Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned

Autor/inn/en	Mendenhall, Mary; Bartlett, Lesley
Titel	Academic and Extracurricular Support for Refugee Students in the US: Lessons Learned
Quelle	In: Theory Into Practice, 57 (2018) 2, S.109-118 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mendenhall, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2018.1469910
Schlagwörter	Extracurricular Activities; Refugees; Qualitative Research; Student Adjustment; Land Settlement; Cultural Differences; International Schools; Educational Practices; Academic Support Services; Teacher Student Relationship; Teacher Role; English (Second Language); Second Language Learning; Teaching Methods; Tutoring; Homework; Self Esteem; Interpersonal Competence; Instructional Leadership; Student Evaluation; High School Students; Student Attitudes; Educational Experience; Administrator Role; New York (New York) + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Flüchtling; Qualitative Forschung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Siedlungsraum; Kultureller Unterschied; International school; Internationale Schule; Bildungspraxis; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Hausaufgabe; Self-esteem; Selbstaufmerksamkeit; Interpersonale Kompetenz; Instruction; Leadership; Bildung; Erziehung; Führung; Schulnote; Studentische Bewertung; High school; High schools; Oberschule; Schülerverhalten; Bildungserfahrung
Abstract	This article examines students' experiences as resettled refugee and asylee students in international schools in New York City. Specifically, it looks at how teachers and school leaders provide critical academic and extracurricular support to facilitate students' adjustment to academic environments that differ markedly from those compared in their countries of origin or the countries of asylum visited prior to their arrival in the United States. Drawing on a qualitative study conducted in New York City at two international schools, as well as program staff from an outside organization that often collaborates with international schools hosting refugee and asylee students, the article documents promising practices and offers practical recommendations for teachers working with refugee students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01