Bi-directional Learning through Relationship Building Teacher Preparation for Working with Families New to the United States

Theilheimer, Rachel

doi:10.1080/00094056.2001.10521651

Cited by 11 publications

(4 citation statements)

References 4 publications

(10 reference statements)

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“…Success in refugee children's integration comes with a collaborative effort of teachers and families (Birman et al, 2007;Hamilton, 2004). Teachers' proactive attitude in contacting families and understanding their backgrounds and experiences can facilitate a non-discriminatory and healthy classroom experience (Theilheimer, 2001;McBrien, 2005;Hek, 2005). Nevertheless, this is neither cheap nor an easy challenge to overcome.…”

Section: Discussionmentioning

confidence: 99%

Challenges for Refugee Children at School in Eastern Turkey

Şeker

Sirkeci

2015

E&S

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In this study, we focus on the challenges faced by refugee children at schools in Van, an eastern province at the Iranian border. Focusing on the teachers' assessment of problems encountered by refugee children at school, this paper is based on qualitative interviews conducted at three schools in the city centre of Van province. The qualitative interviews were conducted with a semi-structured interview schedule. As teachers reported, main problem areas are lack of Turkish language ability among refugee children, absence of education tailored for refugee children, and problems with relations with other pupils. Among recurrent themes, limited language skills that refugee children have mostly suffered from and problems with making friends among peers were prominent. The teachers interviewed were willing to address these issues encountered by refugee children and they seemingly considered these issues as part of a wider set of complex issues with multifaceted details.

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Section: Discussionmentioning

confidence: 99%

Challenges for Refugee Children at School in Eastern Turkey

Şeker

Sirkeci

2015

E&S

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“…Research may further involve teachers and children as informants to study the bi-directional process that characterizes home-school communication (Theilheimer, 2001). Parents with less economic resources may have different experiences in communicating with the school and should be included in future studies.…”

Section: Discussionmentioning

confidence: 99%

Home-School Communication and Expectations of Recent Chinese Immigrants

Dyson¹

2001

Canadian Journal of Education / Revue canadienne de l'éducation

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“…Most of the people who come to the clinic work but still can't find a way to make ends meet. (Ginn, 1996, p. 34) Other preservice teachers came to the simple but important realization that parents want their children to be successful in school (Pohan & Adams, 2007;Theilheimer, 2001). With some school districts seeking out professional development targeted at working with families who come from "cultures of poverty," it is not surprising that new educators may rely on deficit model thinking (Bomer, Dworin, May, & Semingson, 2008).…”

Section: Teaching Education 127mentioning

confidence: 94%

Educating preservice teachers for family, school, and community engagement

Evans

2013

Teaching Education

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Effective family, school, and community partnerships enhance the academic, social, and emotional development of children. As a result, colleges, schools, and departments of education are increasingly addressing the topic. Unfortunately, teachers continue to report that the most significant challenge encountered when entering the profession is the establishment of relationships with families and communities. This article reviews existing literature on the outcomes of efforts to prepare educators who are capable of successfully engaging a broad range of families and communities. Based on a comprehensive literature review, the findings reveal a narrow sample of empirically based research; however, these studies offer insights regarding pedagogical approaches that increase teachers' confidence and self-awareness, improve educators' knowledge of diverse families, and enhance teachers' ability to use knowledge about families and communities to improve instruction. This review examines efforts in higher education to address family engagement and the impact of various pedagogical approaches on preservice teachers. It concludes with recommendations for research in the field based on identified knowledge gaps.

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Bi-directional Learning through Relationship Building Teacher Preparation for Working with Families New to the United States

Cited by 11 publications

References 4 publications

Challenges for Refugee Children at School in Eastern Turkey

Challenges for Refugee Children at School in Eastern Turkey

Home-School Communication and Expectations of Recent Chinese Immigrants

Educating preservice teachers for family, school, and community engagement

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