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Leadership and Policy in Schools Volume 19, 2020 - Issue 1: Segregation and Integration in the Education of English Learners: Leadership and Policy Dilemmas
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Articles

Examining Contexts of Reception for Newcomer Students

Karen D. ThompsonCollege of Education, Oregon State University, Corvallis, Oregon, USACorrespondence[email protected]
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Ilana M. UmanskyDepartment of Educational Methodology, Policy and Leadership, University of Oregon, Eugene, Oregon, USAORCID Iconhttps://orcid.org/0000-0001-9907-834XView further author information
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Lorna PorterDepartment of Educational Methodology, Policy and Leadership, University of Oregon, Eugene, Oregon, USAView further author information
Pages 10-35 | Published online: 05 Mar 2020

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Ilana M. Umansky & Janette D. Avelar. (2023) Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It. Journal of Education for Students Placed at Risk (JESPAR) 28:1, pages 122-147.
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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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Ilana M. Umansky, Karen D. Thompson, James Soland & Amanda K. Kibler. (2022) Understanding newcomer English learner students’ English language development: Comparisons and predictors. Bilingual Research Journal 45:2, pages 180-204.
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