The experiences of refugee students with interrupted formal education in an urban secondary school newcomer program
Başlık çevirisi mevcut değil.
- Tez No: 400313
- Danışmanlar: PROF. MARY JANE CURRY
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2012
- Dil: İngilizce
- Üniversite: Unıversıty Of Rochester
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
The purpose of this dissertation study was to examine the experiences ofadolescent refugee students with interrupted formal education (SIFE) in an urbansecondary school in the northeastern United States. SIFE are a subset of the largergroup of English language learners (ELLs), with particular histories and needs. Manyrefugee children experience interrupted education in refugee camps and some arrive inthe United States speaking languages that do not have a written form.Critical theory, ethics of care, and culturally responsive pedagogy were used astheoretical frameworks for this dissertation. Critical theory provided an overarchingcritical lens when looking at SIFE?s experiences in secondary school. The frameworkof ethics of care and culturally responsive pedagogy brought out information abouthow a teacher can create a positive learning atmosphere for SIFE and help studentsadjust to school in the United States.The study used an ethnographic methodology to examine and analyze theexperiences of refugee adolescent students and their teacher in a newcomer program.The data were collected during the 2010-2011 academic year. Data sources were fieldnotes constructed from participant observations of the classroom; videotapes andaudiotapes of class activities; transcripts of audio-recorded individual interviews withstudents, teachers; and documentation, such as curriculum materials, class records,student work, and my researcher journal.Data were coded using the NVivo8 software program. Initially data wereanalyzed using a grounded theory approach. Data and findings were then organizedto construct analysis of the themes that arose. The data were analyzed using theframeworks of critical theory (Apple, 1996, 2004; Gee, 1996, 1999, 2005; Giroux,1997, 2003; McLaren, 1994, 2003), an ethics of care (Noddings, 1984; 1995),culturally responsive pedagogy (Gay, 2000, 2010; Ladson-Billings, 1995). Thefindings of the study demonstrate that despite a relatively unsupportive environment inthe school, the participant teacher in the classroom enacted both an ethics of care andculturally responsive/relevant pedagogy. As a result she created a culture that allowedELL SIFE to adapt successfully into the U.S. education system. The findings of thestudy should help both policymakers and practitioners to develop and improveprograms for adolescent SIFE.
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