Volume 1, Issue 1

ABSTRACT

Increased globalization has resulted in increased attendance of language minority students in schools worldwide. These language differences confound efforts to identify students with disabilities. This case study provides a hypothetical example of interaction between language, social, and academic difficulties in determining existence of a disability and planning appropriate academic programming for a recently immigrated elementary school student named Filipe. Users of this case must analyze and synthesize cultural, behavioral, academic, and linguistic information as well as apply knowledge of legal requirements and best practices to determine an appropriate course of action for Felipe. This case study clarifies the need for additional research regarding how to distinguish between presence of a disability and normal challenges of adapting to a new language and culture in academic settings.

Keywords: language minority, educational leadership, bi-lingual education, special education, English-language learner, principal responsibilities

ABSTRACT

In recent years, the United States (US) has seen an influx of refugees from the Syrian Crisis, highlighted by a public declaration from then President Obama that 10,000 refugees would be admitted. National surveys suggested that roughly half of US citizens were uncomfortable with this decision. This study serves as an extension of these previous surveys by further elucidating the underlying causes of this discomfort. As such, this study explores Americans’ perceptions of Syrian refugee resettlement as well as Syrians’ perceptions of America using face to face interviews and content analysis. Analyses revealed conflicting meanings of immigration for both Syrians and Americans as well as co-occurring compassion and fear directed towards Syrian refugees. In addition, Syrian refugees perceived their American resettlement as an opportunity for engagement with society and to contribute socially and economically, while also noting their marginalization and stigmatization in their transitional countries. Americans expressed a lack of understanding of the legal status of Syrian refugees, often equating them with undocumented and illegal migrants. Americans held oppositional attitudes towards Syrian refugees, expressing both empathy towards and fear of terrorism. This study extends the literature on immigration through a more dynamic exploration of attitudes of both refugees and citizens in America, capitalizing on the distinct advantages of qualitative approaches.

Keywords: Syrian refugees, qualitative study, perceptions of Americans, terrorism

ABSTRACT

In the book, In search of understanding: The case for constructivist classrooms, Brooks and Brooks discussed the concepts, challenges, and strategies for applying constructivism in classrooms in a clear and straightforward manner. The book itself is divided into three parts. In part one, the authors defined constructivism explaining that students construct meanings through a quest for understanding their experiences, as they pondered about the challenges of implementing constructivist in an education system that emphasizes achievements measured by test scores rather than meaning and understanding. Following, in the second part of the book, Brooks and Brooks addressed the main criticism of the constructivist approach as well as common challenges for its implementation. Lastly, in part three, the authors exemplified through teachers’ journal entries the reasons that tend to influence on teachers’ decision in not applying constructivism to their classrooms, as well as offered recommendations regarding school reform.