Teaching Refugee Learners with Interrupted Education in Science: Vocabulary, literacy and pedagogy

Miller, Jennifer M.

doi:10.1080/09500690701744611

Cited by 81 publications

(61 citation statements)

References 14 publications

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“…It is either because there are no funds available for this cause or because they do not have access to trained trauma experts. This finding has been consistent in literature over the past several years (Bates et al, 2005;Brooks, 2008;Clayton, 2005;Kirk & Cassity, 2007;Kirk & Winthrop, 2007;Miller, 2009;Tadesse, Hoot, & Watson-Thomposon, 2009;Virtue, 2006). Teachers are not trained to deal with these issues either.…”

Section: International Journal Of Academic Research In Progressive Edsupporting

confidence: 77%

“…Teachers are not trained to deal with these issues either. While it is important that teachers receive some fundamental training on how to diagnose and deal with issues of traumatic experiences, government authorities and nongovernment organizations in charge of refugee/IDP education need to seriously consider integrating counseling services in the programs (Lin et al, 2009;Miller, 2009).…”

Section: International Journal Of Academic Research In Progressive Edmentioning

confidence: 99%

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An Instructional Design Model for Better Refugee and IDP Education

Mbaleka

2014

IJARPED

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Education in refugee and internally displaced people (IDP) IntroductionEducators and students in refugee and IDP camps face some of the worst educational challenges that one can ever imagine. Resilience seems to be at its peak in these extraordinary settings. Financial challenges, psychological trauma, dire poverty, security risks, lack of basic educational materials, health problems, just to name a few, are some of the challenges that both educators and students face in refugee and IDP camps. Yet, everyone expects education to be the golden key to secure a successful life of everyone in these settings (Drechsler, Munsch, & Wintermeier, 2005;Duong & Morgan, 2001;Lin, Suyemoto, & Kiang, 2009;Skonhoft, 2000;Sommers, 2001;Tillman, 2001;Waters & Leblanc, 2005). Although this expectation may be farfetched, education certainly plays an important role in addressing past issues of refugee and IDP learners, their current life needs, and preparation for their future. It is therefore important to invest all needed effort and resources to support education in refugee and IDP camps.One of the most important factors to consider in refugee and IDP education is the customization of the curriculum to the needs of the learners. Refugee and IDP learners have needs that differ from those of the students in mainstream schools. The instructional setting is also different from what most people know as school. For instance, according to the study on which the proposed instructional design model is based (Wa-Mbaleka, 2013), most classrooms

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Section: International Journal Of Academic Research In Progressive Edsupporting

confidence: 77%

Section: International Journal Of Academic Research In Progressive Edmentioning

confidence: 99%

An Instructional Design Model for Better Refugee and IDP Education

Mbaleka

2014

IJARPED

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“…Our study results indicate that the proficiency in English component contained four items, such as a child's written and oral communication in English. Previous research has shown that language deficits have an impact on children's learning and achievement in school (Miller, 2009). Our data suggest that this is a meaningful factor to consider when examining a student's overall profile of risk and protective factors.…”

Section: Study Imentioning

confidence: 82%

A Teacher Based Checklist for the Assessment of Student Learning and Development

Oborne

Hoh²,

Hutchinson

2014

IJEPL

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This paper reports on two studies that evaluated the statistical validity of the Classroom Learning and Development Questionnaire as a universal screening and early identification observation instrument within the North American context. The Classroom Learning and Development Questionnaire was first proposed and tested in Hong Kong in the mid-1990s. It has been used as an integral part of the school procedures in the Hong Kong school system since it was first launched and has spawned a number of intervention programs for students within the Hong Kong Educational Authority.The Classroom Learning and Development Questionnaire (CLDQ) has been adapted from the Hong Kong study as a Tier I observation instrument to be used in the North American context. Results of the principal component analysis (PCA) in Study 1 (N = 820) extracted six components, which exhibited adequate to high levels of internal consistency. Results of Study 2 (N = 117) indicated statistically significant and negative relationships between the CLDQ subscales and Teacher Rating Form (TRF) (Achenbach, 1991) variables, demonstrating evidence of convergent validity.Based on the findings of these studies, the authors conclude that the screening protocol does present as a robust instrument capable of supporting screening at a primary prevention level. Based on this study, it is argued that classroom teachers hold a wealth of information concerning each student and that this, when presented in a systematic fashion, leads to greater understanding of individual and group learning needs and may lead to pre-emptive actions which would benefit students' learning trajectories.

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“…This challenge has been described as unique for the field of ESL, which has traditionally provided language support for students on the basis of prior educational achievement in another language (Matthews 2008). Projects reported on in this emerging ESL/literacy field stress the need for multiple approaches to literacy teaching, professional development for all teachers in both language and literacy, and time allocated in the curriculum for the development of vocabulary and subject and genre specific literacy features (Hammond 2008;Windle and Miller 2012;Miller 2009;Dooley 2009). …”

Section: Lbote Governmentality and Categorisation In The Australian mentioning

confidence: 99%

‘Language Background Other Than English’: a problem NAPLaN test category for Australian students of refugee background

Creagh

2013

Race Ethnicity and Education

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Since 2008 Australia has held the National Assessment Program: Literacy and Numeracy (known as NAPLAN) for all students in years 3, 5, 7 and 9. Despite the multilingual character of the Australian population, these standardized literacy and numeracy tests are built on an assumption of English as a first language competency. The capacity for monitoring the performance of students who speak languages other than English is achieved through the disaggregation of test data using a category labelled Language Background Other than English (LBOTE). A student is classified as LBOTE if they or their parents speak a language other than English at home. The category definition is so broad that the disaggregated national data suggest that LBOTE students are outperforming English speaking students, on most test domains, though the LBOTE category shows greater variance of results. Drawing on Foucault's theory of governmentality, this paper explores the possible implications of LBOTE categorisation for English as a Second Language (ESL) students of refugee background. The paper uses a quantitative research project, carried out in Queensland, Australia, to demonstrate the potential inequities resultant from such a poorly constructed data category.

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Teaching Refugee Learners with Interrupted Education in Science: Vocabulary, literacy and pedagogy

Cited by 81 publications

References 14 publications

An Instructional Design Model for Better Refugee and IDP Education

An Instructional Design Model for Better Refugee and IDP Education

A Teacher Based Checklist for the Assessment of Student Learning and Development

‘Language Background Other Than English’: a problem NAPLaN test category for Australian students of refugee background

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