School-family-community collaborations: the contribution of the intercultural worker in accompanying newly immigrant parents to school

2016 ◽  
pp. 127-149
Author(s):  
Josée Charette ◽  
Jean-Claude Kalubi
Keyword(s):  
School Environment ◽  
Immigrant Students ◽  
Educational Experiences ◽  
Professional Group ◽  
Immigrant Parents ◽  
Host Society ◽  
Structured Interviews ◽  
School Aged Children ◽  
Exploratory Approach ◽  
The Social

Families who immigrate with school-aged children face two particular challenges: the practice of parenting in general and the practice of parenting in an unfamiliar or acculturating school environment. It is on these challenges that an emerging professional group is working in Quebec. Specifically, it is the group of intercultural community workers in schools (ICSI). This group supports the social and educational experiences of immigrant families, facilitating collaborations between schools, families and communities. This article explores the practices of ICSI that stimulate the effective accompaniment of parents of recent immigrant students. Through a qualitative exploratory approach, semi-structured interviews were conducted with three ICSIs from different administrative regions. The results show the relevance of implanting a welcome protocol to better accompany these parents. They also help understand the evolution of the relation between these parents and school, according to the adjustments of their family project and the challenges raised by their settlement in the host society. 

scholarly journals Bariery integracji uczniów cudzoziemskich ze środowiskiem szkolnym

2020 ◽  
pp. 215-236
Author(s):  
Aneta Sylwia Baranowsk
Keyword(s):  
School Environment ◽  
Social Life ◽  
Immigrant Students ◽  
Negative Attitude ◽  
School Age Children ◽  
Teaching Staff ◽  
The Social ◽  
Polish Society ◽  
Polish Language ◽  
Is Integration

Every year, more and more immigrants come to Poland. They settle in our country together with their school-age children. One of the tasks that immigrants and their children face is integration into Polish society. In the case of foreign children, it usually takes the form of integration into the school environment as they have the most frequent contact with the Poles at school. Integration into the school environment involves the inclusion of immigrant students in the social life of the school and simultaneously opening up the entire school community to their presence. Unfortunately, culturally different children encounter many obstacles, which significantly impedes success. These obstacles relate primarily to the lack of knowledge of the Polish language, emotional problems and a negative attitude towards their peers and their parents as well as to the teaching staff.

scholarly journals Adolescent Health Literacy and Neighbourhood Features: HBSC Findings from Czech Republic, Poland, and Slovakia

2021 ◽  
Vol 18 (14) ◽  
pp. 7388
Author(s):  
Dorota Kleszczewska ◽  
Katarzyna Porwit ◽  
Zuzana Boberova ◽  
Eric Sigmund ◽  
Jana Vasickova ◽  
...  
Keyword(s):  
Czech Republic ◽  
Health Literacy ◽  
School Environment ◽  
Structural Features ◽  
School Aged Children ◽  
Family Wealth ◽  
Strong Positive Relationship ◽  
The Social ◽  
Health Related ◽  
Reported Data

The role of supportive environments on health, wellbeing, and longevity has been widely recognized. However, there is no strong empirical evidence on the association between health literacy (HL) as a particular health-related competence and neighbourhoods. Therefore, the aim of the study was to assess the association between the features of neighbourhoods and the level of HL competencies of young people from three countries (Czech Republic, Poland, Slovakia). Self-reported data from an international sample of 11,521 students aged 13–15 years participating in the Health Behaviour in School-aged Children Study (HBSC) in the year 2018 were included in the analyses. The level of HL shows a strong positive relationship with family wealth, and a significant relationship is maintained in all studied countries. Both social and structural features of neighbourhoods turned out to have an impact on students’ HL. However, HL is most clearly explained by the school environment. This study confirms the school effect on higher levels of HL competences in adolescents. This indicates the need to invest in schools located in less affluent areas to generally improve the level of education, implement modern health education combined with HL, and strengthen the social and health competencies of students.

scholarly journals Mothers’ experience of caring for home-quarantined children after close contact with COVID-19 in Korea: an exploratory qualitative study

2021 ◽  
Vol 27 (3) ◽  
pp. 220-229
Author(s):  
Hyeyeon Lee ◽  
Mihui Kim ◽  
Ocksim Kim ◽  
Sue Kim ◽  
Seongmi Choi
Keyword(s):  
Qualitative Study ◽  
Thematic Analysis ◽  
Close Contact ◽  
Social Stigma ◽  
Psychosocial Issues ◽  
Structured Interviews ◽  
Face To Face ◽  
School Aged Children ◽  
The Social ◽  
Psychosocial Difficulties

Purpose: The world saw a shift into a new society consequent to the coronavirus disease 2019 (COVID-19), which made home quarantine mandatory for a person in close contact with those who tested positive. For children, however, home quarantine was not limited only to themselves but the involvement of parents, even mothers were required to quarantine. This qualitative study aims to explore and understand mothers’ experience and their related psychosocial issues while caring for their school-aged children who had to home quarantine after coming in close contact with COVID-19 positive individuals in Korea. Methods: Data were collected from October 2020 to January 2021 via in-depth, semi-structured interviews with nine mothers of children who had to home quarantine. Interviews were conducted face-to-face in an independent space near the participant’s home or workplace (n=5) or via online platforms or telephone (n=4). The data were analyzed using thematic analysis through several iterative team meetings.Results: Thematic analysis revealed the following four themes: “Unable to be relieved due to uncertain situations surrounding me,” “Blame and hurt toward me, others, and one another,” “Pulling myself together for my children in my broken daily life,” and “Changes in the meaning of life amid COVID-19.”Conclusion: The narratives show that mothers experienced psychosocial difficulties while caring for their children during home quarantine. It is necessary to reduce the social stigma toward individuals in home quarantine and establish policies to ensure the mothers’ work and family’s compatibility.

Cross-Cultural Educational Experiences and Academic Achievement of Ghanaian Immigrant Youth in Urban Public Schools

2016 ◽  
Vol 49 (4) ◽  
pp. 434-455 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
School Environment ◽  
Immigrant Students ◽  
Educational Experiences ◽  
Immigrant Youth ◽  
Cross Cultural ◽  
African Immigrant ◽  
Black African ◽  
Stress Changes

The past two decades have witnessed a rapid increase of immigrant population in U.S. schools. Little is known, however, about factors that promote cross-cultural experiences, academic achievement, and/or challenges of Black African immigrant youth, which is particularly significant today in the midst of the current social and political discourse over the influence of immigration in U.S. schools. Sixty Ghanaian-born immigrant students were recruited and interviewed. Analyses, which draw from in-depth interviews and observations, revealed that resilience to succeed, teacher and parent support, positive school environment, past histories including educational experiences, and challenging factors of racism, classism, xenophobia, acculturative stress, changes in curriculum, language, and cultural discrimination emerged as the major factors that largely influenced academic achievement of these learners. This article discusses the implications of these findings for educators who are tasked to render better educational settings for Black African immigrant students to succeed in U.S. schools.

The Social Behaviour of 11- to 12-year-old Children Born as Low Birthweight and/or Premature Infants

1997 ◽  
Vol 21 (4) ◽  
pp. 795-811 ◽  
Author(s):  
Réjean Tessier ◽  
Line Nadeau ◽  
Michel Boivin ◽  
Richard E. Tremblay
Keyword(s):  
School Environment ◽  
Social Behaviour ◽  
Low Birthweight ◽  
Study Groups ◽  
Control Groups ◽  
School Aged Children ◽  
The Social ◽  
Peer Nomination ◽  
Class Play ◽  
Evaluation Inventory

Two studies (Study 1 and Study 2) were carried out to compare the social behaviour of school-aged children born as premature and/or low birthweight infants, with that of children born as healthy fullterm infants. Participants in Study 1 were 147 11-year-olds of whom 49 (29 females and 20 males) were reported by their parents to have been born prematurely. Participants in Study 2 were 84 11-year-old boys, 28 of whom were born with a birthweight less than 2000 grams. These at-risk subjects were followed for a period of two years. Subgroups within both study groups were matched with control groups using gender, age, and the school environment as common factors. Children in the target classes of Study 1 were classified using the Revised Class Play (Masten, Morison, & Pelligrini, 1985) and the Peer Nomination Inventory (Perry, Kusel, & Perry, 1988). In Study 2, the children completed the Pupil Evaluation Inventory (PEI) (Pekarik, Prinz, Liebert, Weintraub, & Neale, 1976). Findings suggest that aggressive behaviour is not related to birth status and that birth status is not linked to prosocial behaviour associated with sociability and likeability. However, both studies showed that children (boys and girls alike) born as premature or low birthweight infants, expressed greater levels of internalised social behaviour. These findings suggest that infants born premature and/or with a low birthweight may be less socially competent with their peers during their school-age years.

scholarly journals Las representaciones sociales de la educación ambiental en clases de educación física, de los estudiantes y profesores de establecimientos educacionales de la IX región de la Araucanía, Chile (Social representations of environmental education in physical

Retos ◽  
2021 ◽  
Vol 44 ◽  
pp. 485-495
Author(s):  
Carlos Roberto Arriagada
Keyword(s):  
Environmental Education ◽  
School Environment ◽  
Social Representations ◽  
National Curriculum ◽  
Structured Interviews ◽  
Education Students ◽  
Environmental Care ◽  
Physical Education Students ◽  
The Social ◽  
Teachers And Students

  La Educación Ambiental como contenido está vinculado de manera incipiente en el currículum nacional, la cual, por el contexto actual global y regional debería ser un eje central y transversal, que persiga concientizar, formar y modificar actitudes sobre el cuidado del ambiente desde las edades tempranas y durante toda la escolaridad. El propósito de la investigación es describir y comprender en profundidad las representaciones sociales de los estudiantes y profesores de Educación Física sobre Educación Ambiental de los establecimientos educacionales de las comunas Curacautín, Temuco y Puerto Saavedra de la IX Región de la Araucanía. La metodología de esta investigación es de enfoque cualitativo, la cual se lleva a cabo a través de entrevistas semiestructuradas abiertas, los datos son recopilados y analizados a través del software Atlas.ti versión 8. Los principales resultados de este estudio evidencian el escaso conocimiento de los estudiantes en relación con la Educación Ambiental. De igual forma los docentes de cada establecimiento consienten integrar la Educación Ambiental dentro de sus clases, pero de forma secundaria, sin abarcar contenidos concretos directamente relacionados con el cuidado del medio ambiente. Finalmente se concluye, que las representaciones sociales de los docentes y estudiantes revelan un interés por el tema y expresan diversas opiniones e ideas respecto de cómo podría ser abordado el contenido, de manera que el conocimiento sobre EA crezca y se desarrolle en el ámbito escolar.  Abstract.Environmental Education as a content is incipiently linked to the national curriculum, which, due to the current global and regional context, should be a central and transversal axis that seeks to raise awareness, train and modify attitudes on environmental care from early ages and throughout schooling. The purpose of the research is to describe and understand in depth the social representations of Physical Education students and teachers about Environmental Education in educational establishments in the communes of Curacautín, Temuco and Puerto Saavedra in the IX Region of Araucanía. The methodology of this research is of qualitative approach, which is carried out through open semi-structured interviews, the data are collected and analyzed through the Atlas.ti version 8 software. The main results of this study show the scarce knowledge of the students in relation to Environmental Education. Likewise, the teachers of each establishment agree to integrate Environmental Education in their classes, but in a secondary way, without including concrete contents directly related to the care of the environment. Finally, it is concluded that the social representations of teachers and students reveal an interest in the subject and express diverse opinions and ideas regarding how the content could be approached, so that knowledge about EE grows and develops in the school environment.

Multichannel management gets “social”

2014 ◽  
Vol 48 (7/8) ◽  
pp. 1274-1295 ◽  
Author(s):  
Ilaria Dalla Pozza
Keyword(s):  
Social Media ◽  
Conceptual Framework ◽  
Structured Interviews ◽  
Content Type ◽  
Competitive Effects ◽  
Customer Behaviour ◽  
Exploratory Approach ◽  
The Social ◽  
Twitter Users ◽  
Media Channels

Purpose – This paper aims to investigate customers’ motivations and the decision-making process when choosing a channel in a “social” multichannel environment that includes social media channels, and the complementary and competitive effects compared to traditional channels within the multichannel strategy of a major European telecoms provider. A conceptual framework of multichannel customer behaviour in a “social” multichannel environment is proposed. Design/methodology/approach – The study adopts an exploratory approach through 74 semi-structured interviews with customers of a major European telecoms provider who have also used social media channels to contact the company (customer-initiated contact, CIC). Findings – Users of distinct social media channels are driven by different motivations. For instance, the social motivation for using social media is evident for Facebook users, while Twitter users are mainly driven by utilitarian considerations. Although users of different social media channels represent distinct segments in terms of behaviours and motivations, complementary effects among channels (new and traditional) are generally detected in the sense that a better customer experience is driven by the presence of multiple channels. Research limitations/implications – Data collection was performed for only one company in one industry and should be extended to other industries, although our results were confirmed by discussions with social media managers of other companies. Practical implications – The research offers suggestions to develop multichannel strategies in a “social” multichannel environment. Originality/value – This study advances knowledge in the multichannel management field by investigating why and how customers utilize channels in a multichannel environment that includes social media channels. The authors develop a conceptual framework of multichannel customer behaviour for CIC in a “social” multichannel environment.

scholarly journals The maintenance of white privilege: The case of white South African migrants in the UK

Ethnicities ◽  
2017 ◽  
Vol 19 (1) ◽  
pp. 95-116 ◽  
Author(s):  
Kristoffer Halvorsrud
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Economic Status ◽  
Host Society ◽  
Migrant Group ◽  
Structured Interviews ◽  
Group Status ◽  
South Africans ◽  
The Social ◽  
The Uk

White South Africans constitute a privileged migrant group compared to many other, and particularly ‘non-white’, migrants in the UK. Little research has been conducted on this particular group, however. Through an interview study, this gap in research will be addressed. Based on 30 qualitative and semi-structured interviews, the paper argues that some white South Africans in the UK emphasise aspects of their group status deemed to be ‘desirable’ by the white host society population – and thereby maintain the white privileges with which they have historically been bestowed – in order to offset any negative connotations associated with their status as a migrant group. The privileges accrued by their whiteness that white South Africans are shown to be maintaining include the relevance of British ancestral ties privileging certain white South Africans, the relevance of their socio-cultural background stemming from the colonial ties between Britain and South Africa, the significance attached to English language proficiency as well as their socio-economic status in the global transnational employment market. In the process, it will be shown how some white South Africans construct themselves in a manner that works to distinguish them from more stigmatised groups. It is shown how participants buy in to anti-immigration rhetoric – as commonly associated with the host country’s immigration and citizenship policy environment – in order that this can continue to be directed at more stigmatised groups rather than themselves. This, then, references markers of difference such as ancestry, culture and language, essentially enabling the stigmatisation even of other white migrants, such as Eastern Europeans who are predominantly white but perceived to be lower down in the ‘social hierarchy’ of the host society than white South Africans.

Control in Flexible Working Arrangements

2015 ◽  
Vol 14 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Cornelia Gerdenitsch ◽  
Bettina Kubicek ◽  
Christian Korunka
Keyword(s):  
Self Determination Theory ◽  
Digital Natives ◽  
Self Determination ◽  
Structured Interviews ◽  
Similar Extent ◽  
Decision Latitude ◽  
Media Technologies ◽  
Exploratory Approach ◽  
Flexible Working ◽  
Temporal And Spatial

Supported by media technologies, today’s employees can increasingly decide when and where to work. The present study examines positive and negative aspects of this temporal and spatial flexibility, and the perceptions of control in these situations based on propositions of self-determination theory. Using an exploratory approach we conducted semi-structured interviews with 45 working digital natives. Participants described positive and negative situations separately for temporal and spatial flexibility, and rated the extent to which they felt autonomous and externally controlled. Situations appraised positively were best described by decision latitude, while negatively evaluated ones were best described by work–nonwork conflict. Positive situations were perceived as autonomous rather than externally controlled; negative situations were rated as autonomously and externally controlled to a similar extent.

LINGKUNGAN PENDIDIKAN DALAM AL-QUR’AN DAN HADIS

2018 ◽  
Vol 4 (01) ◽  
pp. 13
Author(s):  
Hasbullah Hasbullah
Keyword(s):  
Religious Education ◽  
School Environment ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Environment Education ◽  
Artificial Environment ◽  
The Social ◽  
The Family ◽  
Biological Environment ◽  
Education Process

Abstract. Educational environment is needed in the education process, because the educational environment serves to support the process of teaching and learning, a comfortable environment and support for the implementation of an education is needed. The environment is distinguished into the biological environment, the non-living natural environment, the artificial environment and the social environment. Education is one of the first obligations for parents. In Islam, the person most responsible for the education of the child is the parent. The family is the "smallest people" who have leaders and members, has a division of work and work, and the rights and obligations of each member. The best exemplary education for children is if both parents are able to connect their child with the example of Rasûlullâh SAW, as uswah of all mankind. A positive school environment is a school environment that provides facilities and motivation for religious education. Keywords. Environment, Education   Abstrak. Lingkungan pendidikan sangat dibutuhkan dalam proses pendidikan, sebab lingkungan pendidikan berfungsi menunjang terjadinya proses belajar mengajar, lingkungan yang nyaman dan mendukung bagi terselenggaranya suatu pendidikan sangat dibutuhkan. Lingkungan dibedakan menjadi lingkungan alam hayati, lingkungan alam non-hayati, lingkungan buatan dan lingkungan sosial. Pendidikan merupakan salah satu kewajiban pertama bagi orang tua. Dalam Islam, orang yang paling bertanggung jawab dalam pendidikan anak adalah orang tua. Keluarga adalah “umat terkecil” yang memiliki pimpinan dan anggota, mempunyai pembagian tugas dan kerja, serta hak dan kewajiban bagi masing-masing anggotanya. Pendidikan keteladanan terbaik bagi anak, ialah jika kedua orang tua mampu menghubungkan anaknya dengan keteladanan Rasûlullâh SAW, sebagai uswah seluruh umat manusia. Lingkungan sekolah yang positif yaitu lingkungan sekolah yang memberikan fasilitas dan motivasi untuk berlangsungnya pendidikan agama. Kata Kunci. Lingkungan, Pendidikan Daftar Pustaka Ahmadi, Abu dan Nur Uhbiyati. 2001. Ilmu Pendidikan. Jakarta: Rineka Cipta. Badudu, Js. 1996. Kamus Umum Bahas Indonesia. Jakarta: Pustaka Sinar Harapan. Juhji. 2015. “Telaah Komparasi Konsep Pembelajaran Menurut Imam Al-Zarnuji dan Imam Al-Ghozali”. Tarbawi. 1(02): 17-26 Juli - Desember 2015. Terdapat dalam http://jurnal.uinbanten.ac.id/index.php/tarbawi/article/view/257/254 Nata, Abudin. 2010. Sejarah Pendidikan Islam. Jakarta: Raja Grafindo Persada. Nizar, Samsul dan Zainal Efendi Hasibuan. 2011. Hadist Tarbawi. Jakarta: Kalam Mulia. Purwanto, Ngalim. 1996. Psikologi Pendidikan. Bandung: Remaja Rosda Karya. Ramayulis. 2008. Ilmu Pendidikan Islam. Jakarta: Kalam Mulia. Soejono, Ag. tt. Pendahuluan Pendidikan Umum. Bandung: CV. Ilmu. Suwarno. 1982. Pengantar Umum Pendidikan. Jakarta: Aksara Baru. Tafsir, Ahmad. 2000. Ilmu Pendidikan dalam Perspektif Islam. Bandung: Remaja Rosda Karya. Tafsir, Ahmad. 2003. Metodologi Pengajaran Agama Islam. Bandung: Rosdakarya. Uhbiyati, Nur. 1997. Ilmu Pendidikan Islam. Bandung: Pustaka Setia.

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