Sultana Ali Norozi
Biographic Data
| ID | 3559267 |
|---|---|
| NAME | Sultana Ali Norozi |
| GIVEN NAMES | Sultana Ali |
| FAMILY NAME | Norozi |
| SIGNATURE | NOROZI S A |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0003-0976-3971 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Integration and Belonging Through Relationships
The integration of immigrant and refugee youth in Norway entails navigating linguistic, cultural, and social challenges that can hinder educational attainment, wellbeing, and future opportunities. Community-based mentoring has emerged as a promising strategy to support immigrant youth in their adaptation processes. This study explores how immigrant youth participants in the Vinn Vinn project experienced and perceived the role of mentoring in thei…
Navigating Collaboration
This qualitative study explores the perceptions and experiences of six newcomer parents from different countries (Afghanistan, Syria, Iran, Chile, Russia, and Ukraine) regarding their collaboration with Norwegian schools. Semi-structured in-depth interviews, ranging from 55 to 80 min, were conducted in participants’ native languages and English. Thematic analysis was employed to analyze the data. Four major themes emerged, as follows: (1) “Journe…
The important building blocks of newcomer immigrant students’ education in the Norwegian context
The education of immigrant students, particularly newcomers, must be considered from a holistic framework. The conceptual article aims to highlight other important aspects of newcomers’ education, in addition to language and subject content learning. The three overlooked yet most important components of holistic education for newcomers are the following: (1) well-being pedagogy, (2) positive and comprehensive collaboration with newcomer parents, …
The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils
The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils with varying linguistic, social, and cultural backgrounds. This paper examines the impact of these challenges on the wellbeing of teachers who work with newly arrived immigrant pupils. It is argued that a lack of knowledge and skills in this area can be educationally, socially, and psychological…
The Nexus of Holistic Wellbeing and School Education
The concept of wellbeing in education is complex and multifaceted, with inconsistent definitions, philosophical conceptualizations, and research approaches. This paper proposes a theoretical framework for understanding and promoting comprehensive wellbeing in school education, drawing insights from global in general and the Norwegian context in particular. The paper begins by reviewing the literature on wellbeing and wellbeing in educational poli…
The teacher’s self-constructed approaches to collaborate with newcomer parents in the Norwegian elementary reception class
In Norway, newly arrived immigrant children often start their schooling in special groups called reception classes. This study aims to examine one Norwegian reception teacher’s perceptions and practices of collaborating with the children’s parents. The empirical analyses are based on a qualitative approach with interviews and video observations of the teacher. Affirming earlier research about parent–teacher collaboration in Norway, the study show…
Interacting with newly arrived migrant pupils
The main contribution of this paper is to highlight the pedagogical orientations of reception teachers in Norwegian schools. I explore reception teachers’ approaches and their understanding of their own approaches when interacting with newly arrived minority language pupils (NAMLPs). The theoretical basis of the paper is L.S. Vygotsky’s work, emphasising that human learning and development occur in socially and culturally shaped contexts. The key…
How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils
This article explores the perceptions and experiences of the professionals about integrational and academic programs for newly arrived minority language pupils in elementary reception classes in two Norwegian municipalities: Oslo and Trondheim. The data were collected through interviews, field conversations, and available relevant documents. The head teachers, subject coordinators, and reception teachers were interviewed. Framed by activity theor…
The Nexus of Holistic Wellbeing and School Education
The concept of wellbeing in education is complex and multifaceted, with inconsistent definitions, philosophical conceptualizations, and research approaches. This paper proposes a theoretical framework for understanding and promoting comprehensive wellbeing in school education, drawing insights from global in general and the Norwegian context in particular. The paper begins by reviewing the literature on wellbeing and wellbeing in educational poli…
Navigating Collaboration
This qualitative study explores the perceptions and experiences of six newcomer parents from different countries (Afghanistan, Syria, Iran, Chile, Russia, and Ukraine) regarding their collaboration with Norwegian schools. Semi-structured in-depth interviews, ranging from 55 to 80 min, were conducted in participants’ native languages and English. Thematic analysis was employed to analyze the data. Four major themes emerged, as follows: (1) “Journe…
How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils
This article explores the perceptions and experiences of the professionals about integrational and academic programs for newly arrived minority language pupils in elementary reception classes in two Norwegian municipalities: Oslo and Trondheim. The data were collected through interviews, field conversations, and available relevant documents. The head teachers, subject coordinators, and reception teachers were interviewed. Framed by activity theor…
Interacting with newly arrived migrant pupils
The main contribution of this paper is to highlight the pedagogical orientations of reception teachers in Norwegian schools. I explore reception teachers’ approaches and their understanding of their own approaches when interacting with newly arrived minority language pupils (NAMLPs). The theoretical basis of the paper is L.S. Vygotsky’s work, emphasising that human learning and development occur in socially and culturally shaped contexts. The key…
The teacher’s self-constructed approaches to collaborate with newcomer parents in the Norwegian elementary reception class
In Norway, newly arrived immigrant children often start their schooling in special groups called reception classes. This study aims to examine one Norwegian reception teacher’s perceptions and practices of collaborating with the children’s parents. The empirical analyses are based on a qualitative approach with interviews and video observations of the teacher. Affirming earlier research about parent–teacher collaboration in Norway, the study show…
The important building blocks of newcomer immigrant students’ education in the Norwegian context
The education of immigrant students, particularly newcomers, must be considered from a holistic framework. The conceptual article aims to highlight other important aspects of newcomers’ education, in addition to language and subject content learning. The three overlooked yet most important components of holistic education for newcomers are the following: (1) well-being pedagogy, (2) positive and comprehensive collaboration with newcomer parents, …
The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils
The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils with varying linguistic, social, and cultural backgrounds. This paper examines the impact of these challenges on the wellbeing of teachers who work with newly arrived immigrant pupils. It is argued that a lack of knowledge and skills in this area can be educationally, socially, and psychological…
The Nexus of Holistic Wellbeing and School Education
The concept of wellbeing in education is complex and multifaceted, with inconsistent definitions, philosophical conceptualizations, and research approaches. This paper proposes a theoretical framework for understanding and promoting comprehensive wellbeing in school education, drawing insights from global in general and the Norwegian context in particular. The paper begins by reviewing the literature on wellbeing and wellbeing in educational poli…
Navigating Collaboration
This qualitative study explores the perceptions and experiences of six newcomer parents from different countries (Afghanistan, Syria, Iran, Chile, Russia, and Ukraine) regarding their collaboration with Norwegian schools. Semi-structured in-depth interviews, ranging from 55 to 80 min, were conducted in participants’ native languages and English. Thematic analysis was employed to analyze the data. Four major themes emerged, as follows: (1) “Journe…
Integration and Belonging Through Relationships
The integration of immigrant and refugee youth in Norway entails navigating linguistic, cultural, and social challenges that can hinder educational attainment, wellbeing, and future opportunities. Community-based mentoring has emerged as a promising strategy to support immigrant youth in their adaptation processes. This study explores how immigrant youth participants in the Vinn Vinn project experienced and perceived the role of mentoring in thei…
Pedagogy (7 works) · Psychology (7 works) · Sociology (7 works) · Norwegian (5 works) · Immigration (4 works) · Perception (4 works) · Computer Science (3 works) · Early Childhood Education and Development (3 works) · Global Education and Multiculturalism (3 works) · Parental Involvement in Education (3 works)