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1	Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
	Wu, Ming-Hsuan; Opstad, Sonna L
	In: Journal of Multilingual Education Research (2021)
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2	Spaces and Societal Interactions: Foundations of the Critical Disabled Cultural Lens of a Child of Disabled Adults
	Altstadt, Amelia-Marie
	In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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3	The Influence of Family on Children’s Second Language Learning
	Zhou, Yahan
	In: Major Papers (2020)
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4	A Comparative Study of Immigrant Children Starting Childcare
	Guo, Karen
	In: Exceptionality Education International (2018)
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5	Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children
	Fayazpour, Shahla
	In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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6	Effects of Environment on Depressive Symptoms on Chinese Left-Behind Children
	Ding, Lanyan; Buhs, Eric S.
	In: The Nebraska Educator: A Student-Led Journal (2017)
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7	Vocabulary and sentence structure in emergent Spanish reading
	Briceño, Allison
	In: Faculty Publications (2016)
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8	Through a Critical Sociocultural Lens: Parents’ Perspectives OF An Early Childhood Program In Guatemala
	Stempfelet, Yaëlle
	In: Master's Capstone Projects (2014)
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9	"Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals
	Volk, Dinah
	In: Teacher Education Faculty Publications (2013)
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10	Guest Editors’ Introduction: Syncretism and Syncretic Literacies
	Long, Susi; Gregory, Eve; Volk, Dinah
	In: Teacher Education Faculty Publications (2013)
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11	A Child With Two Motherlands: Child Sojourners and Cultural Identity
	Tatiana, Krayushkina
	In: Master's Capstone Projects (2012)
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12	Supporting Native Indian Preschoolers and Their Families Family–School–Community Partnerships
	Jones, Jacqueline; Maldonado-Mancebo, Tami; McWilliams, M. Susan...
	In: Teacher Education Faculty Publications (2011)
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13	Coping With Adaptation After Mass Trauma: Developing A Culturally Sensitive, School-Based, Curriculum For Somali Children
	Koroma, Sorie
	In: Doctoral Dissertations 1896 - February 2014 (2011)
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14	Military Children and Holistic Education: A Narrative Reflection on Classroom Practice
	Allison, Edith
	In: Electronic Theses and Dissertations (2009)
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15	Challenging Myths of the Deficit Perspective: Honoring Children's Literacy Resources
	Volk, Dinah; Long, Susi
	In: Teacher Education Faculty Publications (2005)
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16	Aboriginal Parental Involvement in Early Childhood Education
	Frecker, Rosalyn M.
	In: Theses : Honours (2001)
	Abstract: Aboriginal parent and community participation in the education process has been identified as a priority for educators of Aboriginal children in Western Australia. The priority is one strategy aimed at addressing the inequity of student outcomes for Aboriginal children. This study set out to investigate the opinions of school staff and Aboriginal parents regarding the opportunity for, and value of Aboriginal parental involvement in the education process. Also, similarities and differences of opinion between school staff and parents were identified and discussed. The study employed qualitative methodology and included triangulation for internal validity. Semi-structured interview schedules were used to collect the data from participants who comprised school staff and parents of Aboriginal children from five metropolitan schools. It was found that participants agree that schools are making an effort to encourage Aboriginal parental involvement in the education process but that parental involvement at school is still limited. However, many school staff believed that Aboriginal families do not value or support the education process at home, while Aboriginal parents expressed their value of education and reported involvement to varying degrees, in their children's learning at home. Additionally, it was found that both school staff and parents value parental involvement at school. However, school staff value parental involvement that engages parents as agents of the school, while parents value involvement that allows them to monitor the safety and performance of their children at school. The findings of this study support the view that Aboriginal parents, not only wish to be involved, but are already involved in the education of their children. However, frequently involvement occurs in ways that are not recognised by school staff. Furthermore, Aboriginal parents can be empowered towards greater involvement when school staff acknowledge and accommodate the perspectives of Aboriginal parents. Recommendations are offered to assist schools in this endeavour.
	Keyword: Aboriginal Australian; and Multicultural Education; Bilingual; Children; Education; Multilingual; Primary -- Western Australia -- Parent participation
	URL: https://ro.ecu.edu.au/theses_hons/883 https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1882&context=theses_hons
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17	The response of secondary students from non-English speaking backgrounds to a visual arts course
	Aitken, Jean O.. - : Edith Cowan University, Research Online, Perth, Western Australia, 1999
	In: Theses: Doctorates and Masters (1999)
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18	Questions in Lessons: Activity Settings in the Homes and School of Two Puerto Rican Kindergartners
	Volk, Dinah
	In: Teacher Education Faculty Publications (1997)
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19	A Preliminary Comparison of Two ESL School Models for Newcomer Students
	Essex, Elizabeth Carol
	In: Dissertations and Theses (1996)
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20	Cultural and Linguistic Factors Affecting the Educational Achiements of Aboriginals - an Aboriginal Perspective
	Forrest, Vic
	In: Australian Journal of Teacher Education (1981)
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