172
Views
0
CrossRef citations to date
0
Altmetric
Research Article

The view of leadership on teaching newly arrived migrant students in preschools and schools

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Amels, J., Krüger, M., & van Veen, K. (2023). Relationships in distributed leadership, inquiry-based working, and realizing educational change in Dutch primary education: Teachers’ and their school leader’s perceptions. International Journal of Leadership in Education, 26(6), 960–979. https://doi.org/10.1080/13603124.2020.1842505
  • Beisly, A. H., Lake, V. E., Ross, R., & Lim, B. Y. (2023). Helping children feel seen, heard, and understood: Preservice teachers’ strategies to support diverse learners in math lessons. Journal of Early Childhood Teacher Education, 44(4), 874–896. https://doi.org/10.1080/10901027.2023.2165983
  • Civitillo, S., Juang, L. P., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341–351. https://doi.org/10.1016/j.tate.2018.11.002
  • Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
  • de Araujo, Z., Smith, E., & Sakow, M. (2016). Reflecting on the dialogue regarding the mathematics education of English learners. Journal of Urban Mathematics Education, 9(2), 33–48. https://doi.org/10.21423/jume-v9i2a309
  • Eisenschmidt, E., Ahtiainen, R., Kondratjev, B. S., & Sillavee, R. (2021). A study of Finnish and Estonian principals’ perceptions of strategies that foster teacher involvement in school development. International Journal of Leadership in Education, 1–24. https://doi.org/10.1080/13603124.2021.2000033
  • Eisenschmidt, E., Reiska, E., & Oder, T. (2015). Algajate õpetajate tajutud juhtkonna tugi ning selle seosed kooliarendusse kaasatuse ja õpetajate koostööga. Eesti Haridusteaduste Ajakiri, Estonian Journal of Education, 3(1), 148–172. https://doi.org/10.12697/eha.2015.3.1.07
  • European Commission/EACEA/Eurydice. (2019). Integrating students from migrant backgrounds into schools in Europe: National policies and measures Eurydice report education and training. https://doi.org/10.2797/222073
  • Faas, D., Smith, A., & Darmody, M. (2018). The role of principals in creating inclusive school environments: Insights from community national schools in Ireland. School Leadership & Management, 38(4), 457–473. https://doi.org/10.1080/13632434.2018.1430688
  • Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
  • Genao, S. (2021). Doing it for culturally responsive school leadership: Utilizing reflexivity from preparation to practice. Journal of Research on Leadership Education, 16(2), 158–170. https://doi.org/10.1177/19427751211002226
  • Gorski, P. (2016). Rethinking the role of “culture” in educational equity: From cultural competence to equity literacy. Multicultural Perspectives, 18(4), 221–226. https://doi.org/10.1080/15210960.2016.1228344
  • Guo-Brennan, L., & Guo-Brennan, M. (2021). Leading welcoming and inclusive schools for newcomer students: A conceptual framework. Leadership and Policy in Schools, 20(1), 57–75. https://doi.org/10.1080/15700763.2020.1838554
  • Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin a sage Company.
  • Haridussilm. (n.d.). Haridussilm. https://www.haridussilm.ee/en/node/91
  • Harris, A. (2002). School improvement: What ’s in it for schools? Routledge Falmer.
  • Jantunen, A., Ahtiainen, R., Lahtero, T., & Kallioniemi, A. (2022). Finnish comprehensive school principals’ descriptions of diversity in their school communities. International Journal of Leadership in Education, 1–21. https://doi.org/10.1080/13603124.2022.2117416
  • Kaldur, K., Pertsjonok, N., Mäe, K., Adamson, A.-K., Khrapunenko, M., Jurkov, K., & Kivistik, K. (2021). Uussisserändajast lapse kohanemine Eesti üldhariduskoolis: Olukord, tugisüsteem ja valmisolek mitmekultuuriliseks õpikeskkonnaks. Uuringuaruanne, Balti Uuringute Instituut. https://doi.org/10.23657/IBS.2021.8
  • Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311. https://doi.org/10.3102/0034654316630383
  • Kiel, E., Syring, M., & Weiss, S. (2017). How can intercultural school development succeed? The perspective of teachers and teacher educators. Pedagogy Culture & Society, 25(2), 243–261. https://doi.org/10.1080/14681366.2016.1252421
  • Kintner-Duffy, V. L., Scott-Little, C., & Smith, N. (2022). “I’m gonna teach them all the same way”: Teachers’ beliefs about, experiences of, and classroom practices with children of color. Journal of Early Childhood Teacher Education, 43(1), 127–147. https://doi.org/10.1080/10901027.2021.1902433
  • Ladson-Billings, G. (2009). The dreamkeepers. Successful teachers of African American children (2 nd ed.). Jossey-Bass, A Wiley Imprint.
  • Lopez, A. E. (2016). Culturally responsive and socially just leadership in diverse contexts. From theory to action. Palgrave MacMillan. https://doi.org/10.1057/978-1-137-53339-5
  • Meyer, A., Hartung-Beck, V., Gronostaj, A., Krüger, S., & Richter, D. (2023). How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives. Journal of Educational Change, 24(3), 425–455. https://doi.org/10.1007/s10833-022-09451-9
  • Olev, A., & Alumäe, T. (2022). Estonian speech recognition and transcription editing service. Baltic Journal of Modern Computing, 10(3), 409–421. https://doi.org/10.22364/bjmc.2022.10.3.14
  • Organisation for Economic Co-operation and Development. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners (TALIS). OECD. https://doi.org/10.1787/1d0bc92a-en
  • Organisation for Economic Co-operation and Development. (2020). TALIS 2018 results (Volume II): Teachers and school leaders as valued professionals (TALIS). OECD. https://doi.org/10.1787/19cf08df-en
  • Pitre, N. J., & Clarke, V. B. (2017). Cultural self-study as a tool for critical reflection and learning: Integral analysis and implications for pre-service teacher education programs. In Handbook of research on promoting cross-cultural competence and social justice in teacher education (pp. 76–100). IGI Global. https://doi.org/10.4018/978-1-5225-0897-7.ch004
  • Portera, A. (2008). Intercultural education in Europe: Epistemological and semantic aspects. Intercultural Education, 19(6), 481–491. https://doi.org/10.1080/14675980802568277
  • Rääsk, M., Rääsk, E., Järv, S., Kirss, L., Palginõmm, K., & Pedaste, M. (2020). Ühtse Eesti kooli mudeli väljaarendamine Eestis [The Developing of the Unified School Model in Estonia]. https://sisu.ut.ee/sites/default/files/ranne/files/rita_koolimudelid.pdf
  • Riigi Teataja. (2014). Kohanemisprogramm, [Adjustment Programme]. https://www.riigiteataja.ee/akt/131052017004?leiaKehtiv
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage. www.sagepub.co.uk/schreier
  • Sinkkonen, H. M., & Kyttälä, M. (2014). Experiences of Finnish teachers working with immigrant students. European Journal of Special Needs Education, 29(2), 167–183. https://doi.org/10.1080/08856257.2014.891719
  • Smits, T. F. H., & Janssenswillen, P. (2020). Multicultural teacher education: A cross-case exploration of pre-service language teachers’ approach to ethnic diversity. International Journal of Qualitative Studies in Education, 33(4), 421–445. https://doi.org/10.1080/09518398.2019.1681536
  • Taylor, S. V., & Sobel, D. M. (2011). Culturally responsive pedagogy: Teaching like our students’ lives matter. Emerald Group Publishing.
  • Vanahans, M., Timoštšuk, I., & Uibu, K. (2023). Preschool and primary teachers’ evaluations of their preparation, competence and experiences to teach newly arrived migrant students. Eesti Haridusteaduste Ajakiri, Estonian Journal of Education, 11(1), 103–129. https://doi.org/10.12697/eha.2023.11.1.05
  • Vigren, H., Alisaari, J., Heikkola, L. M., Acquah, E. O., & Commins, N. L. (2022). Teaching immigrant students: Finnish teachers’ understandings and attitudes. Teaching and Teacher Education, 114, 103689. https://doi.org/10.1016/j.tate.2022.103689