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Why Curriculum and Culturally Responsive Teaching is Important in the Education of Refugee Children: Some Suggestions from the Field
Nermin Karabacak, Nurtaç Üstündağ Kocakuşak, Ruken Akar Vural, Şenel Poyrazli
Journal:

Social Policy and Society , First View

Published online by Cambridge University Press:

05 February 2025, pp. 1-17
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This study attempted to determine whether or not the educational curriculum is adjusted in state primary schools to meet the educational needs of Syrian refugee children, whether in-service training related to refugee children’s education was provided, and what the educational needs of refugee students were. The sample was composed of 294 primary school teachers and 372 Syrian refugee students in Türkiye. The data were analysed with Statistical Package for Social Sciences (SPSS) 24 and converted to percentage and frequency tables. The results indicated that the central curriculum and the teacher competencies were inadequate to meet the educational needs of the refugee children. It was also concluded that refugee students typically came from low socio-economic and educational backgrounds, however these students maintained a positive perspective toward education and were dedicated to fulfilling their student responsibilities such as attending school regularly and completing their homework. Some recommendations for future research and practices are presented.

33 - The Learning Sciences in the 2020s: Implications for Schools and Beyond
from Part VI - Moving Learning Sciences Research into the Classroom
- By R. Keith Sawyer
Edited by R. Keith Sawyer, University of North Carolina, Chapel Hill
Book:

The Cambridge Handbook of the Learning Sciences

Published online:

14 March 2022

Print publication:

07 April 2022, pp 658-686
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Summary

This chapter reviews the implications of learning sciences (LS) research for schools, including assessment, curriculum, teaching practice, and systemic transformation. A central theme of this review is the role of technology in education – its history, its failings and successes, and how future technology designs can be grounded in LS. The chapter then describes some trends and opportunities in the field of LS research, including the integration of individual and sociocultural research approaches; the ways that LS research can contribute to equity and diversity in learning and in schools; and the sociology and history of LS as a discipline.

From Theory to Practice
Rosemary Erlam, Jenefer Philp, Diana Feick
Published online:

17 September 2021

Print publication:

30 September 2021
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Teaching languages to adolescents can be a challenge. . . but one that is most rewarding! What works? What doesn't work? This book provides a reader friendly overview on teaching modern languages to adolescents (Years 7–13). Each chapter takes an aspect of language teaching and learning, and explains the underlying theory of instructed language acquisition and its application through examples from real language classrooms. The book explores teachers' practices and the reasoning behind their pedagogic choices through the voices of both the teachers themselves and their students. At the same time, it highlights the needs of the adolescent language learner and makes the case that adolescence is a prime time for language learning. Written in an accessible, engaging way, yet comprehensive in its scope, this will be essential reading for language teachers wishing to integrate cutting-edge research into their teaching. This title is also available as Open Access on Cambridge Core at 10.1017/9781108869812