A Qualitative Investigation of the Factors That Enhance, Impede, and Require Attention for the School Success and Engagement of At-Risk Newcomer Students

Autor/inn/en	Elia, Julien; Cohen, Julie; Kassan, Anusha; Ngo, Hieu; Stevens, Kelli; Marulanda, David
Titel	A Qualitative Investigation of the Factors That Enhance, Impede, and Require Attention for the School Success and Engagement of At-Risk Newcomer Students
Quelle	In: Alberta Journal of Educational Research, 68 (2022) 3, S.308-339 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Academic Achievement; Learner Engagement; At Risk Students; Foreign Countries; Immigrants; Student Experience; Teaching Methods; Affordances; Barriers; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Immigrant; Immigrantin; Immigranten; Studienerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	Little is known about best practices to support newcomer students with a history of emotional, behavioral, or learning challenges in their pursuit of school success and engagement. The Enhanced Critical Incident Technique was employed to explore the helping, hindering, and desired practices among nine teachers who have successfully supported at-risk newcomer youth in their educational pursuits in Canada. Results revealed 64 helping and 43 hindering factors as well as 27 wish list items related to participants' experiences of supporting newcomer students in their school success and engagement. Recommendations are made at three levels: individual, curricula, and systemic. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01