Literaturnachweis - Detailanzeige
Autor/inn/en | Shahbazi, Sara; Palazzolo, Alyssa; Salinitri, Geri |
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Titel | Breaking Silence: The Voices of Syrian Refugee Children in the Canadian Classroom |
Quelle | In: Journal of Global Education and Research, 4 (2020) 1, S.33-47, Artikel 3 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2577-5081 |
Schlagwörter | Children; Refugees; Elementary School Students; Public Schools; Student Experience; Socialization; Classroom Environment; Peer Acceptance; Friendship; Teacher Student Relationship; Student Needs; English Language Learners; Learning Motivation; Native Language; Semitic Languages; Literacy; Foreign Countries; Holistic Approach; Syria; Canada Child; Kind; Kinder; Flüchtling; Public school; Öffentliche Schule; Studienerfahrung; Socialisation; Sozialisation; Klassenklima; Unterrichtsklima; Freundschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Motivation for studies; Lernmotivation; Arabisch; Hebräisch; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Holistischer Ansatz; Syrien; Kanada |
Abstract | The researchers in the study explored the lived experiences of Syrian refugee students in the Canadian classroom. The participant sample included four students who entered their first year in a South-western Ontario public school as of the 2015-2016 calendar year. Data were collected through one-on-one semi-structured interviews. Analysis of results indicated the District's growing need for understanding refugee students using a holistic approach, utilizing and building peer relationships for language acquisition, and recognizing the effects of the structure of the learning environment on student experiences. (As Provided). |
Anmerkungen | University of South Florida M3 Center. 8350 North Tamiami Trail, Sarasota, FL 34243. Tel: 941-359-4563; Fax: 610-500-5092; e-mail: info@jger.us; Web site: https://scholarcommons.usf.edu/jger/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |