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Informationen zum Autor Dr Richard Hamilton and Professor Dennis Moore are co-directors of the Research Centre for Interventions in Teaching and Learning at the University of Auckland. Klappentext How can schools best prepare themselves to successfully educate refugee children?By focusing on the education of refugee children, this book takes a rare look at a subject of increasing significance in current educational spheres. Highlighting the many difficulties facing refugee children, the editors draw upon a wealth of international experience and resources to present a broad, informative and sensitive text.Educational Interventions for Refugee Children identifies school-based interventions, whilst suggesting methods and measures with which to assess the efficacy of such programmes. It also develops a useful model that provides a standard for assessing refugee experience, offering diagnostic indicators for:* Evaluating support services for refugee children* Future avenues of research* Practical implications of creating supportive educational environments for refugee childrenThe need to identify and prepare for the education of refugee children is an international issue, and this is reflected in the broad outlook and appeal of this book. The editors have developed an overall model of refugee experience, integrating psychological, cultural and educational perspectives, which researchers, practitioners and policy makers in education will find invaluable. Zusammenfassung By focusing on the education of refugee children, this book takes a rare look at a subject of increasing significance in current educational spheres. Inhaltsverzeichnis 1. Education of Refugee Children: Theoretical Perspectives and Best Practice 2. Refugee Trauma, Loss and Grief: Implications for Intervention 3. Second Language Concerns for Refugee Children 4. Resilience 5. Issues of Migration 6. Schools, Teachers and the Education of Refugee Children 7. Conceptual and Policy Issues 8. Education of Refugee Children: Documenting and Implementing Change...
