Assessment with and for Migration Background Students-Cases from Europe

Autor/inn/en	Nayir, Funda; Brown, Martin; Burns, Denise; O'Hara, Joe; McNamara, Gerry; Nortvedt, Guri; Skedsmo, Guri; Gloppen, Silje Kristin; Wiese, Eline F.
Titel	Assessment with and for Migration Background Students-Cases from Europe
Quelle	In: Eurasian Journal of Educational Research, (2019) 79, S.39-68 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Nayir, Funda): orcid.org/0000-0002-9313-4942 ORCID (Brown, Martin): orcid.org/0000-0002-5436-354X ORCID (Burns, Denise): orcid.org/0000-0002-4009-7666 ORCID (O'Hara, Joe): orcid.org/0000-0003-1956-7640 ORCID (Nortvedt, Guri): orcid.org/0000-0002-4699-9089 ORCID (Skedsmo, Guri): orcid.org/0000-0001-7151-8630 ORCID (Gloppen, Silje Kristin): orcid.org/0000-0002-5090-5866 ORCID (Wiese, Eline F.): orcid.org/0000-0002-1655-7642
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1302-597X
Schlagwörter	Immigrants; Counties; Culturally Relevant Education; Educational Policy; Faculty Development; Principals; Administrator Attitudes; Evaluation Methods; Student Evaluation; Foreign Countries; Instructional Leadership; Teacher Characteristics; Student Characteristics; Educational Background; Culture Fair Tests; Second Language Learning; Cognitive Style; Elementary Secondary Education; Austria; Ireland; Norway; Turkey + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Politics of education; Bildungspolitik; Principal; Schulleiter; Schulnote; Studentische Bewertung; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Vorbildung; Zweitsprachenerwerb; Cognitive styles; Kognitiver Stil; Österreich; Irland; Norwegen; Türkei
Abstract	Purpose: The purpose of this research as part of an Erasmus+ funded project tilted Aiding Culturally Responsive Assessment in Schools (www.acras.eu) is to provide an exploratory analysis of survey responses related to culturally responsive assessment policies, professional development and practices that were administered to school principals in four European countries (Austria, Ireland, Norway and Turkey). Research Methods: The research method used in this study was a quantitative comparative analysis. A purposeful sampling strategy was adopted based on geographical spread of the participants in Austria, Ireland and Turkey. The survey was also administered to all principals in four out of eighteen Norwegian counties. Descriptive analysis and nonparametric analysis were used. Findings: There is evidence to suggest that the foundations for culturally responsive assessment practices are beginning to take shape albeit varying degrees of difference in each country. However, the survey results also indicate the need for training and professional development, and this study also implies that not enough emphasis is being placed on culturally responsive assessment despite the rhetoric that espouses interculturalism. Implications for Research and Practice: The research points the need for upskilling in culturally responsive leadership as well as the development of an overarching culturally responsive assessment framework and toolkit that can be used by policy makers and schools to allay the various interpretations of what it means to satisfy the assessment needs of teachers and students with migrant backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01