Academic literature on the topic 'Newcomer academics'
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Journal articles on the topic "Newcomer academics"
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Muldrow, Jason, and Stephen Yoder. "Out of Cite! How Reference Managers Are Taking Research to the Next Level." PS: Political Science & Politics 42, no. 01 (2009): 167–72. http://dx.doi.org/10.1017/s1049096509090337.
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ABSTRACTTimes change, and so do research methods; gone are the days of researching with index cards. While academics may be slow to adopt emerging citation technology, the reference manager field is blazing ahead. This article explains what reference managers are, addresses their emergence in and potential impact on academe, and profiles a newcomer to the field: Zotero. We close by surveying and contrasting Zotero's features with those of its staunchest competitors: EndNote and RefWorks.
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Zou, Hang, and Ken Hyland. "Reworking research: Interactions in academic articles and blogs." Discourse Studies 21, no. 6 (2019): 713–33. http://dx.doi.org/10.1177/1461445619866983.
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The blog is an increasingly familiar newcomer to the panoply of academic genres, offering researchers the opportunity to disseminate their work to new and wider audiences of experts and interested lay people. This digital medium, however, also brings challenges to writers in the form of a relatively unpredictable readership and the potential for immediate, public and potentially hostile criticism. To understand how academics in the social sciences respond to this novel rhetorical situation, we explore how they discoursally recontextualize in blogs the scientific information they have recently published in journal articles. Based on two corpora of 30 blog posts and 30 journal articles with the same authors and topics, we examine the ways researchers carefully reconstruct a different writer persona and relationship with their readers using stance and engagement model. In addition to supporting the view that the academic blog is a hybrid genre situated between academic and journalistic writing, we show how writers’ rhetorical choices help define different rhetorical contexts.
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Boyd, John. "Opposition in Japan." Government and Opposition 32, no. 4 (1997): 631–46. http://dx.doi.org/10.1111/j.1477-7053.1997.tb00450.x.
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FIRST, TWO DISCLAIMERS. DIPLOMATS ARE NOT ACADEMICS. THIS WILL be a personal account, based on some firsthand experience of contemporary Japanese politics (pursued always in terms of the UK interest) supported by some — though not enough — background reading. It will not, however, be an academic text.The second disclaimer is more complicated. Japan had five different prime ministers during my relatively brief stay in Tokyo. It experienced four coalitions of varying complexions. Fluidity was the name of the game. It challenges ingenuity, to define ‘opposition’ in this context. And it must be right to pay some regard to the culture. To say that times and fashions change is to undersell a more tricky and rewarding set of questions about Japan's political characteristics. This is not just another G7 system. The strength of Japan's culture hits the newcomer to Tokyo like a wave. Moreover, within continuities, Japan has undergone repeated convulsions. Today's political structures draw on domestic as well as foreign traditions, in a subtle mixture.
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Harrison, G. T. "A view on issues outside the farm gate that will influence the performance of hill country farming." NZGA: Research and Practice Series 16 (January 1, 2016): 11–14. http://dx.doi.org/10.33584/rps.16.2016.3252.
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Thank you for the invitation to be with you today and to participate in this symposium. As a recent newcomer to the ranks of hill country farming, I am looking forward to picking up some pointers I can take back to my small team at Mt Alford Station in Mid Canterbury. With academics and commentators speaking out strongly against the Trans Pacific Partnership (TPP), central Auckland traffic being brought to a standstill by protests around the signing of TPP on 4 February, global dairy prices slumping, and major daily fluctuations seemingly becoming normal in global stock markets, you could be forgiven for concluding that nothing is rational or normal anymore.
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Passaro, Renato, Giuseppe Scandurra, and Antonio Thomas. "The Emergence of Innovative Entrepreneurship: Beyond the Intention — Investigating the Participants in an Academic SUC." International Journal of Innovation and Technology Management 14, no. 05 (2017): 1750025. http://dx.doi.org/10.1142/s0219877017500250.
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To stem the increasing competitiveness of many newcomer countries, managerial and business literature underlines the necessity to favor entrepreneurship in high tech and innovative sectors. From this perspective, an increasingly important role in the generation of innovative entrepreneurship is carried out by the universities, which are natural incubators of borderline and cutting-edge technologies. With this in mind, the present study explores the entrepreneurial intention among a population of academics participating at a start-up competition (SUC) that view entrepreneurship as an opportunity-driven choice to give value to their researches. Two variables affecting the entrepreneurial intention among these participants are specifically examined: the perception of external environment and the perception of subjective competencies. To test the intention, the paper refers to the widespread Theory of Planned Behaviour, currently recognised as one of the most influential theoretical model. The results of the present research show that the considered variables have a strong effect on intent through entrepreneurial attitudes and personal behaviour control. Consistently with other leading articles, the findings confirm the importance of the external environment and knowledge in favouring or discouraging the entrepreneurial choice even among academics participating at the SUC.
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Rivera, Hector, Bizhu He, Julia Lynch, and Sara Castro-Olivo. "Studying the Learning Environment of EL Newcomer Students in the Schooling Process." Advances in Social Science and Culture 2, no. 1 (2020): p1. http://dx.doi.org/10.22158/assc.v2n1p1.
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In this study, we examined the schooling process of newcomer students in secondary urban schools involving survey research with newcomers and other ELs (n=268). Additionally, we conducted focus groups with students (n=10) and educators (n=12). Through qualitative measures, we examined: (a) grade level placement, (b) content area placement, and (c) academic challenges confounded by L1 proficiency, previous academic experiences, and socio-cultural experiences among newcomers. We employed quantitative methods (e.g., Descriptive, Chi Square, Factor Analysis) to detect group differences in regard to perceptions of the classroom learning environment as a function of time in the United States. In general, the Principal Component Factor analysis yielded ten factors that accounted for 66.8% of the variance. These factors provide insight into key components for the development of effective classroom learning environments in order to serve EL newcomers in the schooling process. The implications for teaching and learning practices within the classroom and school learning environments of EL newcomers are discussed.
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Li, Xuemei, and Marina Grineva. "Academic and Social Adjustment of High School Refugee Youth in Newfoundland." TESL Canada Journal 34, no. 1 (2017): 51–71. http://dx.doi.org/10.18806/tesl.v34i1.1255.
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This article addresses the complex academic and social adjustment issues of newcomer youth of refugee background at a high school in Newfoundland and Labrador, a province where the newcomer population is small but the percentage of refugees in relation to all newcomers is high. Data for this qualitative study include documents from educational authorities and ESL teachers, field notes of classroom observations, qualitative survey questionnaires from 15 newcomer students, and interviews with 6 students of refugee background and 3 teachers. We found that these refugee youth were challenged due not only to language difficulties and educational gaps, but also to differences in educational systems, school cultures, and student-teacher dynamics between their previous school- ing and what they encountered in Newfoundland. They had to cope with social isolation and different practices of body language, dress code, personal hygiene, and sexual orientation. The study also identified inadequacies in the current curriculum, teacher in-service education, and diversity initiatives in the school system. Cet article porte sur les enjeux complexes liés à l’adaptation académique et sociale que vivent de jeunes réfugiés dans une école secondaire à Terre-Neuve-et-Labrador, une province où les nouveaux arrivants sont peu nombreux mais où le pourcentage de réfugiés parmi les nouveaux arrivants est élevé. Les données pour ce e étude qualitative incluent des documents provenant d’autorités scolaires et d’enseignants d’ALS, des notes découlant d’observations en classe, des ques- tionnaires qualitatifs auprès de 15 élèves nouvellement arrivés, et des entrevues auprès de 6 élèves réfugiés et de 3 enseignants. Les résultats indiquent que les jeunes réfugiés sont confrontés non seulement à des difficultés linguistiques et des lacunes d’éducation, mais également à des différences dans les systèmes éducatifs, dans les cultures scolaires et dans la dynamique entre les élèves et les enseignants qui distinguent leurs expériences pédagogiques précédentes de celles qu’ils vivent à Terre-Neuve. Ils devaient faire face à l’isolement social et aux pratiques différentes relatives au langage corporel, au code vestimentaire, à l’hygiène personnel et à l’orientation sexuelle. L’étude a également identifié des lacunes dans le pro- gramme d’études actuel, dans le perfectionnement professionnel des enseignants et dans les initiatives scolaires portant sur la diversité.
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Suárez-Orozco, Carola, Francisco X. Gaytán, Hee Jin Bang, Juliana Pakes, Erin O'Connor, and Jean Rhodes. "Academic trajectories of newcomer immigrant youth." Developmental Psychology 46, no. 3 (2010): 602–18. http://dx.doi.org/10.1037/a0018201.
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Yeung, M., W. Cheung, G. Hebert, and A. Gee. "P144: “I wasn't oriented a lot, so I'm essentially learning as I go”: onboarding and transition to practice of new emergency physicians." CJEM 21, S1 (2019): S116. http://dx.doi.org/10.1017/cem.2019.335.
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Introduction: Transition to the attending physician role and onboarding at a new workplace are often stressful. Effective initiation is important to individuals as well as departments, hospitals and universities wishing to retain valuable staff. Our aim was to learn about early experiences from the perspective of new staff and apply these findings to develop a new onboarding program. Methods: Following a pilot study of individual interviews, we surveyed and conducted focus group interviews with all attending physicians who had joined our dual site, urban, academic emergency department within three years. We used a mixed quantitative and qualitative approach to collect and analyze data. We applied the data to develop a new needs-based formal onboarding program. Results: 24/36 participated in the survey, 22/36 in focus groups. 95% were 30-39 years old. Newcomers described the existing orientation as too brief, non-specific, and missing essential elements. We identified six onboarding themes: (1)clinical protocols and reference documents, (2)graduated responsibilities, (3)mentorship, (4)relationship building, (5)department structure and culture, and (6)emotions. We formed a committee to develop and implement these initiatives: (1)a new online platform enables easy access to clinical care and orientation documents, (2)a formal mentorship program matches each newcomer with 2 mentors to coach towards goals, navigate department structure and culture, and provide perspective to mitigate strong emotions, (3)adjusting shift and teaching assignments allows newcomers to ease into clinical and academic responsibilities, and (4)our next priority is to improve clarity around academic opportunities, expectations, and advancement. Conclusion: New emergency physicians are highly engaged and provided many insights on their orientation experiences. Using mixed methods, we identified six themes to guide the design and implementation of a program to promote successful integration of newcomers.
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Laurin, Raphaël. "The Influence of the “Big Five” Factors on the Demands–Abilities Fit in Soccer Academies." Perceptual and Motor Skills 109, no. 1 (2009): 239–50. http://dx.doi.org/10.2466/pms.109.1.239-250.
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The influence of the Big Five factors on the fit between demands and abilities in soccer was examined for school and boarding home domains for newcomer trainees of soccer academies. 81 male trainees from 4 academies participated in the survey ( M age = 16.3 yr., SD = 1.1). The fit between demands and abilities was measured three times during the academic year. In each domain, three repeated measures were aggregated into a single composite measure to define the fit index in the soccer, school, and boarding home domains. Results from the NEO Personality Inventory-Revised revealed that Neuroticism and Conscientiousness were, respectively, negatively and positively correlated with the school and boarding home fit index, Extraversion was negatively related to the boarding home fit index, and no personality factors were related to the soccer fit index. Stepwise regression analyses showed that Conscientiousness was the strongest predictor of the school and boarding home fit indexes. The individual differences approach to predict the success of newcomer trainees of soccer academies is discussed.
Dissertations / Theses on the topic "Newcomer academics"
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Kilstam, Jonna. "Arbetsgivarperspektiv på arbetspraktik för nyanlända akademiker : konceptualisering av motivbilder och resultat." Thesis, Högskolan i Skövde, Institutionen för handel och företagande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-17213.
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Som en följd av flyktingvågen 2015 inleddes en satsning som syftade till att underlätta integrationsprocessen samtidigt som det skulle effektivisera matchningen mellan kompetens och efterfrågan på arbetsmarknaden. Ett av de projekt som initierades inriktades på att förmedla praktikplatser till nyanlända akademiker med kompetens inom vissa bristområden. Studien har inriktats på arbetsgivarmotiv för att delta i praktikaktiviteter för nyanlända akademiker samt resultatet av dessa. Syftet har varit att konceptualisera arbetsgivarmotiv till och resultat av arbetspraktiken. Undersökningen har genomförts med en metodkombination av sekundärdata från arbetsgivarundersökningar samt egen insamlad empiri från intervjuer med arbetsgivarrepresentanter. Resultat presenteras under flera steg där motiven förklaras utifrån en teoretiserad motivmodell för att sedan användas för att tolka arbetsgivarmotiv ur både ett retoriskt och ett mer erfarenhetsbaserat perspektiv. Motivens relation till det ursprungliga arbetsmarknadspolitiska syftet har undersökts och slutligen har ett önskvärt resultat av arbetspraktiken identifierats och förklarats.<br>As a result of the refugee wave of 2015 an effort was initiated to facilitate the integration process and at the same time improve the matching efficiency of competence and demand at the labour market. One of the initiated projects focused on mediating internships for newcomer academics with competence from certain shortage areas. The study focused on employer motives for participating in internship activities targeting newcomer academics and their outcomes. The purpose was to conceptualize employer motives for and outcomes of internships. The study was carried out with a combination of methods of secondary data from employer polls and own collected empirics from interviews with employer representants. The result was presented in multiple steps where the motives was explained from a theorized model of motives to be used for analysing employer motives from a rhetorical and more experience-based perspective. The motives relation with the initial labour market policy purpose was examined and finally a desirable outcome was identified and explained.
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Geiger, Jim E. "The effects of student outcome assessment on long term change in Viirginia's community colleges : an examination of the applicability of Newcombe and Conrad's theory of mandated academic change /." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134324/.
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Lenoir, Gloria Irma Cisneros. "Study and analysis of academic skills of newcomer high school students who are foreign born in Central Texas." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-2817.
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The foreign-born population in the United States increased by 57% from 1990 to 2000 (U.S. Census, 2003). A substantial growth for minority and immigrant population groups is projected to continue over the next 20 years, and these newcomer students tend to have lower measures of achievement (National Center of Education Statistics, 2007). Most of the research available is for early grade students. A paucity of research exists for high school student newcomers.
This study reviewed a single public high school as a case study in a Central Texas school district, focusing on newcomer immigrant students in Grades 9 and 10. This study adds to the understanding of educational needs for new immigrants, existing educational services for them, strategies in place to narrow the achievement gaps between immigrant and nonimmigrant students, and policies that should be developed or expanded in order to ameliorate their educational conditions.
Research questions were (a) what are the achievement gaps between 9th-grade, newcomer immigrant students in Central Texas and their nonimmigrant peers; (b) what are the academic needs of 9th-grade, newcomer immigrant students in Central Texas; and (c) what strategies exist to narrow the achievement gaps between immigrant and nonimmigrant students? Evidence was found that indeed a subpopulation of immigrant teenagers arrives with significant gaps in schooling. This study revealed value in innovative, visual instructional techniques; encouraged development of interpersonal advocacy; and the most potent contribution, thoughtful and empathetic administration and teachers. Determining effective strategies, support systems, and appropriate school climate while finding other elements that work in other locations make for a successful school for newcomer immigrant students.<br>text
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Lee, Pei-Ling. "Recent high school immigrants’ program placement and academic performance in Texas schools : what do we know and what do we need to know." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5475.
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The study explored the relationship between program placement policies regarding the education of recently immigrated students and selected outcomes for these newcomers in urban high schools located in Texas under the implementation of NCLB. In an effort to better understand the impact of such policies on immigrant learning opportunities, this research investigated how newcomers’ identification and promotion, which were based upon English language proficiency testing, affected recent immigrant students’ program placement, course completion and educational achievement. In addition, this study used secondary data analysis to examine how newcomers’ background characteristics were associated with their grade retention rates. Finally, the relationship between students’ background characteristics and newcomers’ academic performance in language arts and mathematics subject areas were examined. This research attempted to answer questions including: 1) How do newly arrived youth students enrolled in newcomer programs, schools, and those enrolled in traditional English as a Second Language (ESL) programs differ with regard to characteristics, such as race, gender, socioeconomic status (SES), course completion, grade retention, and language spoken at home?, 2) How do the differences in characteristics of newly arrived youth students relate to grade retention?, 3) What is the relationship between the growth in academic achievement and newly arrived youth students’ demographic characteristics while enrolled in different programs?, and 4) What kinds of learning opportunities and educational supports are provided by traditional ESL programs, newcomer programs, and newcomer schools for newly arrived youth students in northern and central Texas? Findings indicated newly arrived immigrant adolescents are consistently the most disadvantaged group due to their later start age with limited English proficiency facing a new culture. In general, recently arrived immigrant youths appear to benefit more from teachers with ESL certification as well as even much more experience for serving immigrant adolescents in a safe and caring environment, newcomer schools.<br>text
Books on the topic "Newcomer academics"
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Short, Deborah. Creating access: Language and academic programs for secondary school newcomers. Center for Applied Linguistics, 2004.
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Hegland, Frode, ed. The Future of Text. Future Text Publishing, 2020. http://dx.doi.org/10.48197/fot2020a.
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This book is the first anthology of perspectives on the future of text, one of our most important mediums for thinking and communicating, with a Foreword by the co-inventor of the Internet, Vint. Cerf and a Postscript by the founder of the modern Library of Alexandria, Ismail Serageldin. In a time with astounding developments in computer special effects in movies and the emergence of powerful AI, text has developed little beyond spellcheck and blue links. In this work we look at myriads of perspectives to inspire a rich future of text through contributions from academia, the arts, business and technology. We hope you will be as inspired as we are as to the potential power of text truly unleashed. Contributions by Adam Cheyer • Adam Kampff • Alan Kay • Alessio Antonini • Alex Holcombe • Amaranth Borsuk • Amira Hanafi • Amos Paul Kennedy Jr. • Anastasia Salter • Andy Matuschak & Michael Nielsen • Ann Bessemans & María Pérez Mena • Andries Van Dam • Anne-Laure Le Cunff • Anthon Botha • Azlen Ezla • Barbara Beeton • Belinda Barnet • Ben Shneiderman • Bernard Vatant • Bob Frankston • Bob Horn • Bob Stein • Catherine C. Marshall • Charles Bernstein • Chris Gebhardt • Chris Messina • Christian Bök • Christopher Gutteridge • Claus Atzenbeck • Daniel Russel • Danila Medvedev • Danny Snelson • Daveed Benjamin • Dave King • Dave Winer • David De Roure • David Jablonowski • David Johnson • David Lebow • David M. Durant • David Millard • David Owen Norris • David Price • David Weinberger • Dene Grigar • Denise Schmandt-Besserat • Derek Beaulieu • Doc Searls • Don Norman • Douglas Crockford • Duke Crawford • Ed Leahy • Elaine Treharne • Élika Ortega • Esther Dyson • Esther Wojcicki • Ewan Clayton • Fiona Ross • Fred Benenson & Tyler Shoemaker • Galfromdownunder, aka Lynette Chiang • Garrett Stewart • Gyuri Lajos • Harold Thimbleby • Howard Oakley • Howard Rheingold • Ian Cooke • Iian Neil • Jack Park • Jakob Voß • James Baker • James O’Sullivan • Jamie Blustein • Jane Yellowlees Douglas • Jay David Bolter • Jeremy Helm • Jesse Grosjean • Jessica Rubart • Joe Corneli • Joel Swanson • Johanna Drucker • Johannah Rodgers • John Armstrong • John Cayle • John-Paul Davidson • Joris J. van Zundert • Judy Malloy • Kari Kraus & Matthew Kirschenbaum • Katie Baynes • Keith Houston • Keith Martin • Kenny Hemphill • Ken Perlin • Leigh Nash • Leslie Carr • Lesia Tkacz • Leslie Lamport • Livia Polanyi • Lori Emerson • Luc Beaudoin & Daniel Jomphe • Lynette Chiang • Manuela González • Marc-Antoine Parent • Marc Canter • Mark Anderson • Mark Baker • Mark Bernstein • Martin Kemp • Martin Tiefenthaler • Maryanne Wolf • Matt Mullenweg • Michael Joyce • Mike Zender • Naomi S. Baron • Nasser Hussain • Neil Jefferies • Niels Ole Finnemann • Nick Montfort • Panda Mery • Patrick Lichty • Paul Smart • Peter Cho • Peter Flynn • Peter Jenson & Melissa Morocco • Peter J. Wasilko • Phil Gooch • Pip Willcox • Rafael Nepô • Raine Revere • Richard A. Carter • Richard Price • Richard Saul Wurman • Rollo Carpenter • Sage Jenson & Kit Kuksenok • Shane Gibson • Simon J. Buckingham Shum • Sam Brooker • Sarah Walton • Scott Rettberg • Sofie Beier • Sonja Knecht • Stephan Kreutzer • Stephanie Strickland • Stephen Lekson • Stevan Harnad • Steve Newcomb • Stuart Moulthrop • Ted Nelson • Teodora Petkova • Tiago Forte • Timothy Donaldson • Tim Ingold • Timur Schukin & Irina Antonova • Todd A. Carpenter • Tom Butler-Bowdon • Tom Standage • Tor Nørretranders • Valentina Moressa • Ward Cunningham • Dame Wendy Hall • Zuzana Husárová. Student Competition Winner Niko A. Grupen, and competition runner ups Catherine Brislane, Corrie Kim, Mesut Yilmaz, Elizabeth Train-Brown, Thomas John Moore, Zakaria Aden, Yahye Aden, Ibrahim Yahie, Arushi Jain, Shuby Deshpande, Aishwarya Mudaliar, Finbarr Condon-English, Charlotte Gray, Aditeya Das, Wesley Finck, Jordan Morrison, Duncan Reid, Emma Brodey, Gage Nott, Aditeya Das and Kamil Przespolewski. Edited by Frode Hegland.
Book chapters on the topic "Newcomer academics"
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Saulītis, Andris, and Inta Mieriņa. "Latvian Emigrants in the United States: Different Waves, Different Identities?" In IMISCOE Research Series. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12092-4_10.
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Abstract This chapter studies the relationships and interaction among the Latvian emigrants from different migration waves in the United States. It specifically examines reasons for the inability of the existing and politically and culturally active Latvian diaspora community in the United States to integrate newcomers from Latvia. The diaspora community is formed mostly of migrants who left Latvia after World War II. The research is based on a mix of two sources of information and methods – qualitative analysis of in-depth interviews with the ‘new’ Latvian emigrants in the United States in 2014, who began arriving there in 1991 and quantitative data analysis of The Emigrant Communities of Latvia survey. The study illustrates that the migrants from the most recent emigration wave distance themselves to a large extent from the previous migration wave. Additionally, the most recent migrants do not have strong social ties or active networks with Latvians back home and, therefore, cannot be considered as being a part of a transnational community, which is a characteristic of the previous Latvian migration wave. Instead, the migrants from the most recent wave base their belonging on the notion of having roots in Europe in terms of cultural heritage and identity. For this reason, they are to be considered as so-called ‘nomadic’ migrants, although this differs substantially from the way the concept is used in the academic literature so far – there is no return point back home, as they only look forward.
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Erdoğan, Armağan, and M. Murat Erdoğan. "Syrian University Students in Turkish Higher Education: Immediate Vulnerabilities, Future Challenges for the European Higher Education Area." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_16.
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Abstract Since 2011, millions of Syrian people have had to leave their country and seek shelter in neighbouring countries and in Europe. Forced migration or displacement creates multiple vulnerabilities while trying to settle in a new environment. Socioeconomic, cultural and psychological vulnerabilities hinder them from participating actively in society. Higher education is one of the main ways that refugees and displaced people cling to hope for a better life. Their access to and participation in higher education has been a challenging route for many reasons both for themselves and also for the higher education systems and universities in their host countries. Turkey has a unique place in regard to Syrian refugees. It hosts the largest refugee population in the world with 3.6 million Syrians and 500,000 asylum seekers from other countries, such as Iraq, Iran, Afghanistan and Pakistan. Turkey has a young population with the 5–17 age group comprising 21% of the population, but the Syrian population is much younger as its rate is 30%. Turkey is also the country with the largest student population in the European Higher Education Area. The incomparable magnitude of the situation, among others, plays a crucial role in developing new integration policies. In spite of the ongoing difficulties and challenges, the past nine years proved a success story in protection, social cohesion and integration of these newcomers. Turkey has been suffering from some challenges, such as a supply and demand imbalance in higher education. Demographic factors, shortcomings of the higher education system and the unemployment rate among university graduates have been some long-term challenges for Turkish higher education. Moreover, a common misconception in public opinion, that Syrian refugees are admitted to Turkish universities without fulfilling the requirements, adds new challenges for future policies. Both the sheer number of migrants and also the emergency of the situation during this migration flow necessitated some action to be taken in the area of higher education. In a country like Turkey, where there is high competition between students to pass the nationwide university selection exam each year, encouraging Syrian students to access higher education seems to be an area for discussion. This paper is based on the fieldwork of research conducted in the context of the Hopes-MADAD project entitled “Elite Dialogue II- Dialogue with Syrian Refugees in Turkey through Syrian Academics and Students” in 2019. The main research subject is which types of vulnerabilities Syrian university students face, and how they can integrate into society in Turkey. New approaches and definitions are needed to touch the actual needs of the refugees to be actively involved into society. Nevertheless, research on the higher education practices of vulnerable groups in general, and of Syrian students in particular, is largely missing.
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"8. Moving Stories: Academic Trajectories of Newcomer Immigrant Students." In Writing Immigration. University of California Press, 2019. http://dx.doi.org/10.1525/9780520950207-013.
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Cowart, Melinda Trice. "Facilitating Linguistic and Academic Success for Newcomer English Language Learners." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch011.
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The landscape of peoples in need has changed dramatically and appears to grow more complex. For today, leaders and citizens in the United States must decide how best to address the needs and aggregate issues related to the very large numbers of refugees from the Democratic Republic of the Congo, Burma, Iraq, Bhutan, Somalia, Syria, and numerous other nations fleeing persecution owing to their political or religious beliefs. Complicating the challenges encountered by newcomer English language learners (ELLs) and their teachers is the wave of xenophobia that has once again had a global impact. Gleaning lessons learned from previous United States refugee resettlement programs about the societal adjustment and educational achievement experienced by refugees from Southeast Asia, from the Cuban Haitian program, from the resettlement of the Karen and Chin Burmese, and others will empower teachers to facilitate greater academic achievement among newcomer ELLs.
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"3. Linguistic and Academic Support for Newcomers and Language Learners." In Language and Learning in Multilingual Classrooms. Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847697219-005.
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Campbell, Kelli. "Leveled Literacy Intervention." In Advances in Linguistics and Communication Studies. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch005.
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In this chapter, the qualitative study will investigate and evaluate the effectiveness of the Leveled Literacy Intervention (LLI) framework with English Language Learners (ELL) newcomers and their literacy achievement using the case study method and cross case analysis. Student case studies will consist of LLI pre and post assessment data, guided reading data, and information gathered from student interviews. The triangulation of student interviews, teacher surveys, and extant literature provide the foundation for answering questions regarding the effectiveness of LLI with the ELL newcomers. Findings are presented through student case studies, resulting from cross case analysis that identified themes, patterns, and commonalities in student reading achievement data and teacher survey results. Results show that ELL newcomers needed to develop social, academic, and content-related language. Findings from the study show that the students made progress while participating during the intervention but have not maintained or increased their reading levels after the intervention that provides opportunities for future research. Recommendation for future studies and conclusion are discussed.
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Santos, Wilson. "Contingent Diversity, Contingent Faculty." In Written/Unwritten. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469627717.003.0011.
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In this Wilson Santos, a relative newcomer to the academy, discusses how he came to understand the exploitative nature of contingent faculty. Santos' narrative is more about class than race, though his writing and teaching reflect his experiences as a man of color. Folded into Santos' stories are the experiences of two other adjunct faculty. Doctoral Candidate X, a queer Black woman, who talks about how the intersection of class and sexuality shape her choices as she considers whether or not to continue her academic career, while Dionne Bensonsmith discusses how she has fashioned a scholarly community for herself so that she can forward her research agenda even though she doesn't have the resources enjoyed by tenure-track and tenured faculty. One thing this essay shows is how important research is lost when faculty most cobble together academic careers.
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Chalfa Ruyter, Nancy Lee. "Russell Meriwether Hughes." In La Meri and Her Life in Dance. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9780813066097.003.0002.
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Chapter 1 begins with the life of the Hughes family, first in Louisville, Kentucky and then in San Antonio, Texas, where the father (known as Russ) died in 1914. La Meri’s birth name was Russell Meriwether Hughes (the same as her father’s). It also covers the education of Russell and her sister Lilian Hughes (Newcomer) and their training and experiences in the arts. The last section tells of Russell’s travels with her mother Lily Belle Allen Hughes: to New York City (ca. September 1919 to March 1920), to their return there (ca. spring 1922), and then to their travels in Europe (ca. July to September 1922). Russel pursued academic or performing arts studies on each of these trips.
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Kibler, Kristin W., and Luciana C. de Oliveira. "Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch014.
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This chapter reviews the academic literature on late-entering students with interrupted formal education (SIFE), many of whom are refugees or asylum seekers, in order to gain a better understanding of how to serve these students and support their teachers. The literature suggests that school personnel who are serving late-entering SIFE (i.e., arriving in the United States at high school age) require additional support, resources, and on-going professional learning. The purpose of this chapter is to provide recommendations for district-wide professional learning based upon the challenges and promising practices that emerged in the literature review. Although this chapter focuses on the educational context in the United States, the recommendations may apply elsewhere.
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Johnson, Joan Marie. "An Education for Women Equal to That of Men." In Funding Feminism. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469634692.003.0005.
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Some women founded women’s colleges that were designed to offer a rigorous academic program on par with that at the best men’s colleges, such as Harvard. Chapter 4 examines four women’s college founders of Smith College, Newcomb, Sweet Briar, and Scripps College, along with Jane Stanford, cofounder of coeducational Stanford University. They believed deeply in the abilities of women and the need to develop them through higher education. This chapter shows how these college founders defined women’s rights and desired access to education, not only for intellectual growth but also for financial independence. Chapter 4 demonstrates the enormous influence on women’s education that these women collectively had.
Conference papers on the topic "Newcomer academics"
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Henault Morrone, Michelle. "JAPANESE ACADEMIC MERITOCRACY AND THE POTENTIAL FOR THE NEWCOMER CHILD IN JAPAN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0545.
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