Gotowe bibliografie tematyczne / Teachers from migratory backgrounds

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Gotowa bibliografia na temat „Teachers from migratory backgrounds”

Autor: Grafiati

Data publikacji: 21 września 2024

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Teachers from migratory backgrounds"

Fiorentino, Alice. "C’ERA UNA VOLTA L’ALUNNO STRANIERO: INDAGINE SULLE PRATICHE DI INSEGNAMENTO DELL’ITALIANO LINGUA SECONDA NELLE SCUOLE DEL VENETO." Italiano LinguaDue 13, no. 2 (2022): 133–51. http://dx.doi.org/10.54103/2037-3597/17133.

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Nonostante il sistema scolastico italiano sia ancora legato alla concezione originaria dell’alunno così detto straniero, la recente stabilizzazione del fenomeno migratorio sta lentamente modificando il profilo di questo apprendente. In Italia, i corsi di italiano come lingua seconda all’interno della scuola sono stati promossi sin dagli inizi degli anni ’90, e tuttavia i risultati scolastici di questo gruppo di studenti risultano ancora di molto inferiori a quelli dei compagni madrelingua. In questo articolo si riportano i risultati dell’indagine IMPACT Veneto, realizzata tra il 2019 e il 2020

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Peppoloni, Diana. "Which Terminology for Multilingual Communication in Language Pedagogy?" International Journal of Linguistics 9, no. 6 (2017): 87. http://dx.doi.org/10.5296/ijl.v9i6.12380.

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The actual multilingual society, deriving from an augmented personal and professional mobility, and from the migratory growing phenomena of the last decades, requires to its citizens a solid linguistic communicative expertise. Plurilingualism has become an unavoidable need, more than an additional skill. Experts in Language Pedagogy from different linguistic backgrounds are called to develop the theoretical principles for an effective multilingual didactics and teachers, from their side, are called to train themselves on these principles and to apply them in the language classroom. An effectiv

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Carter-Thuillier, Bastian, Víctor López-Pastor, Francisco Gallardo-Fuentes, Rodrigo Ojeda-Nahuelcura, and Juan Carter-Beltran. "Incorporar la competencia intercultural en la formación docente: examinando posibilidades para Educación Física en la macrozona sur de Chile (Incorporating intercultural competence in pre-service teacher education: examining possibilities for Physical Ed." Retos 43 (July 1, 2021): 36–45. http://dx.doi.org/10.47197/retos.v43i0.88416.

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En Chile, el volumen de estudiantes extranjeros alcanzó cifras históricas durante la última década, instalando con ello nuevos desafíos para la formación de profesores. Especialmente en la macrozona sur del país, donde la inmigración ha supuesto el ingreso de nuevas identidades a un territorio históricamente marcado por la diversidad cultural (por la presencia del pueblo Mapuche, los procesos de colonización, etc.) transformando las escuelas en espacios aún más plurales y complejos. Considerando dicho escenario, parece lógico apostar por la formación de especialistas en Educación Física (EF) q

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Manganello, Flavio, and Mara Baldacci. "Digital Stories and Inclusive Cultures at School: A Research Study in an Italian Primary Multicultural Classroom." Education Sciences 14, no. 10 (2024): 1108. http://dx.doi.org/10.3390/educsci14101108.

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This study explores the effectiveness of digital storytelling in enhancing communicative competence—encompassing both linguistic and narrative skills—and fostering inclusivity in a multicultural primary classroom in Genoa, Italy. The quasi-experimental intervention spanned four months and involved eight lessons designed to engage students from diverse cultural backgrounds, particularly those with migratory backgrounds. Pre- and post-intervention assessments were conducted to evaluate linguistic proficiency, narrative competence, and educational inclusion. The results from the Italian language

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Sukmawati, Diandra, Isna Zahuratul Fairuz Fairuz, Naila Salsabila Munigar Munigar, et al. "EXPLORING THE ISSUES OF COUNSELING TEACHERS WITH NON-GUIDANCE AND COUNSELING BACKGROUNDS FROM THE PERSPECTIVE OF THE PROFESSIONAL CODE OF ETHICS." Journal of Education and Counseling (JECO) 4, no. 2 (2024): 113–29. https://doi.org/10.32627/jeco.v4i2.980.

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Guidance and counseling teachers with Non guidance and counseling backgrounds are still an issue that often occurs in education in Indonesia. This is caused by the limited number of guidance and counseling teachers in Indonesia. Therefore, the aim of this research is to explore and find out more deeply about guidance and counseling teachers with non-counseling backgrounds from a guidance and counseling perspective. This research uses descriptive qualitative methods to explain in more detail the data from interviews with both guidance and counseling teachers and guidance and counseling teachers

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Erling, Elizabeth J., Anouschka Foltz, Felicitas Siwik, and Michael Brummer. "Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility." Languages 7, no. 3 (2022): 186. http://dx.doi.org/10.3390/languages7030186.

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This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents–and thus also students–who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context that is underrepresented in international applied linguistics research, which has tended to focus on elite language learning. The article explores tea

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Maula, Nihlah Ni’matul, and Nalim. "Pengaruh Latar Belakang Pendidikan Guru terhadap Kompetensi Pedagogik dan Hasil Belajar Matematika Siswa." Circle: Jurnal Pendidikan Matematika 4, no. 1 (2024): 78–87. http://dx.doi.org/10.28918/circle.v4i1.6906.

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This research aims to investigate the pedagogical competency outcomes of teachers with backgrounds in mathematics education versus those without, to examine the mathematics learning outcomes of students taught by teachers with backgrounds in mathematics education versus those without, and to analyze the influence of teachers' pedagogical competency on students' mathematics learning achievement. The analytical method employed in this study is the independent sample t-test followed by simple linear regression. The findings reveal that the pedagogical competency scores of teachers with background

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Bazemore-Bertrand, Shamaine. "Using Photovoice as a Teaching Tool to Explore Pre-service Teachers' Perceptions of Students from Impoverished Backgrounds." Journal of Urban Learning, Teaching, and Research 16, no. 1 (2021): 43–57. http://dx.doi.org/10.51830/jultr.18.

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Despite the diversity of the American student population, the current teacher force and cohorts of future teachers are overwhelmingly white women from middle class backgrounds. In addition to the work around race, gender, and disability status, there is a clear need for us to help future teachers reconsider how they think about children experiencing poverty in urban schools and communities. Based on its use in an elementary education foundations course, this article provides a first-person accounting of how the pedagogical tool photovoice helped future teachers critically reflect on their perc

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Lau, Stefanus, A.I.N. Tukan, Godlif Sianipar, and Herman Punda Panda. "Teacher strategies in building respect for human dignity." Mysterium Fidei: Journal of Asian Empirical Theology 1, no. 4 (2023): 276–86. https://doi.org/10.5281/zenodo.10607959.

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Education is a process to develop students' potential optimally. In the education process, teachers play an important role in forming the character of students. One of the important characters that learners should have is respecting human dignity. Students who come from different backgrounds have the potential to experience discrimination. Therefore, teachers need to have strategies to embrace students from different backgrounds to respect human dignity. This research aims to delimit the different backgrounds in terms of economy, culture and academic ability, to identify teachers' strategies i

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Aguilar, Arvelyn, and Michelle Viña. "Second-Career Teachers: Support from Administrators and Co-Teachers, and Self-Developed Values." Psychology and Education: A Multidisciplinary Journal 20, no. 6 (2024): 787–814. https://doi.org/10.5281/zenodo.11541437.

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This study aimed to delve into the lived experiences of second-career teachers, their challenges, and their insights about being a teacher. The researcher adopted the qualitative phenomenology design to interview the fifteen conversational partners using the Interview Guide. The researcher interviewed the second-career teachers about their lived experiences, and the conversations were audio-recorded. Then, the data were analyzed using phenomenological explications and thematic analysis. Second-career teachers offer distinct viewpoints and life experiences that enhance the learning environment.

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Rozprawy doktorskie na temat "Teachers from migratory backgrounds"

Delévaux, Olivier. "Parcours scolaire et biographique de futurs enseignants et d'enseignants novices de l'enseignement primaire issus de la migration : Impacts sur l'accès au métier et sa pratique." Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ2018.

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Les travaux s'intéressant aux enseignant·e·s issu·e·s de la migration sont encore peu nombreux. Ceux qui traitent de la scolarité des élèves issu·e·s de la migration procèdent fréquemment d'une approche par les facteurs de risque et mettent en évidence des mécanismes contribuant à la perpétuation d'inégalités scolaires. Nous avons souhaité pour notre part privilégier une entrée par les facteurs de protection et les mécanismes de résilience qui peuvent s'avérer efficaces pour favoriser la réussite éducative et scolaire des élèves issu·e·s de la migration au point de les amener à s'engager dans

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Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.

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This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look

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Carrison, Catherine L. "Learning from lived experinces : strengths and insights of bilingual immigrant teachers." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/C_Carrison_051507.pdf.

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Su, Yuling Lianna. "Understanding Teachers' Experiences Working with Young Children from Diverse Cultural and Linguistic Backgrounds." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27778.

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The purpose of this phenomenological study was to illuminate the experiences of six teachers in southwestern Virginia who are working with toddlers and preschoolers from diverse cultural and linguistic backgrounds. These young children were those whose first language is not English and their parents were from countries other than the United States. A phenomenological research method was chosen because the main focus of the study was to learn about teachers' experiences and that method is a tool to explore the essence of human experiences. The study was guided by the main research question: Wha

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McCluskey, Kerryn Gail. "Working at the Edge: Accounts of Beginning and Novice NESB Teachers." Thesis, Griffith University, 2008. http://hdl.handle.net/10072/366722.

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Australia is a multicultural country and as such, the Australian workforce should be reflecting that diversity. Logically, the teaching profession is no different from any other sub-group of the working populace. Policy documents that inform the profession of teaching explicitly refer to the necessity for nurturing and developing those who are new to the profession. A key part of the development and growth of newcomers to the teaching profession involves the exchange of ideas and knowledge between colleagues. Using the sociocultural theoretical framework of communities of practice, this study

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Wheeler, Sassy Cenita. "Novice Special Education Teachers' Experiences with Students with Disabilities from Culturally and Linguistically Diverse Backgrounds: The Effects of Perceptions on Interactions." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/580.

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Novice special education teachers often enter their professions with unique perspectives that contribute to the overall educational experience of their students. This research was designed to inform the existing literature revolving around novice special education teachers' experiences, and how they subsequently effect the perceptions and interactions engaged in with students with disabilities from culturally and linguistically diverse backgrounds. Five novice special education teachers who currently serve students with disabilities from culturally and linguistically diverse backgrounds

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Gregory, Evelyn Elsie. "The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.

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Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience

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Yen, Ching-Yun, and 顏靜筠. "The Narrative Inquiry of Primary School Teachers’ Identities: Stories from Teachers with Different Teacher Education Backgrounds." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/fjp2c9.

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博士 國立臺灣師範大學 教育學系 103 This study aimed to explore primary school teachers’ professional identities and related contributive structural and social-cultural factors in Taiwan education context. The purposes of this study were to gain a better understanding of the formation of primary school teachers’ identities through their teacher education backgrounds; to analyze how structural constraints affected teachers’ identities; and to discover the potential of teachers while they become aware of the meaning of professional identities. A narrative research approach was applied in this study

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CHANG, WAN-LING, and 張婉玲. "A Study of Influential Factors in Decision-Making of Taipei Elementary School English Teachers from Different Backgrounds." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/12243031085064483507.

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碩士 國立臺北教育大學 兒童英語教育學系碩士班 104 The purpose of this study was to investigate the present conditions, differences and correlations between five background variables of teachers (i.e. school range, educational degree, graduation major, teaching experiences in elementary school and teaching position), and three main influential factors (i.e. viewpoints towards teachers, students and school administrations) of Taipei elementary School English Teachers’ decision-making. This study adopted a questionnaire of elementary school English teachers’ decision-making factors. The subjects of this re

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Chu, Szu-Yin. "The influence of perceived collective teacher efficacy, and contextual variables on individual teacher efficacy of special education teachers serving students from culturally and linguistically diverse backgrounds." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1451.

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Research over the last three decades has documented that teacher efficacy has an effect on student achievement (Armor et al., 1976; Bandura, 1997). The literature on culturally responsive teaching (CRT) recognizes teacher efficacy as one of the attributes of successful teachers of students from culturally and linguistically diverse (CLD) backgrounds (Gay, 2000; Ladson-Billings, 1994). Researchers (e.g., Goddard & Goddard, 2001) have also found that collective teacher efficacy (CTE) beliefs can affect teachers’ goal setting, motivation, and persistence with challenging tasks or situations; spec

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Książki na temat "Teachers from migratory backgrounds"

Hamayan, Else V. Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. National Clearinghouse for Bilingual Education, 1987.

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Hamayan, Else. Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. National Clearinghouse for Bilingual Education, 1987.

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Hamayan, Else V. Developing literacy in English as a second language: Guidelines for teachers of young children from non-literate backgrounds. National Clearinghouse for Bilingual Education, 1987.

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Mahmud, Arif, and Liam Satchell. Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds. Taylor & Francis Group, 2022.

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McDaniel, Linda L. Teachers' referral patterns, beliefs, and training related to African American children from low SES backgrounds. 2000.

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Mahmud, Arif, and Liam Satchell. Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds. Taylor & Francis Group, 2022.

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Mahmud, Arif, and Liam Satchell. Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds. Taylor & Francis Group, 2022.

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What strategies can be used by initial teacher training providers, trainees and newly qualified teachers to raise the attainment of pupils from culturally diverse backgrounds? EPPI-Centre, University of London], 2004.

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Gunnell, Kristine Ashton, ed. Voices of American Women’s History from Reconstruction to the Present. Bloomsbury Publishing Inc, 2023. http://dx.doi.org/10.5040/9798216172505.

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This collection of historical and contemporary writing by women argues that, in addition to gender, identity markers such as race, class, religion, citizenship, sexuality, and marital status have influenced women’s lives in the United States for more than 200 years. Voices of American Women's History illustrates that gender alone has never defined women's experiences in America. Women from diverse backgrounds are represented in media and documents that include pamphlets, book excerpts, personal narratives, photographs, advertisements, congressional testimonies, and Supreme Court rulings. Such

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Hooper, Daniel, and Natasha Hashimoto, eds. Teacher Narratives From the Eikaiwa Classroom: Moving Beyond "McEnglish". Candlin & Mynard ePublishing, 2020. http://dx.doi.org/10.47908/13.

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This book includes 16 chapters written by current and former eikaiwa (English conversation school) teachers to illustrate a complexity within the eikaiwa profession that has been thus far largely ignored. Through teacher narratives, the authors explore the unique and often problematic world of eikaiwa to present a counter narrative to what the editors regard as blanket stereotyping of a multifaceted and evolving teaching context. Eikaiwa schools are found in virtually every city and town in Japan. They provide conversation and test-preparation classes for learners of all ages. Those attendin

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Części książek na temat "Teachers from migratory backgrounds"

Nyamupangedengu, Eunice. "Teaching Genetics to Pre-Service Teachers from Diverse Backgrounds." In Self-Study and Diversity II. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-534-0_10.

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Marzoli, Irene, Nico Rizza, Alessandro Saltarelli, and Euro Sampaolesi. "Arduino: From Physics to Robotics." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_41.

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AbstractThis paper discusses how a microcontroller, like Arduino, can improve laboratory practice in Italian upper secondary school and change students’ attitudes towards STEM subjects. Since 2015, we started a close and fruitful collaboration with several high school teachers in the Marche region to introduce microcontroller programming to the physics lab. Notably, the project also involved teachers of other subjects, such as computer science, and with different backgrounds, for example electronic engineering, thus showing the inherently interdisciplinary character and versatility of Arduino.

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Akkari, Abdeljalil, and Myriam Radhouane. "International Migrations and the Management of Identity by the State." In Intercultural Approaches to Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-70825-2_2.

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AbstractDespite meeting opposition, intercultural approaches to education have still been able to spread. International migrations form a typical part of global phenomena and have resulted in the adoption and legalization of these approaches in many countries. In this chapter, we will look initially at the extent and evolution of international migrations in the world. Then, we will address the different models of access to citizenship. Finally, we will analyse the consequences of restricted access to citizenship for children and young people from migratory backgrounds.

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Dyer, Elizabeth B. "Preparing Primary Mathematics Teachers to Learn to Work with Students from Diverse Backgrounds." In Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92144-0_11.

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Vijayavarathan-R, Kalpana, and Edda Óskarsdóttir. "‘Analysis of Policies Supporting Teachers to Tackle Linguistic and Cultural Diversity and Facilitate Inclusion from the Perspectives of Iceland and the Faroe Islands’." In Springer Polar Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_12.

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AbstractIn today’s fast changing multicultural societies, governments and organisations must use their agency to ensure the contribution and inclusion of all cultures and ethnicities. A key factor for enabling this is ensuring education plays a leading role in facilitating the creation of an inclusive society. In this context, the education of teachers must be a priority given the reach and impact teachers have on a society. Therefore, teacher education with its role in preparing pre-service teachers for teaching in a multicultural setting is uniquely placed to enable focus on and engender a f

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I, Ji Yeong, and EunJin Bahng. "“After Building Relationships, Language Is No Longer a Barrier”: Two Bilingual Mathematics Teachers’ Growth Through Student Teaching Experiences." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_6.

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AbstractWe followed the journeys of two bilingual mathematics teachers during their student teaching experiences. Both bilingual teachers initially expressed the high anxiety they experienced when speaking English as a Second Language speakers during their student teaching. As they interacted with supportive co-operating teachers, along with culturally and linguistically diverse students, both teachers showed how they underwent a crucial shift in their thinking from deficit views to asset-rich views in terms of their own cultural and linguistic identities. The results of this case study sugges

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Wang, Deyu Woody, Weihang Cheng, Yun Jin, and Manwen Ivy Guo. "Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_5.

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AbstractNew technologies inspire the reforms in education. A global pandemic that kept people including students and teachers in their homes only accelerated the progress of adopting new ways for students to learn and for teachers to teach. This chapter presents two programs carried out by Tsinghua University and Tsinghua University High School to provide adequate learning experience for students even when they cannot attend school physically. The merits of the two programs are not only reflected in the new content students learned, but also emphasized by the fact that students from distant ar

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Dyer, Elizabeth B. "An International Study of the Relationship Between Learning to Teach Students from Diverse Backgrounds and Mathematical Knowledge for Teaching in Future Secondary Mathematics Teachers." In Exploring the Mathematical Education of Teachers Using TEDS-M Data. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92144-0_15.

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Stroupe, Richmond, and Sisilia Setiawati Halimi. "A Preliminary Report: Examining Pre-service Teacher Education, Teaching Practices, and Linguistic Diversity in the Indonesian Context." In Engaging Indonesia. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2336-2_6.

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AbstractCovering an area of approximately 1.8 million square kilometers, and including a vast number of ethnic and linguistic groups, encompassing approximately 700 indigenous and minority languages, from varying cultural backgrounds, Indonesia presents a unique opportunity to examine how its education system addresses such a variety of needs across such a diverse context. Any second language education including English presents unique challenges in such a linguistically diverse landscape. Examining how such an education system addresses these challenges would be useful for policy makers, admi

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Streszczenia konferencji na temat "Teachers from migratory backgrounds"

Uriegas, Brian. "Identifying the Professional Development Needs for Teachers From Noneducational Backgrounds." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1678937.

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Kiss, Julien-Ferencz. "Romanian Teachers 'Perspective On The Education Of Students From Vulnerable Backgrounds." In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.102.

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Xarles-Jubany, Gemma, and Kyungmee Lee. "Beyond Allowing the Disadvantaged in: Biographical Perspectives of Online Higher Education Alumni with Migratory Backgrounds." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6357.

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Since the United Nations made a call in 2016 to facilitate online education for migrants worldwide, the number of online initiatives targeting this profile of students has been growing. The rapid growth in course offerings and students' enrolment has mistakenly been considered evidence for the increased accessibility of university education. However, improving access to higher education is a complex and multidimensional social issue beyond allowing the disadvantaged in universities. Thus, our research aims to develop a more comprehensive understanding of the accessibility of online higher educ

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Imig, Scott. "Supporting Children and Families With Refugee Backgrounds: Lessons From Teachers in Five Countries." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2011731.

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Vančíková, Katarína, Mária Hušlová Orságová, and Dominika Molnárová. "COOPERATION WITH PARENTS OF PRESCHOOL CHILDREN FROM DIFFERENT SOCIO-CULTURAL BACKGROUNDS - TEACHERS' CONCERNS." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1418.

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Kim, Hannah. "Toward Culturally Responsive Social-Emotional Learning: Teachers’ Praxis and Challenges in Supporting Students From Refugee Backgrounds." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2101279.

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Van Der Putten, Sonja Aicha. "HOW RELATIONSHIPS IMPACT SENSE OF BELONGING IN SCHOOLS AMONGST FEMALE ADOLESCENTS FROM REFUGEE BACKGROUNDS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end019.

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Education is believed to play an essential role in creating a sense of belonging amongst adolescents from refugee backgrounds. This narrative inquiry study set out to better understand the influence that relationships formed in one Canadian school community played in the development of a sense of belonging amongst female adolescent students from refugee backgrounds. Study participants were from Middle Eastern and East African origin and had been living in Canada for two-years or less. Data were collected over a five-month period through two sets of interviews, and a series of observations. Fin

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Fico, Martin. "Teachers with Different Educational Background and Their Self-Efficacy." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.09.

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The presented text responds to the repeated opening of the topic of qualification prerequisites for the teaching profession. The aim of the work is to measure and compare teachers‘ self-efficacy among teachers with different educational backgrounds. The main research question is how preparation for the teaching profession is mirrored in teacher self-efficacy. The research sample in this study consists of Czech teachers (n = 377) with different educational backgrounds (teachers’ educational programs from faculties of education, faculties of sciences, faculties of arts) also included those who h

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Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.

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constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding

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Howley, Peter, Ayse Bilgin, and Elena Prieto. "Engaging students and teachers through statistics towards greater connection and social responsibility." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17308.

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Arresting statistical anxiety and connecting students with statistics is critical in the big data age and for future generations to be socially responsible citizens. This paper outlines a national project-based learning activity, which facilitates interdisciplinary projects, engages students from varied backgrounds with varying areas of interest, and develops key communication, research and statistical skills aligned with national school curriculum outcomes. Allowing students to take the lead, determine the context and self-diagnose are powerful motivators. A mentoring model connecting industr

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Raporty organizacyjne na temat "Teachers from migratory backgrounds"

Ajzenman, Nicolás, Gregory Elacqua, Luana Marotta, and Anne Sofie Olsen. Order Effects and Employment Decisions: Experimental Evidence from a Nationwide Program. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003558.

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In this paper, we show that order effects operate in the context of high-stakes, real-world decisions: employment choices. We experimentally evaluate a nationwide program in Ecuador that changed the order of teaching vacancies on a job application platform in order to reduce teacher sorting (that is, lower-income students are more likely to attend schools with less qualified teachers). In the treatment arm, the platform showed hard-to-staff schools (institutions typically located in more vulnerable areas that normally have greater difficulty attracting teachers) first, while in the control gro

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Gortazar, Lúcas, Claudia Hupkau, and Antonio Roldan. Spain: A Succesful Experience of Remote Tutoring. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005077.

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In 2021, EsadeEcPol, in collaboration with the "Empieza Por Educar" Foundation (ExE), launched "Menttores", an online educational reinforcement program aimed at students from vulnerable backgrounds in response to the challenges posed by COVID-19. Over 8 weeks, 356 students aged 12-15 from 18 educational centers in Madrid and Catalonia benefited from three weekly tutoring sessions, each 50 minutes long, taught by paid-for, qualified math teachers who passed a rigorous selection and training process. Through a "Randomized Controlled Trial" (RCT), it was shown that the program achieved a signific

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Gonchigdorj, Ariunkhishig, Frederika Warren, Akanksha Bapna, Namrata Sharma, Arnaldo Pellini, and Crystal Green. Spotlight on EdTech: Bangladesh. HundrED, 2023. http://dx.doi.org/10.58261/misf7076.

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Bangladesh has made remarkable progress in achieving over 90% primary enrollment with significantly improved gender parity. Its focus has now shifted from universal primary education towards the quality of education and improvements in teaching outcomes. In order to meet this goal, the government has turned to the merits that EdTech can offer and is implementing a blended learning approach that integrates both digital and physical elements, and balances creative and logical aspects to strengthen its progress and address Bangladesh’s current educational challenges. In partnership with EdTech Hu

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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Gamified Curricula. HundrED, 2024. http://dx.doi.org/10.58261/ikck1648.

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Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria rev

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance th

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questio

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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach

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Hoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh, and Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.

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This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys). It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend. The period covered by the study encompasses an education reform, the General Education Quality Improvement Program – Phase II (GEQIP-II). GEQIP-II’s goals included increasing access to primary education and the quality

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Pitsia, Vasiliki, Sarah McAteer, Grainne McHugh, and Emer Delaney. PIRLS 2021: Exploring the contexts for reading of primary school pupils in Ireland. Educational Research Centre, 2024. http://dx.doi.org/10.70092/1691824.1024.

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This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading i

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Fearns, Joshua, and Lydia Harriss. Data science skills in the UK workforce. Parliamentary Office of Science and Technology, 2023. http://dx.doi.org/10.58248/pn697.

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This POSTnote looks at specialist data skills in the UK, including for artificial intelligence. It considers demand and supply, workforce demographics, challenges, and initiatives to increase supply. Key points: • Collecting and analysing data offers potential economic and social benefits. Analysis by the McKinsey Global Institute estimated that, by 2030, UK GDP could increase by up to 22% as a result of AI. • Potential societal benefits could range from climate change mitigation, to improving early detection and diagnosis of cancers by using AI to identify patterns from imaging (MRI) scans th

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