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| 41 |
Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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| 42 |
Socioeconomic Status, English Exposure and CLIL Motivation in High and Low Exposure CLIL Groups
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| 43 |
"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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| 45 |
Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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| 46 |
Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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| 47 |
Refugee-background students in New Zealand and the United States: Roots and results of educational policies and practices
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In: Journal of Global Education and Research (2022)
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Abstract:
Both the United States (US) and New Zealand (NZ) have been resettling refugees since the Second World War. As such, and because of several international treaties signed by both countries, they must concern themselves with the education of resettled refugee students in their nations. In this study, the researchers examine the international agreements and national resettlement policies that shape these nations’ refugee education policies. Second, educational practices for refugee students in the US and NZ using phenomenological qualitative research based on observations, interviews, and focus groups with teachers and refugee students are examined. The researchers conclude that the more systematic methods of resettlement and educational tools available to teachers in NZ through consistent national policies provide better opportunities for success than policies and practices that vary widely from state to state and even within states in the US.
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Keyword:
and Multicultural Education; Bilingual; education; International and Comparative Education; International Education; Multilingual; qualitative research; resettlement
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URL: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1085&context=jger
https://digitalcommons.usf.edu/jger/vol6/iss2/2
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| 48 |
Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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| 49 |
How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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| 50 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 51 |
Effects of co-teaching on clil teacher trainees’ collaborative competence ; Efectos de la docencia en equipo en la competencia colaborativa de los futuros docentes de AICLE
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| 52 |
“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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| 53 |
#34 Luk Lao
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 54 |
HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 55 |
Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities
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In: Asian American Literature: Discourses & Pedagogies (2022)
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| 56 |
El uso del espanglish en escuelas como una expresión de la identidad de la tercera cultura
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In: Global Tides (2022)
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| 57 |
English Language Learners of Chinese Immigrant Families in Canadian Schools
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In: Major Papers (2022)
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| 58 |
Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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| 59 |
学霸 Academic Hero: An Investigation of an Informal Bilingual Volunteer Peer Teaching Model in Supporting Chinese International Students’ Learning
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In: Journal of International Students (2022)
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| 60 |
Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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