Translational Research to Support Early Childhood Education in Crisis Settings: A Case Study of Collaborative Working with Rohingya Refugees in Cox's Bazar

Autor/inn/en	Laxton, Debra; Cooper, Linda; Shrestha, Purna; Younie, Sarah
Titel	Translational Research to Support Early Childhood Education in Crisis Settings: A Case Study of Collaborative Working with Rohingya Refugees in Cox's Bazar
Quelle	In: Education 3-13, 49 (2021) 8, S.901-919 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laxton, Debra) ORCID (Cooper, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2020.1813186
Schlagwörter	Refugees; Case Studies; Objectives; Language Variation; Instructional Effectiveness; Service Learning; Volunteers; Disadvantaged; Early Childhood Education; Specialists; Barriers; Partnerships in Education; Educational Improvement; Educational Quality; Females; Educational Opportunities; Sustainable Development; Access to Education; Foreign Countries; Emergency Shelters; Computer Software; Handheld Devices; Telecommunications; Printed Materials; Teacher Attitudes; Parent Attitudes; Indo European Languages; Sino Tibetan Languages; English; Communication Problems; Family Environment; International Cooperation; Bangladesh; Burma + Suchen Sie Ihr Suchwort? Flüchtling; Case study; Fallstudie; Case Study; Goal definition; Zielsetzung; Sprachenvielfalt; Unterrichtserfolg; Service-Learning; Freiwilliger; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hochschulpartnerschaft; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Weibliches Geschlecht; Bildungsangebot; Bildungschance; Nachhaltige Entwicklung; Access; Bildung; Zugang; Bildungszugang; Ausland; Notunterkunft; Telekommunikationstechnik; Lehrerverhalten; Elternverhalten; Indoeuropäisch; English language; Englisch; Kommunikationsbarriere; Familienmilieu; Internationale Kooperation; Internationale Zusammenarbeit; Bangladesch
Abstract	This case study used a co-creation approach to evaluate the effectiveness of a translational research strategy in supporting early childhood education. How Mapping Educational Specialist Knowhow (MESH) and Voluntary Service Overseas (VSO) collaborated to enhance the training of volunteers and learning provision for 1,500 refugee children is explored. The findings highlight that: training empowered a marginalised community to enhance children's learning; language variation was a challenge; common values enabled effective partnership working between MESH and VSO; maintaining the relationship is vital for developing socio-culturally relevant resources; MESHGuides have great potential although features could be redesigned to increase impact. The strategy addressed United Nations Sustainable Development Goal (SGG) 4, to improve the quality of education for all and SDG 5, to enhance gender opportunities for girls and women. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01