swedish kulturskolor.
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Habir, Elwathig El, Keith Marriage, Lyn Littlefield, and Kelly Pratt. "Teachers' Perceptions of Maladaptive Behaviour in Lebanese Refugee Children." Australian & New Zealand Journal of Psychiatry 28, no. 1 (March 1994): 100–105. http://dx.doi.org/10.3109/00048679409075850.
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Research on the psychological status of children who are refugees from war has led to varying results. Children from war conditions or who have been subject to evacuation have been shown to have relatively low levels of disturbed behaviour, have internalising symptoms of anxiety or depression, display behaviour with aggressive features, and suffer slight psychological disturbance, depending on their caretakers' response to the stressful experience. Based on the contrasting evidence and observations within an inner Melbourne Muslim school, this study aimed to determine whether more behaviour problems existed in Muslim children from Lebanese families. Compared with other war refugee Muslim immigrant children, Lebanese children were not found to be more aggressive, but were more anxious. Lebanese males displayed more inattentive behaviour at school than non-Lebanese males. Sex differences were found in adaptive functioning within Lebanese and non-Lebanese groups. Differences in school performance and adaptive functioning were found between Lebanese and normative samples when males and females were analysed separately. These results are discussed in the context of teacher expectations and perceptions of culturally acceptable behaviour.
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Nylon Marishane, RN. "Immigrant Parents' Voices on Children's Right to Education in South African Schools: Connecting the Disconnected." Journal of Educational and Social Research 11, no. 6 (November 5, 2021): 68. http://dx.doi.org/10.36941/jesr-2021-0129.
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This paper focuses on the school's protection of the right to education for immigrant learners as perceived by their parents. With its approach to the subject from the human rights-based educational perspective, this paper sought to examine immigrant parents' views on their children's right to education against their background as vulnerable and marginalised school community members. The assumption on which the study presented in this paper is based is that meaningful discussion on the right to education for immigrant learners cannot be disconnected from the challenges their parents face in educating them. Immigrant parents have their views and experiences relating to children's educational rights, which are seldom studied. Guided by this view, a qualitative approach was followed to gather data through semi-structured individual interviews held with parents of immigrant learners from four purposively selected South African township schools. The results show that immigrant parents experience enormous challenges in the education of their children in South African schools. While some of the challenges are transferred from them to their children because of non-citizenship, they attribute most of the challenges to people who teach their children, namely, teachers.
Received: 2 August 2021 / Accepted: 3 October 2021 / Published: 5 November 2021
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Atiles, Julia Teresa, Jonathan Robert Douglas, and Martha Allexsaht-Snider. "Early childhood teachers’ efficacy in the US rural Midwest: teaching culturally diverse learners." Journal for Multicultural Education 11, no. 2 (June 12, 2017): 119–30. http://dx.doi.org/10.1108/jme-10-2015-0032.
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Purpose The purpose of this study was to explore early childhood teachers’ sense of efficacy for working with immigrant children. In addition, this study examined the relationship of early childhood teachers’ sense of efficacy to their multicultural attitudes. Design/methodology/approach Ninety early childhood teacher participants completed a demographic questionnaire, as well as the Teachers’ Sense of Efficacy Scale, long form (Tschannen-Moran and Woolfolk Hoy, 2001) and Teacher Multicultural Attitude Survey (Ponterotito et al., 1998). Findings The statistical analysis resulted in a significant difference found between teachers’ sense of efficacy when working with Latinos versus when working with Marshallese students, t(82) = 4.64, p < 0.001, and that the teachers’ sense of efficacy was positively correlated with their multicultural attitudes score, r = 0.266, p = 0.013. Research limitations/implications The finding that early childhood teachers have differing levels of efficacy for working with different populations of immigrants, and that efficacy seems to be linked to multicultural attitudes, has implications for teacher educators and for professional development initiatives. Practical implications This appears to be an important starting point for professional learning efforts directed at teachers with lower levels of efficacy for working with their diverse students. Originality/value There was no prior research done focusing on different immigrant populations and the corresponding teachers’ sense of efficacy when working with them. The results shown support the idea that teachers’ multicultural attitudes appear to be significantly linked to their sense of efficacy, when working with immigrant students, especially within the area of student engagement.
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Popov, Oleg, and Erik Sturesson. "FACING THE PEDAGOGICAL CHALLENGE OF TEACHING UNACCOMPANIED REFUGEE CHILDREN IN THE SWEDISH SCHOOL SYSTEM." Problems of Education in the 21st Century 64, no. 1 (April 25, 2015): 66–74. http://dx.doi.org/10.33225/pec/15.64.66.
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The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. Key words: intercultural education, refugees, minors, teacher education.
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Liamputtong Rice, Pranee. "Childhood Health and Illness: Cultural Beliefs and Practices among the Hmong in Victoria." Australian Journal of Primary Health 4, no. 4 (1998): 44. http://dx.doi.org/10.1071/py98060.
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This paper examines the cultural construction of childhood illness among Hmong refugees from Laos who are living in Australia. It focuses on traditional patterns of beliefs and practices related to health and illness of newborn infants and young children. The Hmong treat childhood health and illness seriously, and for them there are several causes of childhood illness, including nature, souls, supernatural beings and human aggression. The roles of traditional healers who play an important part in childhood health and illness are also discussed. Lastly, the paper attempts to make clear some implications for child health services for immigrants such as the Hmong in Australia and elsewhere. The paper intends to contribute an anthropological perspective on child health which is particularly important in a multicultural society. A clear understanding by health professionals of cultural beliefs and expectations is essential if misunderstanding is to be avoided, and culturally appropriate and sensitive health care for immigrant children, such as the Hmong to be available.
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Skukauskaite, Audra, and Alicia Bolt. "Mexican-Immigrant Students Transforming Challenges into Opportunities at a Border School in the United States." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 1, no. 7 (July 29, 2017): 45. http://dx.doi.org/10.21277/sw.v1i7.283.
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<p class="Normal1">As children of Mexican immigrant families enter schools in the United States of America, they face differences between their prior schooling experiences and the expectations in the new schools. Research on immigrant children has examined language and academic adaptation variables, yet little consideration has been given to the perspectives of children and their families and teachers. Utilizing principles of interactional ethnography, we examined elementary school student and their family and teacher perspectives about the differences between the children’s prior schooling in Mexico and their current experiences in an elementary school located in Ollin, a town in Texas, near the Mexico border.</p><p class="Normal1">Over the course of one academic year, we interviewed ten children, eight parents, and six teachers, conducted observations in schools on both sides of the border, and collected relevant documents to examine the larger social and educational contexts participants referenced in the interviews. Using an ethnographic perspective, discourse and contrastive analyses, and triangulation of sources and types of data, we focused on children’s perspectives to uncover the challenges they faced and the ways they overcame the challenges in their new, post-migration, school in Texas. </p>Children foregrounded two primary challenges: language and play time. However, we discovered that the children, their parents and teachers did not let the challenges stop their educational opportunities. Instead, despite the challenges, children, with support of peers, teachers, and parents, actively transformed the challenges and constructed new opportunities for learning and adapting to their post-immigration school. This paper demonstrates how focusing on children’s perspectives makes visible that children and immigrant families become active agents of change, transforming challenges into learning opportunities. In the ongoing deficit models of education and negative rhetoric about immigrants, the paper shows how the people themselves take ownership of their schooling and create social and educational welfare for themselves and others. Understanding immigrants’ active participation in their schooling has a potential to impact the ways other families, educators, and policy makers view and describe their own and others’ experiences of learning, schooling, and international migration.
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Janssen, Marije, Joep T. A. Bakker, Anna M. T. Bosman, Kirsten Rosenberg, and Paul P. M. Leseman. "Differential trust between parents and teachers of children from low-income and immigrant backgrounds." Educational Studies 38, no. 4 (October 2012): 383–96. http://dx.doi.org/10.1080/03055698.2011.643103.
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Gromova, Chulpan, Rezeda Khairutdinova, Dina Birman, and Aydar Kalimullin. "Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*." Intercultural Education 30, no. 5 (May 30, 2019): 495–509. http://dx.doi.org/10.1080/14675986.2019.1586215.
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Bolton, Kristy A., Peter Kremer, Rachel Laws, Karen J. Campbell, and Miaobing Zheng. "Longitudinal analysis of growth trajectories in young children of Chinese-born immigrant mothers compared with Australian-born mothers living in Victoria, Australia." BMJ Open 11, no. 2 (February 2021): e041148. http://dx.doi.org/10.1136/bmjopen-2020-041148.
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BackgroundChinese immigrants are the third largest immigrant group in Australia. Little is known about growth trajectories of their offspring when moving to a Western country. The aim was to describe the growth trajectories between birth to 3.5 years in children of Chinese-born immigrant mothers compared with Australian-born mothers living in Victoria, Australia.MethodsTen nurse measured weights and lengths from birth to 3.5 years were used to examine growth trajectory using linear spline multilevel models. Five knot points were identified at visit 2 (0.5 months), visit 4 (2 months), visit 5 (4.5 months), visit 8 (18 months) and visit 9 (25 months).ResultsEthnic disparities in growth trajectories between these two groups were revealed in models adjusted for birth weight, sex and level of socioeconomic disadvantage. Children of Chinese-born compared with Australian-born mothers revealed different growth rates and significant differences in predicted mean body mass index Z score (zBMI) at all time points from birth to 44 months, except for 12 months. Specifically, when compared with children of Australian-born mothers, children of Chinese-born mothers started with lower predicted zBMI from birth until 0.5 months, had a higher zBMI from 1 to 8 months and a lower zBMI from 12 to 44 months. Early and sharp acceleration of growth was also observed for children of Chinese-born mothers (0.5–2 months) when compared with children of Australian-born mothers (2–18 months).ConclusionDifferences in growth trajectories exist between young children of Chinese-born and Australian-born mothers. Better understanding of these ethnically patterned growth trajectories is important for identifying key opportunities to promote healthy growth in early life.
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Orłowska, Beata A. "Education of foreign children – integration or disintegration of identity." Review of Nationalities 9, no. 1 (December 1, 2019): 247–55. http://dx.doi.org/10.2478/pn-2019-0019.
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AbstractThe paper points to new difficulties and new expectations towards the Polish school. The presence of a greater number of immigrant students results in the school and teachers having to face new challenges. However, one often forgets that pupils too are put in a new school and in a new cultural situation. On top of that, pupils in a class that welcome new classmates should be prepared for the meeting with a different culture or tradition in order to understand their new friends better. One also needs to think how to support the child’s parents for whom it is also a very difficult time. Support from the school, teachers and other parents is very important. It will enable the child to step into new duties more quickly and it will allow the parents to understand requirements and expectations.
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Anae, Nicole. "“Among the Boer Children”." History of Education Review 45, no. 1 (June 6, 2016): 28–53. http://dx.doi.org/10.1108/her-12-2014-0049.
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Purpose – There exists no detailed account of the 40 Australian women teachers employed within the “concentration camps” established by British forces in the Orange River and Transvaal colonies during the Boer War. The purpose of this paper is to critically respond to this dearth in historiography. Design/methodology/approach – A large corpus of newspaper accounts represents the richest, most accessible and relatively idiosyncratic source of data concerning this contingent of women. The research paper therefore interprets concomitant print-based media reports of the period as a resource for educational and historiographical data. Findings – Towards the end of the Boer War in South Africa (1899-1902) a total of 40 Australian female teachers – four from Queensland, six from South Australia, 14 from Victoria and 16 from New South Wales – successfully answered the imperial call conscripting educators for schools within “concentration camps” established by British forces in the Orange River and Transvaal colonies. Women’s exclusive participation in this initiative, while ostensibly to teach the Boer children detained within these camps, also exerted an influential effect on the popular consciousness in reimagining cultural ideals about female teachers’ professionalism in ideological terms. Research limitations/implications – One limitation of the study relates to the dearth in official records about Australian women teachers in concentration camps given that; not only are Boer War-related records generally difficult to source; but also that even the existent data is incomplete with many chapters missing completely from record. Therefore, while the data about these women is far from complete, the account in terms of newspaper reports relies on the existent accounts of them typically in cases where their school and community observe their contributions to this military campaign and thus credit them with media publicity. Originality/value – The paper’s originality lies in recovering the involvement of a previously underrepresented contingent of Australian women teachers while simultaneously offering a primary reading of the ideological work this involvement played in influencing the political narrative of Australia’s educational involvement in the Boer War.
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Hsin, Ching-Ting. "Young Children's Learning of Literacies in Transnational and Sociocultural Contexts in Families with Immigrant Mothers in Taiwan." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 33–40. http://dx.doi.org/10.23965/ajec.42.1.04.
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BECAUSE OF PRESUMPTIONS OF educational deficiency, little was known about the education-related resources of new-immigrant families in Taiwan (i.e. one parent is a marriage immigrant and the other is from Taiwan). This study therefore aimed to investigate the household resources and knowledge that promote literacy in these families. Four Vietnamese immigrant mothers with children aged four–six years, their husbands and their children were recruited in this ethnographic study. It was found that the children learned oral language, literacy and cultural knowledge through literacy practices in various transnational contexts, including visiting Vietnam, making telephone calls to Vietnamese relatives, listening to Vietnamese songs and stories, going to Vietnamese restaurants and stores and socialising with their mothers' Vietnamese friends. Moreover, their literacy learning was intertwined with their engagement in parents' jobs, hobbies and life experiences and with their learning of Vietnamese cultural values and multiple languages. The understanding of these children's experiences provides insight into the incorporation of such resources into literacy curricula. For example, teachers could expand children's knowledge of Vietnamese food by reading books about Vietnamese agriculture.
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Hsien, Michelle, P. Margaret Brown, and Anna Bortoli. "Teacher Qualifications and Attitudes Toward Inclusion." Australasian Journal of Special Education 33, no. 1 (August 1, 2009): 26–41. http://dx.doi.org/10.1375/ajse.33.1.26.
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AbstractThe inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.
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Driessen, Geert. "Attitudes, Behavior and Relations in the Early School Years." Education Sciences 12, no. 4 (April 15, 2022): 283. http://dx.doi.org/10.3390/educsci12040283.
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In the early school years, the emphasis is more and more on cognitive output factors. Non-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (2) Are there any differences with regard to those characteristics according to the pupils’ social and ethnic/immigrant background? To answer the questions, data from the Dutch large-scale cohort study COOL5-18 were analyzed. The main sample included nearly 6500 grade 2 pupils (6-year-olds). Teachers answered questions about their pupils’ attitudes, behavior, and relationships. One- and two-way analyses of variance were employed, and effect sizes were computed. The results showed that the teachers rated their pupil’s work attitude as lower than their behavior and popularity. They were more positive regarding their relationship with the pupils. More important was that there were differences according to the pupils’ social and ethnic/immigrant backgrounds: ethnic minority/immigrant pupils scored less positive on all non-cognitive characteristics than native Dutch pupils, and the higher the parental educational level, the more favorable their children performed on the non-cognitive characteristics. These findings are discussed and possible solutions are presented.
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McFlynn, Erin, Ann-Marie Day, Catherine Vaughan, Rachel Young, and Brooke Maxwell. "Oobleck, cloud dough, popcorn and volcanoes: Supporting scientific learning through intentional teaching." Early Childhood Folio 26, no. 2 (December 16, 2022): 20–24. http://dx.doi.org/10.18296/ecf.1111.
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An intentional teaching approach provided a Wellington kindergarten with valuable avenues for supporting the teaching and learning of young children from refugee and immigrant backgrounds. Despite reservations about implementing this approach, teachers found that it was possible to use it in a child-centred way. The teachers’ research inquiry into scientific learning provides examples of how intentional teaching supported positive and beneficial learning outcomes for young children. The inquiry highlighted the importance of slowing down, the value of repetition, the depth of child engagement in scientific activities and the significance of sensory learning. Intentional teaching was found to contribute to significant learning happening over time.
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Olsson, Åsa. "Multicultural preschools in Sweden: Principals’ views on challenges and opportunities." World Studies in Education 23, no. 1 (August 1, 2022): 59–76. http://dx.doi.org/10.7459/wse/23.1.05.
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A quarter of all preschool children in Sweden have migrant backgrounds. This article explores preschool principals’ views on how societal and cultural changes have affected the demands on staff in multicultural preschools. In the study, twelve principals were interviewed in focus groups where they identified tensions and contradictions for teachers and parents. These are explored through “Dilemmatic spaces”, a conceptual framework that makes it possible to analyse teachers’ everyday practice in relation to societal changes. This article presents the dilemmatic axes that were identified, including preschool teachers’ efforts to show respect for other cultures, versus upholding Swedish culture; and to consider immigrant parents’ expectations versus communicating Swedish values, policies and routines.
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Shea, Munyi, Cixin Wang, Winnie Shi, Victor Gonzalez, and Dorothy Espelage. "Parents and teachers’ perspectives on school bullying among elementary school-aged Asian and Latino immigrant children." Asian American Journal of Psychology 7, no. 2 (June 2016): 83–96. http://dx.doi.org/10.1037/aap0000047.
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