Citations (36)
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Read on this site (21)
Priscilla Ringrose, Guro Korsnes Kristensen & Irmelin Kjelaas. (2023) ‘Not integrated at all. Whatsoever’: teachers’ narratives on the integration of newly arrived refugee students in Norway. International Journal of Inclusive Education 0:0, pages 1-18.
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Denis Tajic & Nihad Bunar. (2023) Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools. International Journal of Inclusive Education 27:3, pages 288-302.
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Malin Brännström. (2023) Instead of Passing the Test: Passing as a “Normal” Student in the Mainstream Classroom. Scandinavian Journal of Educational Research 67:2, pages 240-251.
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Anabel Corral-Granados, Anna Cecilia Rapp & Eli Smeplass. (2023) Nordic challenges related to exclusion and local responses in Swedish, Finnish, and Norwegian urban compulsory education. Education Inquiry 0:0, pages 1-32.
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Nihad Bunar & Päivi Juvonen. (2022) ‘Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program. Journal of Education Policy 37:6, pages 986-1008.
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Turid Skarre Aasebø & Ilmi Willbergh. (2022) Empowering minority students: a study of cultural references in the teaching content. Journal of Curriculum Studies 54:5, pages 618-631.
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Raisa Harju-Autti & Marita Mäkinen. (2022) Toward sustainable and linguistically responsive support measures for recently arrived language learners. Journal of Multilingual and Multicultural Development 0:0, pages 1-17.
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Robin Kemper, Lieve Bradt, Ines Keygnaert, Reinhilde Pulinx, Piet Van Avermaet & Ilse Derluyn. (2022) Separating newcomers: pragmatism or ideology? Schools’ responses to newly arrived migrants in Flanders. International Journal of Inclusive Education 26:6, pages 622-641.
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Geraldene Codina & Judith Szenasi. (2022) Educational provision for newly arrived unaccompanied sanctuary seekers aged 15–16. International Journal of Inclusive Education 0:0, pages 1-18.
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Tony Burner & Christian Carlsen. (2022) Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway. International Journal of Multilingualism 19:1, pages 35-49.
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Felicity Burbridge Rinde & Ailbhe Kenny. (2021) Music in the school life of newly arrived migrant children: potential paths to participation and belonging. Music Education Research 23:5, pages 622-633.
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Hildegunn Fandrem, Hanne Jahnsen, Svein Erik Nergaard & Kirsti Tveitereid. (2021) Inclusion of immigrant students in schools: the role of introductory classes and other segregated efforts. International Journal of Inclusive Education 0:0, pages 1-16.
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Anna Cecilia Rapp & Anabel Corral-Granados. (2021) Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education 0:0, pages 1-17.
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Laura Emery, Bram Spruyt & Piet Van Avermaet. (2021) Teaching to the track: grouping in reception education for Newly Arrived Migrant students. International Journal of Inclusive Education 0:0, pages 1-17.
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Jan Berggren, Ann-Christin Torpsten & Ulrika Järkestig Berggren. (2021) Education is my passport: experiences of institutional obstacles among immigrant youth in the Swedish upper secondary educational system. Journal of Youth Studies 24:3, pages 340-354.
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Sultana Norozi. (2021) Interacting with newly arrived migrant pupils: a sociocultural perspective. Intercultural Education 32:2, pages 230-245.
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Wills Kalisha & Tone Saevi. (2021) Educational failure as a potential opening to real teaching – The case of teaching unaccompanied minors in Norway. Indo-Pacific Journal of Phenomenology 21:1.
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Ashleigh Ritchie & Amanda Gaulter. (2020) Dancing towards belonging: the use of a dance intervention to influence migrant pupils’ sense of belonging in school. International Journal of Inclusive Education 24:4, pages 366-380.
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Annika Lems. (2020) Being inside out: the slippery slope between inclusion and exclusion in a Swiss educational project for unaccompanied refugee youth. Journal of Ethnic and Migration Studies 46:2, pages 405-422.
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Sultana Ali Norozi. (2019) How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils: Cases From Two Municipalities. European Education 51:3, pages 231-251.
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Kyriaki Messiou & Marta Cristina Azaola. (2018) A peer-mentoring scheme for immigrant students in English secondary schools: a support mechanism for promoting inclusion?. International Journal of Inclusive Education 22:2, pages 142-157.
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Articles from other publishers (15)
Sultana Ali Norozi & Ottar Ness. (2023) The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils. Education Sciences 13:8, pages 800.
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Felicity Burbridge Rinde. (2022) Inclusive socio-musical spaces for newly arrived migrant children in a Norwegian primary school: Teacher and school leader perspectives. International Journal of Music Education 41:3, pages 428-442.
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Vander Tavares. (2023) Teaching in Diverse Lower and Upper Secondary Schools in Norway: The Missing Links in Student Teachers’ Experiences. Education Sciences 13:4, pages 420.
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Sultana Ali Norozi. (2023) The important building blocks of newcomer immigrant students’ education in the Norwegian context. Frontiers in Education 7.
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Davide Parmigiani, Diana Spulber, Asia Ambrosini, Anna Molinari, Elisabetta Nicchia, Myrna Pario, Andrea Pedevilla, Ilaria Sardi & Chiara Silvaggio. (2023) Educational strategies to support the inclusion of displaced pupils from Ukraine in Italian schools. International Journal of Educational Research Open 4, pages 100255.
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Muhammed ÖZ & Hakkı POLAT. (2022) DEVELOPMENT AND VALIDATION OF THE LANGUAGE BARRIER SCALE FOR PRIMARY SCHOOL STUDENTS. International Online Journal of Primary Education 11:1, pages 260-278.
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Valérie Amireault & Sophie Lampron-de Souza. (2022) « J’ai appris que c’était plus dur que je pensais de venir dans un autre pays et d’apprendre une nouvelle langue » : rencontres entre élèves du secteur régulier et élèves de classe d’accueil dans une école secondaire de Montréal. Alterstice 11:1, pages 45-55.
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Malin Brännström. (2021) From subjects of knowledge to subjects of integration? Newly arrived students with limited schooling in Swedish education policy. Power and Education 13:1, pages 14-27.
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Ulrika Jepson Wigg & Anna Ehrlin. (2021) Liminal spaces and places – Dilemmas in education for newly arrived students. International Journal of Educational Research Open 2, pages 100078.
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Svein Erik Nergaard, Hildegunn Fandrem, Hanne Jahnsen & Kirsti Tveitereid. 2020. Contextualizing Immigrant and Refugee Resilience. Contextualizing Immigrant and Refugee Resilience
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