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Educational leadership and policy studies in refugee education: a systematic review of existing research.

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Title: Educational leadership and policy studies in refugee education: a systematic review of existing research.
Authors: Arar, Khalid, Örücü, Deniz, Gümüş, Sedat
Source: Educational Review. May2024, Vol. 76 Issue 4, p1032-1056. 25p.
Subjects: Educational leadership, Refugees, Meta-analysis, Education, Knowledge base
Abstract: Given the growing concerns regarding the education of the rapidly increasing refugee children population around the world and the scholarly attention towards refugee education contexts in educational leadership and policy fields in recent years, we were urged to locate and understand the research contribution to the relevant knowledge base. This study, therefore, aims to systematically review the existing educational leadership and policy literature in relation to K-12 education of refugee children to demonstrate the overall trends of the related studies in terms of context (year, country, school level, and journal outlets), type of study, methodology, and topical focus. We conducted a systematic review of literature by following the steps identified by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), including the processes regarding data sources, search, data collection, eligibility criteria, data selection, and data analysis. Overall, the results of our review suggest that educational policies addressing the refugee children and educational contexts shape the implementations of educational leaders and consequently the refugee students' opportunities in schools. The results and implications for future research are discussed in more detail based on the results of the review. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd 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: Educational leadership and policy studies in refugee education: a systematic review of existing research.
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  Data: <searchLink fieldCode="AR" term="%22Arar%2C+Khalid%22">Arar, Khalid</searchLink><br /><searchLink fieldCode="AR" term="%22Örücü%2C+Deniz%22">Örücü, Deniz</searchLink><br /><searchLink fieldCode="AR" term="%22Gümüş%2C+Sedat%22">Gümüş, Sedat</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+base%22">Knowledge base</searchLink>
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  Data: Given the growing concerns regarding the education of the rapidly increasing refugee children population around the world and the scholarly attention towards refugee education contexts in educational leadership and policy fields in recent years, we were urged to locate and understand the research contribution to the relevant knowledge base. This study, therefore, aims to systematically review the existing educational leadership and policy literature in relation to K-12 education of refugee children to demonstrate the overall trends of the related studies in terms of context (year, country, school level, and journal outlets), type of study, methodology, and topical focus. We conducted a systematic review of literature by following the steps identified by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), including the processes regarding data sources, search, data collection, eligibility criteria, data selection, and data analysis. Overall, the results of our review suggest that educational policies addressing the refugee children and educational contexts shape the implementations of educational leaders and consequently the refugee students' opportunities in schools. The results and implications for future research are discussed in more detail based on the results of the review. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd 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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              Text: May2024
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