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* Outlines strategies for educators to support positive educational
and social outcomes for refugee and asylum-seeker students
*Illustrates the link between theory and practice in supporting the
emotional and cognitive needs of multilingual, multicultural
students whose common experiences are displacement, trauma and
loss. *Provides insights from educators who are doing this work
successfully in five different countries.
* Outlines strategies for educators to support positive educational
and social outcomes for refugee and asylum-seeker students
*Illustrates the link between theory and practice in supporting the
emotional and cognitive needs of multilingual, multicultural
students whose common experiences are displacement, trauma and
loss. *Provides insights from educators who are doing this work
successfully in five different countries.
This practical resource for principals and school leaders provides
guidance on how to develop schools into places of belonging for all
children, especially children of refugee and asylum-seeker
backgrounds. It demonstrates the need for school leaders to be
informed, reflective individuals and highlights the role that
leaders can play in a school culture that provides a safe place and
effective educational opportunities for these students. Written in
an accessible manner, each chapter includes a summary of theory and
vignettes from school leaders that outline approaches, challenges,
critical reflections and suggestions for how their experiences can
be adapted to other contexts. Principals' voices and experiences
from across the globe are included, representing a range of school
levels including primary and secondary, large and small enrolments,
religious and public, and urban and rural settings. This book is
intended for use in schools by school principals and aspiring
school leaders, and by educational professionals engaged in
supporting schools with students with refugee backgrounds.
This practical resource for principals and school leaders provides
guidance on how to develop schools into places of belonging for all
children, especially children of refugee and asylum-seeker
backgrounds. It demonstrates the need for school leaders to be
informed, reflective individuals and highlights the role that
leaders can play in a school culture that provides a safe place and
effective educational opportunities for these students. Written in
an accessible manner, each chapter includes a summary of theory and
vignettes from school leaders that outline approaches, challenges,
critical reflections and suggestions for how their experiences can
be adapted to other contexts. Principals' voices and experiences
from across the globe are included, representing a range of school
levels including primary and secondary, large and small enrolments,
religious and public, and urban and rural settings. This book is
intended for use in schools by school principals and aspiring
school leaders, and by educational professionals engaged in
supporting schools with students with refugee backgrounds.
This book is based on the notion that there are many ways in which
mathematics learning can be achieved for students and that not all
of them are focused on the mathematics classroom. It explores the
foundational numeracy principles of the non-mathematical subject
areas and aligns these to the Australian numeracy-learning
continuum. It demonstrates, in detail, the extent to which numeracy
competencies underpin successful learning in all the subject areas
of the curricula. It validates a focus of developing numeracy
competencies through learning in the arts, science and other
discipline areas with which school students to engage with in order
develop holistically, but which are not subjected to national
assessment practices. It is developed around the notion of
'praxis', putting theory into practice in order to respond to the
urgent need for students to be supported in their efforts to
increase their numeracy capabilities in a world where extensive
amounts of new information are often presented in graphical or data
based formats. Additionally, it offers perspectives on developing
all students' capacities to become numerate in school contexts and
presents inclusive, differentiated lesson examples as an
alternative way of exploring numeracy in the context of teaching
and learning in real-world classroom contexts.
This book examines the educational systems into which students with
refugee backgrounds are placed when relocated into their new
homelands. It discusses the current climate of neo liberalism which
pervades schooling in many western countries and the subsequent
impact on curriculum focus and teaching strategies. The authors
propose ways in which these students can be educated with policies
and perspectives which respect diversity and uniqueness, using
among others a primary school in regional Australia dedicated to
holistic education as an example. Informed by postmodern
perspectives on education and its purposes and drawing on the
interdisciplinary wisdoms of critical scholars, this book presents
a theoretical introduction to the educational landscape as found in
many of the countries in which students with asylum seeker and
refugee backgrounds are placed as the result of forced resettlement
in new homelands. It discusses the impact of reductionist
pedagogical and epistemological policies which are the foundations
of neo liberalism. It challenges educators and policy makers to see
beyond superficial differences and competition and to focus instead
on the very significant impact of trauma and loss that these
students have experienced as children and young people. The book
dares educators at all levels of policy and practice to become
truly human again and to consider the role of educational love and
care that formed the cornerstones of educational endeavours for
authentic pedagogues for decades. The book concludes with a
research-based study of a school in a regional Australian town
which not only educates with an ethic of pedagogical love and care,
promoting a sense of belonging and emotional wellbeing for all
students, 30% of which are of asylum seeker and refugee
backgrounds, but celebrates high academic standards needed for
student success, as well.
This book is based on the notion that there are many ways in which
mathematics learning can be achieved for students and that not all
of them are focused on the mathematics classroom. It explores the
foundational numeracy principles of the non-mathematical subject
areas and aligns these to the Australian numeracy-learning
continuum. It demonstrates, in detail, the extent to which numeracy
competencies underpin successful learning in all the subject areas
of the curricula. It validates a focus of developing numeracy
competencies through learning in the arts, science and other
discipline areas with which school students to engage with in order
develop holistically, but which are not subjected to national
assessment practices. It is developed around the notion of
'praxis', putting theory into practice in order to respond to the
urgent need for students to be supported in their efforts to
increase their numeracy capabilities in a world where extensive
amounts of new information are often presented in graphical or data
based formats. Additionally, it offers perspectives on developing
all students' capacities to become numerate in school contexts and
presents inclusive, differentiated lesson examples as an
alternative way of exploring numeracy in the context of teaching
and learning in real-world classroom contexts.
Reflective Practice for Teachers explores a range of key issues
that you will need to engage with during your teacher preparation
and early career in the classroom in order to deepen your
understanding of teaching practice. Case studies and 'What does
this mean for you?' boxes in every chapter take ideas from research
and show how they can apply to the real world of teaching. This
second edition has been updated with: a new chapter on assessment
extended discussion of metacognition in the classroom critical
perspective on what we really know about brain-based learning
further coverage models of reflective practice
Reflective Practice for Teachers explores a range of key issues
that you will need to engage with during your teacher preparation
and early career in the classroom in order to deepen your
understanding of teaching practice. Case studies and 'What does
this mean for you?' boxes in every chapter take ideas from research
and show how they can apply to the real world of teaching. This
second edition has been updated with: a new chapter on assessment
extended discussion of metacognition in the classroom critical
perspective on what we really know about brain-based learning
further coverage models of reflective practice
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