Australian school practices and the education experiences of students with a refugee background: a review of the literature

Miller, Emily; Ziaian, Tahereh; Esterman, Adrian

doi:10.1080/13603116.2017.1365955

Cited by 76 publications

(66 citation statements)

References 71 publications

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“…A qualitative case study approach highlighted the students' lived experiences (Denzin & Lincoln, 2017). Consistent with literature, war-related atrocities pushed them out of Iraq (Department of Social Services, 2019;Miller, Ziaian, & Esterman, 2018). All encountered internal displacement and relocation from country to country, which not only triggered fear, phobias and anxiety, but also disrupted their educational process (Fazel, 2018;Mace et al, 2014;Matthews, 2008).…”

Section: Students' Lived Experiencesmentioning

confidence: 65%

Assessing educational difficulties of students from refugee backgrounds: a case study approach

Khawaja

Howard

2020

J. Psychol. Couns. Sch.

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The present study applied a qualitative case study methodology to the educational challenges of three students from a refugee background, in order to identify an appropriate psychological assessment process with which to evaluate their difficulties. Three students who had arrived from Iraq 1–2 years ago (one male and two females; aged 13 and 14 years) were referred by their teachers for psychological assessment as their academic progress was poor, despite remedial education. An educational and developmental psychologist, guided by a steering committee of psychologists and educationists, interviewed each student, his/her parent/s, and teachers independently. Based on referral concerns, hypotheses relating to the cause of educational difficulties were generated and psychological tests and checklists were used with all students and their parents and teachers. The data collected assisted in understanding multiple factors that may affect learning for students who have arrived from a war-torn country, and highlighted the importance of gathering detailed case-specific information to understand each student’s background and current context. Challenges associated with the assessment process were identified. Further, ways in which psychologists and guidance officers, teachers and parents could promote these students’ learning were identified. Implications for schools and policy developers are discussed.

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Section: Students' Lived Experiencesmentioning

confidence: 65%

Assessing educational difficulties of students from refugee backgrounds: a case study approach

Khawaja

Howard

2020

J. Psychol. Couns. Sch.

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“…Erken çocukluk eğitiminin temelinde tüm çocuklar için önem arz eden okul-aile iş birliğinin mülteci çocuklar özelinde önemi son zamanlarda dile getirilmektedir (Busch ve diğerleri, 2018;Machado-Casas ve diğerleri, 2018;Miller, 2019;Tadesse, 2014). Öğretmenlerin mülteci aileler ile yakından iş birliği yapması ve olumlu okul-aile partnerliği oluşturması çocukların akademik ve sosyal gelişimi için belirleyicidir (Miller, Ziaian ve Esterman, 2018). Bu araştırmada, öğretmenlerin mülteci çocuklara ilişkin kurguladıkları dünyayı şekillendirmede ailelerin önemli roller oynadığı fark edilmiştir.…”

Section: Discussionunclassified

Türkiye’de Yaşayan Suriyeli Çocuklar ve Aileleri: Anlatılmayan Karşıt Hikâyeler

Çalamak

Erdemir

2019

YED

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Bu araştırma, Türkiye’de yaşamaya başlamış Suriyeli mülteci aile ve çocukların Erken Çocukluk Eğitimi (EÇE) ekseninde edindikleri deneyimlerini yansıtan sık duyulmayan karşıt hikâyeleri, Kurgulanmış Dünyalar kuramına göre incelemiştir. Araştırma kapsamında, Ankara, Gaziantep, Mardin, Hatay, İstanbul ve Şanlıurfa kentlerinde yaşayan mülteci aile ve çocuklardan toplanan veriler; bu aile ve çocukların EÇE hizmetlerine erişim ve katılım deneyimlerini aktaran karşıt hikâyeler veri setini oluşturmuştur. Hikâye analizi yöntemi kullanılarak toplam 32 hikâye sistematik bir şekilde derinlemesine analiz edilmiştir. Araştırma bulguları aile ve çocukların eğitime ilişkin eylemlilikleri, bir diğer deyişle, mücadele etme, iyileşme, yetkinliklerini sergileme, kaynak arama ve kaynak yaratma deneyimlerine işaret etmektedir. Bu bulgular, aile ve çocukların kendileri ve birbirleri için çeşitli dünyalar kurgulayarak, basmakalıp mülteci kimliğinin ötesinde, geçmişten getirdikleri ve Türkiye’de yeni bir yaşam inşa etme sürecinde edindikleri çoklu kimliklerinin güçlü yönlerini ortaya koymaktadır. Araştırma bulguları doğrultusunda, mülteci bireylerin deneyimlerini ele alan eğitim araştırmalarına ve ülkedeki yüksek mülteci çocuk nüfusu düşünülerek, öğretmen eğitimine dair öneriler paylaşılmaktadır.

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“…Ξεκινώντας από την προετοιμασία των εκπαιδευτικών θα συνιστούσαμε τα Παιδαγωγικά Τμήματα Δημοτικής Εκπαίδευσης να σχεδιάσουν και να εισάγουν στο Πρόγραμμα Σπουδών τους σχετικά μαθήματα και να προετοιμάσουν και εκπαιδευτικά προγράμματα διαθέσιμα σε όλους τους ενδιαφερόμενους εκπαιδευτικούς όπως συνιστά και η Παγκόσμιας κλίμακας έρευνα του Rubin (2018). Επίσης να δημιουργηθεί ένα δίκτυο καλών πρακτικών όπου εκεί εκπαιδευτικοί θα παρουσιάζουν επιτυχημένες παρεμβάσεις και έτσι θα αυξάνουν τον μαθητικό πληθυσμό που δυνητικά θα τις παρακολουθήσει (Miller et al , 2018…”

Section: προτάσειςunclassified

Η Σημασία Της Συμμετοχής Μαθητών Προσφύγων Στην Πρωτοβάθμια Εκπαίδευση.

Κικίδης¹

2020

edusc

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Η έρευνα αυτή στοχεύει στην διερεύνηση και κριτική ανάλυση καλών πρακτικών αλλά και εμποδίων στην Πρωτοβάθμια εκπαίδευση προσφύγων. Σε αυτή την κατεύθυνση εξετάζει την σχέση της διδασκαλίας της Ξένης Γλώσσας με την ενίσχυση της αυτοεκτίμησης των μαθητών, την ενδυνάμωση της ανθεκτικότητας τους και την δημιουργία σχέσεων με τους συμμαθητές τους και το νέο περιβάλλον όπως αυτές αναπτύσσονται ως συμπύκνωση μίας σειράς παραγόντων (σχετικών νομοθετικών ρυθμίσεων, υποδοχή από τον ντόπιο πληθυσμό, εκπαίδευση εκπαιδευτικών, μέθοδοι ένταξης και συμμετοχής). Τα παραπάνω στην βιβλιογραφική ανασκόπηση προσεγγίζονται διεξοδικά με βάση διεθνείς πρακτικές και στα συμπεράσματα συγκριτικά με όσα εντοπίζουμε στην ελληνική πραγματικότητα. Αυτό μας δίνει την δυνατότητα να οδηγηθούμε σε προτάσεις σχετικά με την βελτίωση των εκπαιδευτικών υπηρεσιών σε πρακτικό επίπεδο αλλά και σε επίπεδο νομοθεσίας. Οι πέντε εκπαιδευτικοί που συμμετείχαν στις ήμι-δομημένες συνεντεύξεις συνέβαλλαν καθοριστικά ώστε η ερεύνα να κινηθεί ολιστικά στην εξέταση της σύγχρονής ελληνικής πραγματικότητας των τελευταίων τριών ετών και να αναδείξει θετικές και αρνητικές πλευρές των όσων εκτυλίσσονται στα σχολεία μας και αναγάγουν τους εκπαιδευτικούς όλων των δομών ( Δάσκαλοί τάξης, ΖΕΠ, ΔΥΕΠ) σε υποκείμενα με καθοριστικό ρόλο στο μέλλον των μαθητών προσφύγων καθώς και στην αρμονική ανάπτυξη τους.

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Australian school practices and the education experiences of students with a refugee background: a review of the literature

Cited by 76 publications

References 71 publications

Assessing educational difficulties of students from refugee backgrounds: a case study approach

Assessing educational difficulties of students from refugee backgrounds: a case study approach

Türkiye’de Yaşayan Suriyeli Çocuklar ve Aileleri: Anlatılmayan Karşıt Hikâyeler

Η Σημασία Της Συμμετοχής Μαθητών Προσφύγων Στην Πρωτοβάθμια Εκπαίδευση.

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