The research documents the research and analysis carried out to develop an eLearning system that can serve adolescents in areas of conflicts who were subjected to war trauma. While the academic performance relies strongly on the... more
The research documents the research and analysis carried out to develop an eLearning system that can serve adolescents in areas of conflicts who were subjected to war trauma. While the academic performance relies strongly on the visualized instructional method, Cognitive skills development can be reinforced using an interactive learning environment that adopts gamified learning approaches. The research was carried out using both quantitative and qualitative approaches setting the scene and applying the problem's variables into practice. The results showed that mental and psychological health among other factors can generate psychological boundaries slowing down the learning process. Since learning reflects psychological state and information acquisition, further interface design aspects were suggested to bring smart thinking into practice.
This report assesses the private sector’s potential to address the challenges for education faced by the Syrian refugee population in Lebanon, Jordan, and Turkey. By examining the challenges and examples of best practice, we hope to... more
This report assesses the private sector’s potential to address the challenges for education faced by the Syrian refugee population in Lebanon, Jordan, and Turkey. By examining the challenges and examples of best practice, we hope to better target future private sector investments in the delivery of education in crisis. The private sector initiatives discussed in this report are by no means exhaustive, but demonstrate how businesses are able to provide innovative and sustainable solutions.
The paper presents the challenges on inclusion the refugee children into the educational system in Bulgaria. Methodologically the approach is based on combinations of analyses of legal framework concerning the education of asylum-seeking... more
The paper presents the challenges on inclusion the refugee children into the educational system in Bulgaria. Methodologically the approach is based on combinations of analyses of legal framework concerning the education of asylum-seeking children and those who have received international protection and observation over the teaching and learning process of those children. Analyzing the reasons for dropping out of school in existing sources and research already conducted, it is found that they are usually grouped into several main categories: economic, ethno-cultural, social and pedagogical. The results show that the majority of asylum-seeking children does not have a motivation to integrate in Bulgaria, as for them it is a transit country and the teaching methods does not correspond to their individual, social and cultural specifics and characteristics.
The present action research examines the impact of Differentiated Instruction and Linguistically Appropriate Practice on migrant students’ education. Drawing on data from the academic work of many scholars (Tomlinson, Santamaria,... more
The present action research examines the impact of Differentiated Instruction and Linguistically Appropriate Practice on migrant students’ education. Drawing on data from the academic work of many scholars (Tomlinson, Santamaria, Valiandes, Sfyroera, Chumak-Horbatsch), the effect of mixing the two practices in the learning process and students' perceptions on using the new practice are examined. In the context of this research, seven students of migrant background (10-12 years) participated in an intervention of five research cycles. The research was conducted in a Reception Class of an Elementary School of Piraeus, in Spring 2019. The researcher-educator through participatory observation and research diaries collected the data and reflected on the results of each research cycle. Qualitative data from the focus group discussion of students about their perceptions of new practice were also collected. Findings showed that the blending of the two approaches had positive effects on learners in terms of engagement as they showed increased motivation, their interpersonal relationships improved impressively, while they all accepted the new practice with no serious disinclinations. From the students’ perspective, they all positively commented on the use of multiple materials, the playful nature of the activities as well as the cultural and linguistic awareness promoted by the intervention
De tevredenheid over de zorg op Internationale Schakelklassen (ISK’s) hangt sterk samen met de mate waarin het lukt om nabijheid zo te organiseren dat problemen tijdig gesignaleerd kunnen worden en leerlingen het gevoel hebben dat ze... more
De tevredenheid over de zorg op Internationale Schakelklassen (ISK’s) hangt sterk samen met de mate waarin het lukt om nabijheid zo te organiseren dat problemen tijdig gesignaleerd kunnen worden en leerlingen het gevoel hebben dat ze gezien en gehoord worden wanneer ze daaraan behoefte hebben. Dat blijkt uit onderzoek dat ik samen met zelfstandig onderzoeker Eva Klooster heb gedaan en dat onlangs door LOWAN, een netwerkorganisatie die ondersteuning en advies geeft aan ISK-scholen, is gepubliceerd.
Er zijn in Nederland ongeveer 120 Internationale Schakelklassen (ISK’s), waar onderwijs wordt gegeven aan jongeren tussen 12 en 18 jaar die net in Nederland zijn of die het Nederlands niet of nauwelijks beheersen. Het gaat om leerlingen die alleen of met hun ouders naar Nederland zijn gevlucht, om kinderen van buitenlandse werknemers, maar ook om leerlingen die in het kader van gezinshereniging of -vorming naar Nederland zijn gekomen.
Behalve aan goed onderwijs hebben veel van deze leerlingen, die vaak de last dragen van een traumatisch verleden en zorgen over de toekomst, ook behoefte aan goede zorg. LOWAN en Pharos besloten daarom onderzoek te laten doen naar deze zorgbehoefte van ISK-leerlingen, de vragen en dilemma’s van ISK’s en enkele goede voorbeelden van zorgstructuren en handelswijzen.
Dit onderzoek is onlangs gepubliceerd op de website van LOWAN. Het onderzoek bestond uit interviews met ruim 50 medewerkers en leerlingen van ISK’s en uit een enquête die door 69 ISK’s werd ingevuld.
Eva Klooster en ik waren geregeld diep onder de indruk van de verhalen van de leerlingen (dappere jongeren, vaak met een fors traumatisch verleden), maar ook van de grote betrokkenheid en deskundigheid van sommige professionals die ieder op hun eigen wijze ‘nabijheid’ wisten te organiseren.
The present action research examines the impact of Differentiated Instruction and Linguistically Appropriate Practice on migrant students’ education. Drawing on data from the academic work of many scholars (Tomlinson, Santamaria,... more
The present action research examines the impact of Differentiated Instruction and Linguistically Appropriate Practice on migrant students’ education. Drawing on data from the academic work of many scholars (Tomlinson, Santamaria, Valiandes, Sfyroera, Chumak-Horbatsch), the effect of mixing the two practices in the learning process and students' perceptions on using the new practice are examined. In the context of this research, seven students of migrant background (10-12 years) participated in an intervention of five research cycles. The research was conducted in a Reception Class of an Elementary School of Piraeus, in Spring 2019. The researcher-educator through participatory observation and research diaries collected the data and reflected on the results of each research cycle. Qualitative data from the focus group discussion of students about their perceptions of new practice were also collected. Findings showed that the blending of the two approaches had positive effects on ...
