No Child Left Behind: What About Refugees?

Moinolnolki, Neda; Han, Myae

doi:10.1080/00094056.2017.1275231

Cited by 37 publications

(27 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In contrast, in quantitative research it was referred to as a risk or resource with the same frequency (N = 15). Low educational level and family income were found to hamper parents' efforts to effectively support their children's learning Montazer & Wheaton, 2011;Moon et al, 2009;Sadownik & Mikiewicz, 2016) and were associated with higher vulnerability of children (Cook et al, 2015;Garcia-Joslin et al, 2016;Lin et al, 2011;Moinolnolki & Han, 2017;Murat & Frederic, 2015;, whereas higher levels of parental social capital were associated with fewer child difficulties at school (Moinolmolki, 2019;Montazer & Wheaton, 2011;Shoshani et al, 2016;Valdez et al, 2013). On the other hand, a few articles (e.g.…”

Section: Parental Backgroundmentioning

confidence: 99%

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

et al. 2021

View full text Add to dashboard Cite

In today's multicultural societies, the question of how school adjustment (adapting to the role of being a student) can be promoted for students from ethnic minority backgrounds is of high importance. The ecological approach to acculturation research proposes minority students' school adjustment is shaped by the surrounding context, and it suggests that the microsystem family plays an important role. Specifically, parents' acculturation, practices, attitudes, and background have been identified as key factors. While there exist systematic reviews of the impact of parental factors more broadly, some of which researched ethnic minorities, a comprehensive literature review of family-related factors that affect ethnic minority youth's school adjustment is missing. The present study provides a synthesis of qualitative and quantitative empirical research of interest, including 60 qualitative and 46 quantitative studies. Its content analysis portrays in what ways parental acculturation, practices, attitudes and background can support or hamper school adjustment among ethnic minority youth. A subsequent metaanalysis quantifies the strength of the impact of these parental variables on the school adjustment of their children. Our findings show that parental practices have the most crucial impact on the psychological well-being, academic self-esteem and aspirations, behaviour and achievement outcomes of minority youth.

show abstract

Section: Parental Backgroundmentioning

confidence: 99%

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

et al. 2021

View full text Add to dashboard Cite

show abstract

“…These resonated in some respects with the findings of Block et al, 2014 and Moinolnolki & Han, 2017. Politicisation: insight students would not have gained without the conference Student reflection on their position within the broader structure of society can lead to the development of social consciousness and the making of a powerful positive contribution to society (Goodwin, 1987). Student reflection on their position within the broader structure of society can lead to the development of social consciousness and the making of a powerful positive contribution to society.…”

Section: Actions Stated Across a Range Of Responses Includedmentioning

confidence: 76%

“…In addition, 'active leadership participation' alongside community involvement is needed to underpin positive improvements to practice in schools. This is reiterated in an exploration of evidence based practice strategies in the United States (Moinolnolki & Han, 2017) who also identify a welcoming school environment as key to supporting refugees successfully.…”

Section: Research Aimsmentioning

confidence: 99%

“…Current research from Prowle & Harvell (2017), Block et al (2014 and Moinolnolki & Han (2017) suggests that once children have settled within a safe country, the full impact of what they have experienced begins to emerge and it is at this time that staff need to be especially alert and understanding. This is why it is so important to have students who have a realistic understanding of what they have been through, and can use this information to support their work with children on a one-to-one and group basis.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Walking Several Inches Taller: Student Reflections on a University Conference on the Lived Experience of Refugee Children and Families.

Walker

2018

JLTHE

View full text Add to dashboard Cite

The development of higher order thinking skills is an important pedagogic outcome of Foundation and BA degrees within the UK as it enables students to work positively with complex issues within early years practice. Our annual conference, held at a university within the West Midlands, is one strategy for this development. The conference under consideration was held in 2017 and was entitled 'Lived Experience of Refugee Children and their Families.'This offered students an experience of understanding at first hand the plight of refugee children and families and the implications for practice. At the end of the conference the students were asked to critically reflect on their experience and to present this as a 500 word piece of writing during the fortnight after the conference. Using a hermeneutic and interpretive approach to analyse the writing, three key themes emerged which included: the impact of learning through first-hand experience, changes in perspective previously informed by negative media coverage and developing politicisation and positioning of self as a result of the conference. Students identified a number of actions they would take as a result of their learning. The value of a critically reflective opportunity after conferences was highlighted as an essential part of developing higher order thinking and gaining maximum impact for the student learning from the experience.

show abstract

“…Þetta er í samraemi við aðrar rannsóknir sem sýna að skólinn er góður vettvangur fyrir börn með flóttabakgrunn til að byrja nýtt líf, umgangast jafningja, eignast nýja vini og styrkja sjálfsmynd sína, sé vel að öllu staðið (McCarthy og Marks, 2010; Perezy-Perez o.fl., 2011; Tonheim o.fl., 2015). Eins og rannsókn okkar hafa erlendar rannsóknir sýnt fram á að tungumálaörðugleikar hindri góð samskipti og séu mikil áskorun en nýta þarf öll úrraeði til þess að koma til móts við foreldra og börn, meðal annars með túlkaþjónustu og faglega þýddu efni til upplýsingar (Beirens o.fl., 2007;Block o.fl., 2014;Graham o.fl., 2016;Moinolnolki og Han, 2017).…”

Section: Umraeðurunclassified

„Allt sem ég þrái“: Menntun og skólaganga barna sem leita alþjóðlegrar verndar á Íslandi

Guðmundsdóttir¹,

Gunnlaugsson²,

Einarsdóttir³

2018

TUUOM

View full text Add to dashboard Cite

Börn sem leita alþjóðlegrar verndar á Íslandi eiga rétt á skólagöngu og viðeigandi menntun eins og önnur börn. Engu að síður hefur hvorki verið samræmd né skýr stefna um það hvernig menntun barna í þessari stöðu skuli háttað hér á landi. Markmið rannsóknarinnar er að lýsa og greina upplifun og reynslu barna og foreldra sem leita alþjóðlegrar verndar á Íslandi af menntun og skólagöngu hérlendis. Tekin voru hálfstöðluð viðtöl við 12 börn og foreldra þeirra síðla árs 2015. Niðurstöðurnar sýna að skólaganga, menntun og félagsleg samskipti hafa jákvæð áhrif á sálfélagslega vellíðan barnanna, til dæmis töldu foreldrarnir sem rætt var við að skólaganga, menntun og félagsleg samskipti hefðu dregið úr leiða, áhyggjum og aðgerðaleysi barnanna. Mikilvægt er að kennarar séu vakandi fyrir sérstökum þörfum barna með flóttabakgrunn og að þeir fái viðeigandi fræðslu og stuðning til þess að koma til móts við þær.

show abstract

No Child Left Behind: What About Refugees?

Cited by 37 publications

References 37 publications

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors

Walking Several Inches Taller: Student Reflections on a University Conference on the Lived Experience of Refugee Children and Families.

„Allt sem ég þrái“: Menntun og skólaganga barna sem leita alþjóðlegrar verndar á Íslandi

Contact Info

Product

Resources

About