Policy approaches to integration of newly arrived immigrant children in schools

Bilgili, Özge

doi:10.1787/f19de900-en

Cited by 6 publications

(6 citation statements)

References 9 publications

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“… The children's rights approach recognises children not exclusively as future adults, but rather as human beings with their own rights and dignity. In this sense, the approach focuses on their well-being "hereand-now" and relies on their direct input regarding what aspects are important to them and how they might be measured (Casas, 1997[71]; Ben-Arieh, 2010 [72]).…”

Section: Discussionmentioning

confidence: 99%

Promoting inclusive education for diverse societies

2021

OECD Education Working Papers

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OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

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Section: Discussionmentioning

confidence: 99%

Promoting inclusive education for diverse societies

2021

OECD Education Working Papers

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“…This implies that national and international policies aimed at fostering global competence should focus on these key elements. Previous research has highlighted the negative effects of exclusionary attitudes toward immigrants on social integration (e.g., Janmaat, 2014) and the importance of education in addressing this issue (e.g., Bilgili, 2019). Schools can play a role by fostering a global perspective and incorporating explicit teaching on global issues.…”

Section: Policy Implicationsmentioning

confidence: 99%

“…Thus, schools are uniquely positioned to nurture young people's global competence, enabling them to understand their community and the world, and to develop ways to build a cohesive and harmonious society (cf. Barrett, 2018;Bilgili, 2019;Jang et al, 2023;OECD, 2018;UNESCO, 2015).…”

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confidence: 99%

Multilevel Latent Profile Analysis of Global Competence in PISA 2018: Small Country-Level Differences

Lee

Stankov

2023

Journal of Cross-Cultural Psychology

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We examined the global competence of 15-year-old students based on PISA 2018 data ( N = 355,579 from 57 countries). Our multilevel latent profile analysis identified two groups at both individual and country levels, resulting in a total of four groups (2 x 2; “competent” and “less competent”). While individual-level differences were pronounced and consistent across all seven global competence indicators, the country-level differences were small overall, with only “attitude towards immigrants” and “respect for people from other cultures” showing somewhat salient group differences. There were more globally “less competent” students in 52 of 57 countries, suggesting the needs to improve students’ global competence in virtually all participating countries. Global competence was related to family socioeconomic status, academic achievement, and countries’ standing on the conservatism/liberalism dimension. We considered different ways to enhance global competence among students and society as a whole.

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“…As explained, being a refugee or newcomer involves a number of challenges. However, intersecting identities that can further complicate their acculturation into host country schools and societies (Bešić, Paleczek and Gasteiger-Klicpera, 2018 [118]). For instance, they may have physical or psychological needs that further limit opportunities.…”

Section: Intersecting Diversitymentioning

confidence: 99%

Social and emotional learning (SEL) of newcomer and refugee students

2022

OECD Education Working Papers

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Social and emotional learning (SEL) strengthens students' abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting, working to one's potential, resilience, creativity, perseverance, problem solving, and caring about the welfare of others, among them. All students need SEL, but newcomer and refugee students may have particular challenges requiring SES. The beginning of this paper examines the current situation of refugee and newcomer students in OECD countries, SEL, its frameworks and skills and how they apply to newcomer and refugee students. The paper concludes with an examination of SEL policies and practices for newcomer and refugee students in OECD countries.EDU/WKP(2022)4  5 Unclassified

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Policy approaches to integration of newly arrived immigrant children in schools

Abstract: JT03453375This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

Cited by 6 publications

References 9 publications

Promoting inclusive education for diverse societies

Promoting inclusive education for diverse societies

Multilevel Latent Profile Analysis of Global Competence in PISA 2018: Small Country-Level Differences

Social and emotional learning (SEL) of newcomer and refugee students

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