Supporting Early Study Abroad Students in Ontario: Case Study of a Collaborative Action Research Initiative, with Conditions Changing Underfoot

Autor/inn/en	Schecter, Sandra R.; Bell, Nancy
Titel	Supporting Early Study Abroad Students in Ontario: Case Study of a Collaborative Action Research Initiative, with Conditions Changing Underfoot
Quelle	In: Canadian Journal of Action Research, 22 (2021) 1, S.4-26 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-7147
Schlagwörter	Foreign Countries; Study Abroad; Action Research; Secondary School Students; Urban Schools; Resistance (Psychology); Self Advocacy; Skill Development; Acculturation; Foreign Students; English Language Learners; Intercultural Programs; Well Being; Multicultural Education; Social Isolation; Culture Conflict; Peer Relationship; Help Seeking; Canada + Suchen Sie Ihr Suchwort? Ausland; Studies abroad; Auslandsstudium; Projektforschung; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Resistenz; Selbstbehauptung; Kompetenzentwicklung; Qualifikationsentwicklung; Akkulturation; Well-being; Wellness; Wohlbefinden; Multikulturelle Erziehung; Soziale Isolation; Kulturkonflikt; Peer-Beziehungen; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Kanada
Abstract	This article elucidates findings of an action research initiative that focused on the school engagement and social and cultural adaptation of a cohort of early study abroad students, aged 15-19, attending an urban secondary school in Ontario. The study was part of a federally sponsored partnership that supported the collaboration of postsecondary researchers with professionals working within a publicly funded organization. Despite challenges and disruptions to the schooling context, the team proactively pursued a strategy of developing students' resilience and self-advocacy skills while promoting their adaptation and acculturation to Ontario schooling and society. An agenda that fostered opportunities for face-to-face activities inside and outside class helped build social connections among international students and between students and staff that proved key to their academic engagement, cultural integration, and sense of well-being. (As Provided).
Anmerkungen	Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01