Cross Cultural Schooling Experiences Of Arab Newcomer Students

This book presents Arab immigrant youths’ voices through storytelling that reveals the challenges and achievements they experience at school and at home in a Canadian educational context. While Arab immigration to Canada dates back to the late eighteenth century, Canada has witnessed a significant rise in Arab immigration rates over the last twenty-five years, marking the fastest growth among all immigrant groups.These stories highlight the complexity of Arab-Canadian youths’ cross-cultural schooling experiences and provide valuable opportunities for reciprocal learning among all stakeholders in Canadian schools. With an educator’s vision, Elkord foregrounds the tensions between Arab youths’ home and school experiences to help build bridges and make high school less opaque to Arab immigrant students and their parents, while offering insights into multicultural education and resources for teacher education.

Standardized tests have been selected as a key assessment factor in expanding the academic achievement of the national student population. However, these tests position immigrant students at the risk of academic failure, leading education experts to search for new strategies and teaching models. The Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students is a critical research publication that focuses on research-based pedagogical practices for teaching immigrant students. Edited by a prominent IGI Global editor, this book examines the latest professional development models and assessment practices of English learners (ELs). Covering essential topics such as second language acquisition (SLA), classroom management, teacher education, refugee resettlement programs, and more, this publication is a valuable resource for academicians, professionals, researchers, administrators, faculty, and classroom teachers as the social and academic needs of English language learners continue to present a challenge for many schools and teachers.

This volume explores cross-cultural encounters with schooling among Chinese immigrant mothers in Canada. Using a narrative inquiry approach, the author sets out to spotlight the challenges facing immigrant parents and students as they begin to integrate into Western society and culture, specifically focusing on aspects of their experience including the intergenerational relationship between students and parents, home-school relations, and interactions with other Chinese immigrant parents. Chapters address intercultural differences as a reference point for understanding immigrant parents' views on schooling, moral education, and parenting practices.

The rapid growth in online and virtual learning opportunities has created culturally diverse university classes and corporate training sessions. Instruction for these learning opportunities must adjust to meet participant needs. Cross-Cultural Considerations in the Education of Young Immigrant Learners brings together professional discourse regarding best practices, challenges, and insights on both higher education and corporate training settings. This book is a vital instrument for instructional designers, faculty, administrators, corporate trainers, students and researchers interested in design and facilitation of online learning for a global audience.

This book examines the implications of discrimination in Arab American youth with a focus on K-12 school systems. It begins with an introduction to Arab American youth and their experiences in the education system. The book follows with an overview regarding historical contributions of discrimination and the history of discrimination against Arabs in America, including the education system. It then presents relevant theoretical perspectives regarding discrimination and developmental processes. The book examines research specific to Arab American youth, identifies research limitations, and provides strategies on how to strengthen methodological approaches to better inform research, practice, and policy. It concludes by offering strategies for improving educational practice and policy and recommendations for interventions designed to enhance developmental health of Arab American youth in schools. Key areas of coverage include: Arab American youth, development, and discrimination in America. Discrimination in the K-12 educational system. Self-concept, ethnic identity, well-being and discrimination among Arab American youth. Arab American Youth is an essential resource for practitioners, researchers, educators, and related professionals as well as graduate students in school psychology, educational psychology, education, and related disciplines. ______________________________________________________________________ Dr. Tabbah has written a book that is well overdue ... she provides a blueprint for moving forward in education as well as in policy development that can be transformative for Arab-American youth. Antoinette Miranda, Professor of School Psychology, The Ohio State University This book is a valuable contribution given the nascent literature on the experiences of Arab youth and the significant impact of discrimination on their schooling. Desiree Vega, Associate Professor of School Psychology, University of Arizona

This book features 18 essays that explore the ways people communicate in the Arab world, from the Unites Arab Emirates to Qatar, Saudi Arabia to Oman. While there is a concentration of studies from the Gulf Arab states, the collection spans perspectives from Iraq, Syria, Lebanon, Egypt, Libya, Tunisia, and Sudan. Written by both Arab authors and foreign scholars who live or have lived in the region, it will help readers to better understand and communicate with Arab culture and society. The book is divided into three main sections that include studies in educational, professional, and societal contexts. Based on ethnographies, case studies, and real life experiences, the essays provide insight into the ways Arabs communicate in different situations, contexts, and settings such as business, education, politics, media, healthcare, and society at large. Drawing on current theory, research, and practice, this book will help readers better understand and, as a result, better engage with the Arab world.

This book discusses the trajectories of minority students’ acculturation in terms of school and family-related characteristics that are influential for school adjustment of minority youths. The process that ethnic minority youth undergo while adjusting to the mainstream culture is known as acculturation. Acculturation outcomes in the school context can be measured in terms of students’ psychological well-being and their academic performance. For minority youth, family and school are the two main contexts of acculturation. The aim of the book is to provide multifaceted insights into the challenges that minority students, as well as their parents and teachers, encounter during the acculturation process, and to illustrate the interplay between school and family related factors of minority youths’ school adjustment. Research teams from Germany, Hungary, Israel, Russia, Switzerland, and USA report findings from empirical studies on acculturation and school adjustment of minority students in schools of their respective countries. This book was originally published as a special issue of the journal, Intercultural Education.