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Educators' positive practices with refugee pupils at two schools in England.

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Title: Educators' positive practices with refugee pupils at two schools in England.
Authors: Prentice, Caitlin M.
Source: British Educational Research Journal. Dec2022, Vol. 48 Issue 6, p1125-1144. 20p. 3 Diagrams, 3 Charts.
Subjects: Refugee children, Teachers' assistants, Secondary education, Young adults
Geographic Terms: England
Abstract: Extensive evidence indicates that education is an integral part of the settling in process for refugee and asylum‐seeking children. Furthermore, it has been suggested that positive teaching practice with refugee pupils should be asset‐based and holistic in nature. The present study examines educators' positive practices with refugee pupils and explores factors that shape these practices. Data were collected through participant observation and semi‐structured interviews with 17 class teachers, specialist teachers and teaching assistants at two schools in England. Numerous examples of positive practices were identified, from creating welcoming environments to promoting social–emotional well‐being to supporting English language learning. Factors that shaped these practices were identified using an ecological model of educator development. Such factors included educators' individual pedagogical knowledge about teaching refugee pupils and collective school‐level knowledge and practices. Some aspects of the national education system, such as rigid exam‐based curricula, were also cited as influential. Overall, this study offers examples of how individual educators and schools managed to enact positive practices with refugee pupils despite an unsupportive national context. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Educators' positive practices with refugee pupils at two schools in England.
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  Data: <searchLink fieldCode="AR" term="%22Prentice%2C+Caitlin+M%2E%22">Prentice, Caitlin M.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Dec2022, Vol. 48 Issue 6, p1125-1144. 20p. 3 Diagrams, 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Refugee+children%22">Refugee children</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers'+assistants%22">Teachers' assistants</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Young+adults%22">Young adults</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22England%22">England</searchLink>
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  Data: Extensive evidence indicates that education is an integral part of the settling in process for refugee and asylum‐seeking children. Furthermore, it has been suggested that positive teaching practice with refugee pupils should be asset‐based and holistic in nature. The present study examines educators' positive practices with refugee pupils and explores factors that shape these practices. Data were collected through participant observation and semi‐structured interviews with 17 class teachers, specialist teachers and teaching assistants at two schools in England. Numerous examples of positive practices were identified, from creating welcoming environments to promoting social–emotional well‐being to supporting English language learning. Factors that shaped these practices were identified using an ecological model of educator development. Such factors included educators' individual pedagogical knowledge about teaching refugee pupils and collective school‐level knowledge and practices. Some aspects of the national education system, such as rigid exam‐based curricula, were also cited as influential. Overall, this study offers examples of how individual educators and schools managed to enact positive practices with refugee pupils despite an unsupportive national context. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/berj.3818
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      – SubjectFull: Teachers' assistants
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      – SubjectFull: Secondary education
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      – SubjectFull: Young adults
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              Text: Dec2022
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