Immigrant Experiences
Expanding the School-Home-Community Dialogue
1st Edition
Published on 10. May 2019
156 pages
978-1-4758-4760-4 (ISBN)
Description
Using the lens of Culturally Responsive Teaching (CRT) a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994), this book presents empirical studies and personal stories, examples across immigrant and refugee experiences including African, Asian and Latin immigrants. The chapters focus on the educational wellbeing of immigrant children and their families, and on bringing the home, school and community together as a united force to meet their needs.
More details
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Illustrations
1 BW Photo
ISBN-13
978-1-4758-4760-4 (9781475847604)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Ruth McKoy Lowery | Mary Ellen Oslick | Rose Pringle
Immigrant Experiences
Expanding the School-Home-Community Dialogue
Book
05/2019
Rowman & Littlefield Publishers
€68.30
Shipment within 10-20 days
Persons
Ruth McKoy Lowery, PhD, is professor of children's literature and literacy, and associate chair of the Department of Teaching and Learning at the Ohio State University. Her current research focuses on immigrant and multicultural literature, the adaptation of immigrant and at-risk students in schools, and preparing teachers to teach a diverse student population.
Mary Ellen Oslick, PhD, is an assistant professor of literacy and reading at Stetson University in DeLand, Florida. She teaches undergraduate and graduate courses in reading methods, children's literature, and critical literacy practices throughout the content areas.
Rose M. Pringle, PhD, is an associate professor in science education in the School of Teaching and Learning at the University of Florida. Her research agenda extends into two parallel, yet related research areas in science teacher education.
Mary Ellen Oslick, PhD, is an assistant professor of literacy and reading at Stetson University in DeLand, Florida. She teaches undergraduate and graduate courses in reading methods, children's literature, and critical literacy practices throughout the content areas.
Rose M. Pringle, PhD, is an associate professor in science education in the School of Teaching and Learning at the University of Florida. Her research agenda extends into two parallel, yet related research areas in science teacher education.
Content
Foreword-Barbara A. Lehman
Poem: Silenced by Language-Christina Levy
Introduction: Immigrant Discourses Beyond Educational Spaces
Ruth McKoy Lowery, Mary Ellen Oslick, and Rose M. Pringle
Part 1: Research and Implementation
Chapter 1: Our Stories: Voices of Jamaican Immigrant Parents
Ruth McKoy Lowery and Rose M. Pringle
Chapter 2: The Intersection of Culture, Scholarship, and Survival: Nigerian College Graduates
in America's Higher Institutions
Justina Ogodo
Chapter 3: Culturally Responsive Leadership Development Project for Mental Health &
Resilience: A Case Study of Bhutanese-Nepali Women in Central Ohio
Binaya Subedi, Arati Maleku and Sudarshan Pyakurel
Chapter 4: A Pedagogy of Inquiry: Preparing Teachers to Work with Immigrant Families
Christian Winterbottom
Chapter 5: Creating Worlds from Wordlessness in The Arrival: A Dramatic Dialogic Inquiry
Approach to Immigration with Pre-Service Teachers
Nithya Sivashankar
Part 2: Practice and Reflection
Chapter 6: Usher's New Look: Transforming Lives of Immigrant Teens through Spark
Exploration and Peer-to-Peer Programming
Careshia Moore and Yvette Cook Darby
Chapter 7: A Non-Immigrant's Immigrant Experience: Relocating After Hurricane Maria
Carrie Teston Geiger
Chapter 8: Being Strategic in Planning: Financial Education for Immigrant Families
Sandra Benain-Reid-McKoy
Chapter 9: Bridging the Gap: Using Emphatic Intentions to Connect with the Displaced
Immigrant
Angie McDonald
Part 3: Resources
Chapter 10: Resources on Immigrants and Refugees
Mary Ellen Oslick, Marla Goins, and Shawn Anderson Brown
Poem: Silenced by Language-Christina Levy
Introduction: Immigrant Discourses Beyond Educational Spaces
Ruth McKoy Lowery, Mary Ellen Oslick, and Rose M. Pringle
Part 1: Research and Implementation
Chapter 1: Our Stories: Voices of Jamaican Immigrant Parents
Ruth McKoy Lowery and Rose M. Pringle
Chapter 2: The Intersection of Culture, Scholarship, and Survival: Nigerian College Graduates
in America's Higher Institutions
Justina Ogodo
Chapter 3: Culturally Responsive Leadership Development Project for Mental Health &
Resilience: A Case Study of Bhutanese-Nepali Women in Central Ohio
Binaya Subedi, Arati Maleku and Sudarshan Pyakurel
Chapter 4: A Pedagogy of Inquiry: Preparing Teachers to Work with Immigrant Families
Christian Winterbottom
Chapter 5: Creating Worlds from Wordlessness in The Arrival: A Dramatic Dialogic Inquiry
Approach to Immigration with Pre-Service Teachers
Nithya Sivashankar
Part 2: Practice and Reflection
Chapter 6: Usher's New Look: Transforming Lives of Immigrant Teens through Spark
Exploration and Peer-to-Peer Programming
Careshia Moore and Yvette Cook Darby
Chapter 7: A Non-Immigrant's Immigrant Experience: Relocating After Hurricane Maria
Carrie Teston Geiger
Chapter 8: Being Strategic in Planning: Financial Education for Immigrant Families
Sandra Benain-Reid-McKoy
Chapter 9: Bridging the Gap: Using Emphatic Intentions to Connect with the Displaced
Immigrant
Angie McDonald
Part 3: Resources
Chapter 10: Resources on Immigrants and Refugees
Mary Ellen Oslick, Marla Goins, and Shawn Anderson Brown
