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1.
ABSTRACT

Educational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called ‘technologies’. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed.  相似文献   
2.
Adoption and permanence planning has been a key feature of Scotland's policy in relation to children and young people who are “looked after.” Although policy and law has significantly developed in recent years, there has been comparatively little research on permanence processes in Scotland. This paper outlines key findings from the first comprehensive study of permanence planning in Scotland. It examines the process for two cohorts of children where adoption or other types of permanence orders were made. The children were selected under the long standing Adoption (Scotland) Act 1978 and the more recent Adoption and Children (Scotland) Act 2007. In total, 300 cases were examined, analysing data from the children's first contact with services through to the order made by the Scottish Courts. This paper pays particular attention to the timescales found at key stages under the two sets of legislation and asks what difference the change in legislation has made.  相似文献   
3.
ABSTRACT

An increasing number of youth are exhibiting social, emotional, and behavioral problems that hinder their ability to function at grade level. Subsequently, school mental health services have not been able to address the need for services particularly among students who are minority and poor. A mixed methodology study was conducted to determine the treatment outcomes from a brief strength-based leadership training group for primarily students who are African American and poor. Pre–post scores on three scales and focus group data revealed significant positive changes in regard to internal areas of functioning and social skills, anger management skills, and school attitude. Gender and age significantly impacted outcomes.  相似文献   
4.
This article explores discriminatory discourses articulated by Italian professionals operating in educational, health and social services for refugees in Rome, in relation to the educational and social inclusion of unaccompanied asylum-seeking and refugee children. It locates such narratives within the historical ‘concealment and invisibilisation of race and racism’ that have characterised Italy particularly since the end of the Second World War, while showing how they legitimate contemporary processes of disablement and over-representation of forced migrant children in the category of Special Educational Needs. A theoretical framework influenced by Dis/ability Critical Race Studies, Italian postcolonial studies, and Judith Butler’s notions of subjectivation and performative politics is used to discuss how a ‘colour-evasive’ racial ideology has seeped into various institutions in Italian society, and importantly into education policies and practices.  相似文献   
5.
This article is based on a participatory, context-informed study that examined perception of ‘risk’ and ‘protection’ among 30 Bedouin children aged four to five. It was conducted in the Bedouin unrecognised villages — Southern Israel and utilised photography, drawings and verbal explanations. The analysis yielded seven themes representing children’s perceptions of risk and protection. It indicated that children facing extreme adversity were aware of numerous risk conditions, including a lack of infrastructure and the fear of losing their homes, thus adversely affecting their well-being. Children’s insights, and suggested modes of protection, as the study findings reveal, are crucial for promoting children’s welfare.  相似文献   
6.
Based on interviews with 45 children, this article looks at the life situations and aspirations of working children in Addis Ababa, Ethiopia, including their hopes, efforts and struggles to make their dreams come true. Pushed by the need for survival, the children work and nearly half go to school. They demonstrate agency, taking care of themselves, supporting families and aspiring to change their lives. However, they also face challenges that make achieving their aspirations difficult. The authors argue that agency alone is not sufficient to help them realise their aspirations unless buffered by supportive structures and systems.  相似文献   
7.
This paper provides a set of principles and ethics, developed in collaboration between Pacific‐ and Australian‐based researchers, to guide research practice in a project enabling the self‐reporting of children with disability in Vanuatu and Papua New Guinea (PNG). The paper presents both a summary of academic literature relating to these principles and ethics, as well as their succinct ‘translation’ into a set of action statements for researchers working with children with disability. The paper offers a base for further development by others to guide research practice and foster the autonomous participation of children with disability in developing countries.  相似文献   
8.
ABSTRACT

Scholarship on the ‘manufacturing of citizenship’ has focused primarily on European and American nationalism. Scholars have noted the scarcity of research on identity construction among children in the Diaspora. This study explores the role of the altruistic principle and the Middle Way approach (a political strategy for the resolution of Sino-Tibetan issues) on the construction of nationalism amongst Tibetan children in Diaspora. The 2004 Basic Education Policy for Tibetans stresses the principle of ‘altruism’ in the identity construction of Tibetan children. Inclusive nationalism is germane in the schooling process. The study presents an interview analysis of four Tibetan Education Ministers about the intersection of altruistic principle, the Middle Way approach, and Tibetan nationalism. Additionally, 34 school children (14 boys and 20 girls) from the 6th, 7th, and 8th grades participated in a drawing activity. The analysis of children’s ‘cultural artifacts of nationalism’ is also included. The study found that neither the Tibetan children nor the Ministers expressed any feeling of hatred or animosity towards Chinese nationals. The willingness and desire to co-exist in harmony with their counterparts were evident. The principle of altruism is deeply entrenched in the Middle Way approach and Tibetan nationalism.  相似文献   
9.
Prior Journal of Marriage and Family decade-in-review articles have grappled with the definition and role of family policy for research and policy practice while emphasizing its value to both. In this article, we begin with a broad conceptualization of family policy that encompasses actions intended to achieve explicitly stated goals for families (explicit policies) and those that affect families without an explicitly stated goal for doing so (implicit policies), which we believe provides a solid framework for guiding and understanding both research and practice in the field. Second, we review major U.S. policy initiatives in the past decade and their documented and potential effects on families. Third, we describe several key aspects by which contemporary families have become more diverse and complex. Fourth, we discuss the implications of ongoing family complexity for public policies. We conclude with a discussion about future research and policy development in the context of contemporary family complexity.  相似文献   
10.
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