Supporting Immigrant Students in a Newcomer High School
A Case Study
Bibliographic Data
| ID | 12752256 |
|---|---|
| Authors | Afra Ahmed Hersi (Loyola University Maryland, corresponding author), Jennifer Scaturo Watkinson (0000-0003-3861-342X, Loyola University Maryland) |
| Year | 2012 |
| Volume | 35 |
| Issue | 1 |
| Pages | 98-111 |
| Publication date | 2012-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2012.668869 |
| OpenAlex | W2156273243 |
| Language | EN |
| Citations received | 6 |
| References cited | 23 |
Many school districts in the United States have developed special schools or programs designed to meet the specific language, academic, and social needs of recent immigrant students. In this article, we examine the experiences of six immigrant students who were enrolled in a U.S. high school designed specifically for adolescent immigrants. Using a qualitative case study research design, we explore the students' experiences in the school and their perceptions of the three teachers they identified as particularly supportive. We also draw on interviews and observations of these three teachers to explore the specific practices that supported the students' academic and social success in the school. The findings suggest that both school context and positive teacher–student interactions facilitated by the teachers' use of culturally and linguistically responsive teaching practices were significant contributors to students' learning. We discuss the study implications for practice and offer recommendations for educators working with immigrant students
Context (archaeology · Immigration · Mathematics education · Pedagogy · Perception · Political science · Qualitative research · Semi-structured interview · Sociology · Education and experiences of immigrants and refugees · Multilingual Education and Policy · Parental Involvement in Education · Psychology
School Counselors Supporting African Immigrant Students' Career Development
Understanding newcomer English learner students’ English language development
Exploring the transition experiences of one black male refugee pre-service teacher at a HBCU
If Only I Did Not Have That Label Attached to Me”
Can’t Be What You Can’t See
Newcomer Program Impacts on Course Access for Adolescent Newcomer Students
Adolescents' worlds
Affirming diversity
Starting at Home
The Transformative Potential of Humanizing Pedagogy
At the Intersection of Transnationalism, Latina/o Immigrants, and Education
A Case of Generativity in a Culturally and Linguistically Complex English Language Arts Classroom
The New Immigration
Making Up For Lost Time
Newcomers to the U.S
Immigration and resiliency
Culturally responsive teaching in special education for ethnically diverse students
Pilot study examining factors asscociated with academic success for hispanic high school students
In Other Words
Toward a Theory of Generative Change in Culturally and Linguistically Complex Classrooms
Critical Care
The Production of Margin and Center
Somali Adolescents' Negotiation of Religious and Racial Bias In and Out of School
Participation Structures in a Reading Lesson with Hawaiian Children
Intergenerational Bonding in School
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |