The Case Study of a Multicultural Classroom Environment: Syrian and Iraqi Refugees

2020 ◽  
Vol 38 (2) ◽  
pp. 81-99
Author(s):  
İlkay Doğan Taş
Keyword(s):  
Classroom Environment ◽  
First Grade ◽  
Classroom Observations ◽  
Iraqi Refugees ◽  
Teacher Interviews ◽  
Refugee Students ◽  
Multicultural Classroom ◽  
Iraqi Refugee Students ◽  
Education Process

This study aims to determine the positive and/or negative situations and the reactions of the students and teachers to these situations emerged during the education process carried out in a multicultural class with Syrian and Iraqi refugee students. This study is a case study in which the data were collected from classroom observations and teacher interviews. The findings of the study show that the integration of Syrian and Iraqi refugees into Turkish education system is affected both positively and negatively by teachers’ multicultural classroom experiences, students' being in the first grade, learning Turkish as a second language, and the socio-cultural environment.

scholarly journals The Effect of Classroom Environment on Achievement in English as a Foreign Language (EFL): A Case Study of Secondary School Students in Gezira State: Sudan

2017 ◽  
Vol 7 (4) ◽  
pp. 1 ◽  
Author(s):  
Abdul-Majeed Attayib Umar
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
English Language ◽  
First Grade ◽  
Control Group ◽  
Social Emotional ◽  
School Students ◽  
Environment Effect ◽  
Study Zone

Classroom environment plays a significant role in determining students’ level of academic achievement and enhancingtheir holistic growth. For students, the classroom is not just an intellectual space, but also a social, emotional andphysical environment. The purpose of this study is to examine the effects of classroom environment on learningEnglish as a foreign language by a group of first grade students at Secondary Schools in Gezira State in the Sudan. Thisstudy indorses the experimental approach to realize its objective. Two groups of students are classified as theExperimental and the Control group and assigned to study under two different classroom environments. TheExperimental group consists of (122) students. These are accommodated in three well renovated classrooms; while theControl group which includes (135) students are assigned to study in non-renovated schools under relatively poorclassroom environments. The two groups are taught the same English language material by teachers with similarqualifications and experiences during the first term of the academic 2016. Scores in the English Final Examination forthe two groups are compared to check the classroom environment effect on the students’ achievement. These scores aretabulated and analysed using descriptive statistics. The results reveal that there are significant differences between theachievements of the Experimental and the Control group in English in favour of the Experimental group who havestudied under favourable classroom conditions. The researcher has also explored the administrators’ and teachers’viewpoints regarding the learning environment in the study zone and its possible impact on students’ achievement inEnglish. The study ends up with some recommendations including conducting further studies on the environmentaleffect on other school subjects and on female students’ achievement.

scholarly journals “It’s Just Not What We See”

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Christine Mayor
Keyword(s):  
School District ◽  
Social Workers ◽  
Qualitative Case Study ◽  
Developmental Needs ◽  
Teacher Interviews ◽  
Refugee Students ◽  
General Trauma ◽  
Trauma Training ◽  
Educational Environments

There is a growing interest in the provision of trauma interventions in schools, including support for refugees being educated in Canada. Very little research, however, has explored trauma training for those working in schools, particularly from the perspective of teachers. This qualitative case study focused on one school district in a mid-sized city in southwestern Ontario, Canada, examining perspectives on existing trauma training held for teachers who work with Syrian refugee students. Results from seven teacher interviews suggest that social workers must be careful not to slot teachers into pre-existing general trauma training, but must design specific trainings that consider the setting, developmental needs, and forms of trauma unique to war, displacement, and resettlement stressors in order for the trainings to be most helpful to teachers. Further research from the perspective of teachers, as well as Syrian students, is needed in order to create more equitable educational environments.

scholarly journals INTEGRATING REFUGEES INTO SOCIETY AND EDUCATION THROUGH LANGUAGE TRAINING: A CASE STUDY IN ORDU, TURKEY

2018 ◽  
Vol 6 (1) ◽  
pp. 097
Author(s):  
Halis Gözpınar
Keyword(s):  
Foreign Language ◽  
Language Training ◽  
Refugee Students ◽  
Face To Face ◽  
Reference Guide ◽  
The Core ◽  
Speed Up ◽  
Iraqi Refugee ◽  
Iraqi Refugee Students

This paper approaches addressing the linguistic needs of Iraqi refugee students living in Turkey.  Having a command of Turkish and English will allow them to feel more self-confident, more easily establish communication with their peers, receive a better education, have broader employment opportunities, and eventually earn a better income. Language will also help remove the distance between them and society, enable healthy dialogue, and speed up their process of social integration. Turkey is trying to find solutions to this language and social barrier. The core of this research is comprised of eighty-three Iraqi refugee students receiving education at a middle as well as high school in the province of Ordu. The students’ educational progression was evaluated through classroom observation, interviews, e-mails, telephone conversations, face-to-face discussions, family visits, and casual talks with parents, children, youth, and teachers, and then defined as the sample group. The aim of this paper is to show what benefits that the foreign language training we provide has on institutions, communities, and individuals in order to accelerate guest students’ adaptation into the society within which they are living, as well as into education. This paper is also expected to serve as a reference guide for language training programs in especially multicultural environments as is based on the results obtained from our research and experience.  

DESIGN-BUILD: AN EFFECTIVE APPROACH FOR ARCHITECTURE STUDIO EDUCATION

2018 ◽  
Vol 12 (2) ◽  
pp. 146 ◽  
Author(s):  
Nabil Mohareb ◽  
Sara Maassarani
Keyword(s):  
Material Selection ◽  
Environmental Constraints ◽  
Design Project ◽  
Construction Methods ◽  
Physical Scale ◽  
Design Build ◽  
Simulation Results ◽  
Education Process ◽  
Real Target

Current architecture studios are missing an important phase in the education process, which is constructing the students’ conceptual ideas on a real physical scale. The design-build approach enables the students to test their ideas, theories, material selection, construction methods, environmental constraints, simulation results, level of space functionality and other important aspects when used by real target clients in an existing context. This paper aims to highlight the importance of using the design-build method through discussing a design project case study carried out by the Masters of Architecture design programme students at Beirut Arab University, who have built prototype units for refugees on a 1:1 scale.

Using a Culturally Proficient Leadership Lens to Effectively Serve Refugee Students

2021 ◽  
pp. 155545892110124
Author(s):  
Corinne Brion
Keyword(s):  
Middle School ◽  
Cultural Proficiency ◽  
Severe Trauma ◽  
Refugee Students ◽  
Cultural Wealth ◽  
The Republic ◽  
Culturally Proficient Leadership ◽  
Different Cultures ◽  
Culturally Proficient

This teaching case study takes place in an American middle school and tells the story of Dorah, a refugee student from the Republic of Congo who experienced severe trauma. At Lincoln Middle School, the principal and her teachers encounter difficulties serving their refugee students adequately because of their lack of cultural proficiency. This case aims to help leaders in diverse contexts understand how to embrace and advocate for different cultures, beliefs, and norms to increase the cultural wealth of their communities. To achieve this goal, I provide a cultural proficiency model and a trauma-invested framework.

scholarly journals Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

2018 ◽  
Vol 8 (3) ◽  
pp. 79
Author(s):  
Anna Asimaki ◽  
Archontoula Lagiou ◽  
Gerasimos S Koustourakis ◽  
Dimitris Sakkoulis
Keyword(s):  
Structured Interview ◽  
Classroom Teachers ◽  
Student Centered ◽  
Refugee Students ◽  
Refugee Education ◽  
Interview Research ◽  
School Classroom ◽  
Micro Level ◽  
Pedagogic Practices

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.

scholarly journals Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Esti Rahayu ◽  
Shuki Osman
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Document Analysis ◽  
Classroom Observations ◽  
Extended Time ◽  
Learning And Teaching ◽  
Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

scholarly journals The Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh: فاعلية استراتيجية الفصول المقلوبة في تنمية الدافعية نحو تعلم اللغة الإنجليزية لدى طالبات أول متوسط في الرياض

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Ohud Suliman Al- Henaki
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
First Grade ◽  
Female Students ◽  
Experimental Methodology ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
School Girls ◽  
Learning English

The research aimed to investigate the Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh. The research used a semi- experimental methodology to measure the independent variable (teaching technique) on the dependent variable (motivation toward learning). The population included all the students of the first grade in the public schools attending the second term, school year (1439- 1440 AH.). The sample consisted of (82) students, divided into two groups, one experimental consisted of (41) female students, while the other one is a control group consisted of (41) female students. The research tool was the motivated strategies for learning questionnaire (MSLQ). After analyzing the collected data with suitable statistical techniques, the following result was reached: -  There is a statistically significant difference at (α ≥ 0.05) between the means of the students of the two groups (control and experimental) in favor of the experimental group. Therefore, the research proved that the positive effect of teaching using flipped classes in improving the motivation towards learning by middle level female students in English language. Accordingly, various recommendations were presented. Most importantly, develop units for designing school curricula by using flipped classes in the educational administrations. In order to be ready to supply the schools with various subjects (English, Mathematics, Science… etc.) for various levels. Besides, offering incentives for applying, cultivating the specialists, teachers and others who are interested in education by using the flipped classroom strategy, basics and applications. Expand the applications of the flipped classroom strategy in various school levels to improve the motivations of students towards classroom environment and improve the skills of students' using computers and internet, as well as train them on the various technological skills.

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