Leading in the Context of Immigration
Cultivating Collective Responsibility for Recently Arrived Immigrant Students
Bibliographic Data
| ID | 4255740 |
|---|---|
| Authors | Reva Jaffe-Walter (0000-0003-3581-6512, Montclair State University, corresponding author), Reva Jaƒfe-Walter (Reva Jaffe-Walter is at the Department of Counseling and Educational Leadership, Monteclair State University, Montclair, New Jersey, USA.) |
| Year | 2018 |
| Volume | 57 |
| Issue | 2 |
| Pages | 147-153 |
| Publication date | 2018-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2018.1426934 |
| OpenAlex | W2795009318 |
| Language | EN |
| Citations received | 13 |
| References cited | 22 |
Although school based discourses often frame immigrant students as in need of intervention, leaders can challenge this exclusionary logic, encouraging educators to help students develop linguistic and academic skills while affirming students' rich transnational experiences. This article provides ethnographic images from schools that are effectively serving recently arrived immigrant youth to consider the dimensions of leadership that engender collective responsibility for immigrant youth. In doing so, it considers how school leaders influence how immigrant students are positioned within the sociocultural practices of schools, as well as structures and practices that empower teachers to develop rigorous and responsive curriculum and to support students varied needs
Collective responsibility · Context (archaeology · Curriculum · Ethnography · Immigration · Intervention (counseling · Pedagogy · Political science · Public relations · Sociocultural evolution · Sociology · Education and experiences of immigrants and refugees · Global Education and Multiculturalism · Law · Multilingual Education and Policy · Psychology
Feeling Responsible Together
Linguistic complexities of immigrant learners in South African schools
Breaking barriers to immigrant parental engagement
Perceptions from Newcomer Multilingual Adolescents
Educators’ Perceptions of Immigration Policy Implications on Their Schools
Complicating the Conversation on Teacher Quality
Exploring an elementary ESL teacher’s emotions and advocacy identity
Yo era la única rara
Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives
Teachers making sense of undocumented status and their responsibilities to undocumented students
District Leadership Practices in Disrupted Contexts of Reception
Relationship Between Professional Culture and Outcomes for Immigrant English Learner Youth
The Racialized Control of Latinx Immigrant Students
Latinos
Advocacy Leadership
Learning a New Land
Equitable Access for Secondary English Learner Students
Translanguaging in Bilingual Education
The Persistence of Privacy
Unsettled Belonging
Bureaucratic Dysfunctions in the Education of Latino Immigrant Youth
Teaching (In)justice
Closing the gap
Teacher Collaboration in Instructional Teams and Student Achievement
Linguistically Responsive Teacher Education
Teaching in the Margins
"To Trust in My Root and to Take That to Go Forward"
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |