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RESEARCH

Building bridges between refugee parents and schools

Pages 347-365 | Published online: 21 Jan 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (13)

Caitlin M. Prentice. (2023) Educators’ attitudes towards refugee pupils: intergroup contact and virtuous circles. Intercultural Education 34:6, pages 590-611.
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Christine Massing, Needal Ghadi, Daniel Kikulwe & Katerina Nakutnyy. (2023) Refugee background families’ engagement in schooling across migration contexts: a community cultural wealth perspective. Diaspora, Indigenous, and Minority Education 0:0, pages 1-15.
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Nicole B. Adams & Rosa Santos. (2022) A Call for Support for Refugee Families and Their Children with Disabilities. Exceptionality 30:5, pages 351-365.
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Khalid Arar & Deniz Orucu. (2022) The research on educational leadership for refugees since 2009: an international systemic review of empirical evidence. International Journal of Leadership in Education 0:0, pages 1-37.
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Khalid Arar, Deniz Örücü & Sedat Gümüş. (2022) Educational leadership and policy studies in refugee education: a systematic review of existing research. Educational Review 0:0, pages 1-25.
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Elif Celebi Oncu & Dilara Yilmaz. (2022) Primary school pupils’ views on refugee peers: are they accepted or not?. Intercultural Education 33:3, pages 302-317.
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Rachel Boit, Dana Conlin, Amanda C. Barnes & Linda Hestenes. (2021) Supporting Refugee Preschooler’s Early Learning: Combined Capitals and Strengths of Refugee Families, an Agency, and a Community Preschool Program. Journal of Immigrant & Refugee Studies 19:2, pages 199-212.
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Aratrika Bhadra. (2019) Education as Part of Migrant Trajectories: A Sociological Study of Pakistani Hindus in a City. Diaspora, Indigenous, and Minority Education 13:3, pages 182-199.
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Noomi Christine Linde Matthiesen. (2017) Working together in a deficit logic: home–school partnerships with Somali diaspora parents. Race Ethnicity and Education 20:4, pages 495-507.
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Noomi Christine Linde Matthiesen. (2016) Understanding silence: an investigation of the processes of silencing in parent–teacher conferences with Somali diaspora parents in Danish public schools. International Journal of Qualitative Studies in Education 29:3, pages 320-337.
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Beth Tarasawa & Jacqueline Waggoner. (2015) Increasing parental involvement of English Language Learner families: What the research says. Journal of Children and Poverty 21:2, pages 129-134.
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Articles from other publishers (35)

Tebeje Molla, Amin Zaini, Hossein Shokouhi & Ruth Arber. (2023) ‘It’s out of my hands’: Migrant parents’ challenging experiences of home-schooling during the COVID-19 lockdowns. Australian Journal of Education.
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Yanghee Kim, Hyun Chu Leah Kim & Jihye Kim. (2023) Korean immigrants’ perceptions of library services and library multicultural programs for Asian communities before and during COVID-19. Frontiers in Education 8.
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Güneş SALI & Samed ŞEKER. (2023) Mülteci Öğrencilerin Eğitim Sorunlarının İncelenmesi: Yozgat İli ÖrneğiInvestigating the Educational Challenges for Refugee Students: The Case of Yozgat Province. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 23:2, pages 977-1004.
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Marcin Sklad. (2023) Supporting and measuring current and future educators' preparedness to facilitate wellbeing of displaced children in schools. Frontiers in Education 8.
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Melanie Baak, Sarah McDonald, Bruce Johnson & Anna Sullivan. (2023) Why school context matters in refugee education. Educational Research for Policy and Practice 22:2, pages 283-299.
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Galip ÖNER & Hacer DUR. (2023) Yabancı Uyruklu Öğrencilerin Okula Uyum Süreçlerine İlişkin Yönetici ve Öğretmen GörüşleriOpinions of Administrators and Teachers on the Adaptation Process of Foreign Students to School. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 7:1, pages 285-307.
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Yanghee Anna Kim, Jihye Kim & Yeon-Ju Jo. (2023) Teacher efficacy and expectations of minority children: The mediating role of teachers’ beliefs about minority parents’ efficacy. International Journal of Educational Research 120, pages 102190.
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Susan G. Harper. 2023. Indigenous STEM Education. Indigenous STEM Education 159 194 .
Hanife ÇETİNGÜNEY, Tuba YILDIRIM & Uğur BÜYÜK. (2022) Paydaşların Perspektifinden Geçici Koruma Statüsündeki Öğrenciler Üzerinde Okul Kültürünün Etkisi: Bir Durum ÇalışmasıThe Effect of School Culture on Refugee Students from the Perspective on the Stakeholders: A Case Study. Maarif Mektepleri Uluslararası Sosyal ve Beşeri Bilimler Dergisi 5:2, pages 1-26.
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Janet Wolf, Raquel Casado‐Muñoz & Francesca Pedone. (2022) Partnership of schools and civil society organisations to support education of students of varied linguistic backgrounds—The situation in the Czech Republic, Italy and Spain. European Journal of Education 57:4, pages 674-691.
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Ilayaraja Subramanian, Jörg Finsterwalder & C. Michael Hall. (2022) A systematic literature review of service-related research on refugees. Journal of Services Marketing 36:7, pages 908-939.
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Nicole B. Adams & Rosa Milagros Santos. (2021) Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities. The Journal of Special Education 56:2, pages 63-72.
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İremnur ÇOLAK & Emel TÜZEL İŞERİ. (2022) Okul Yöneticilerine göre Sığınmacı Öğrencilerin Eğitim SorunlarıSchool Administrators’ Views on the Educational Problems of Refugee Students. Uluslararası Türk Eğitim Bilimleri Dergisi 2022:18, pages 93-113.
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Emine SAKLAN & Kasım KARAKÜTÜK. (2022) Türkiye’deki Suriyeli Eğitim Çağı Çocuklarının Eğitim Süreçleri Üzerine Bir ÇözümlemeAn Analysis on Educational Process of Syrian School-Age Children in Turkey. Mersin Üniversitesi Eğitim Fakültesi Dergisi 18:1, pages 51-76.
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Kerri Evans, Anna Coney & Amina Musa. (2022) Orientation, Parent Engagement, Tutoring, Summer Programs, and College Support: How a City is Helping Immigrant Students. Journal of Mental Health and Social Behaviour 4:1.
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Jess R. Baker, Derrick Silove, Deserae Horswood, Afaf Al-Shammari, Mohammed Mohsin, Susan Rees & Valsamma Eapen. (2021) Psychological distress, resettlement stress, and lower school engagement among Arabic-speaking refugee parents in Sydney, Australia: A cross-sectional cohort study. PLOS Medicine 18:7, pages e1003512.
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Daniel Hamlin. (2017) Parental Involvement in High Choice Deindustrialized Cities: A Comparison of Charter and Public Schools in Detroit. Urban Education 56:6, pages 901-929.
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AYHAN KANDEMİR & BAHRİ AYDIN. (2020) YABANCI UYRUKLU ÖĞRENCİLERİN EĞİTİMİ İLE İLGİLİ YÖNETİCİ VE ÖĞRETMEN GÖRÜŞLERİADMINISTRATOR AND TEACHER OPINIONS ON THE EDUCATION OF INTERNATIONAL STUDENTS. Uludağ Üniversitesi Eğitim Fakültesi Dergisi 33:2, pages 497-521.
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Michael Evans, Claudia Schneider, Madeleine Arnot, Linda Fisher, Karen Forbes, Yongcan Liu & Oakleigh Welply. 2020. Language Development and Social Integration of Students with English as an Additional Language. Language Development and Social Integration of Students with English as an Additional Language.
Niels Åkerstrøm Andersen & Justine Grønbæk Pors. (2019) When no is not an option: the immunization against silence in a motivational interview about marijuana use. Social Theory & Health 17:4, pages 443-462.
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Tahereh Ziaian, Emily Miller, Helena de Anstiss, Teresa Puvimanasinghe, Maureen Dollard, Adrian Esterman, Helen Barrie & Tamara Stewart-Jones. (2019) Refugee Youth and Transition to Further Education, Training, and Employment in Australia: Protocol for a Mixed Methods Study. JMIR Research Protocols 8:7, pages e12632.
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Trish Morita‐Mullaney. 2019. The Handbook of TESOL in K‐12. The Handbook of TESOL in K‐12 423 439 .
Tasoulla HadjiyanniTasoulla Hadjiyanni. 2019. The Right to Home. The Right to Home 43 86 .
Guofang Li. (2018) Divergent paths, same destiny: A Bourdieusian perspective on refugee families' negotiation of urban school transition in the US. European Journal of Education 53:4, pages 469-480.
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Muhammet Ruhat Yasar & Zeynel Amac. (2018) Teaching Syrian Students in Turkish Schools: Experiences of Teachers. Sustainable Multilingualism 13:1, pages 225-238.
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Daniel Hamlin & Joseph Flessa. (2016) Parental Involvement Initiatives: An Analysis. Educational Policy 32:5, pages 697-727.
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Grace L. Francis, Shana J. Haines & Sarah A. Nagro. (2017) Developing Relationships With Immigrant Families: Learning by Asking the Right Questions. TEACHING Exceptional Children 50:2, pages 95-105.
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Jane Wilkinson, Ninetta Santoro & Jae Major. (2017) Sudanese refugee youth and educational success: The role of church and youth group in supporting cultural and academic adjustment and schooling achievement. International Journal of Intercultural Relations 60, pages 210-219.
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Jill Koyama & Fortidas Rwehumbiza Bakuza. (2017) A timely opportunity for change: Increasing refugee parental involvement in U.S. schools. Journal of Educational Change 18:3, pages 311-335.
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Elizabeth Rouse & Vicki-Ann Ware. (2017) Community development in schools—building connections with and for families. International Journal of Educational Research 84, pages 24-31.
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Susan G. Harper. (2015) Keystone characteristics that support cultural resilience in Karen refugee parents. Cultural Studies of Science Education 11:4, pages 1029-1060.
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Mark Stevens & Jered Borup. 2015. Exploring Pedagogies for Diverse Learners Online. Exploring Pedagogies for Diverse Learners Online 99 119 .
Bic Ngo. (2013) Culture Consciousness Among Hmong Immigrant Leaders. American Educational Research Journal 50:5, pages 958-990.
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Jamie Rae Yoder & Amy Lopez. (2013) Parent’s Perceptions of Involvement in Children’s Education: Findings from a Qualitative Study of Public Housing Residents. Child and Adolescent Social Work Journal 30:5, pages 415-433.
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Christopher Kazanjian & Su‐Jin Choi. (2013) Encountering the displaced child. Journal of Global Responsibility 4:2, pages 157-167.
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