scholarly journals Culturally Responsive Assessment Practices: Examples from an Intercultural Multilingual Early Learning Program for Newcomer Children

2013 ◽  
Vol 5 (2) ◽  
pp. 106-119 ◽  
Author(s):  
Anna Kirova ◽  
Kelly Hennig
Keyword(s):  
Culturally Responsive ◽  
Early Learning ◽  
Assessment Practices ◽  
Learning Program

Understanding the role of acculturative stress on refugee youth mental health: A systematic review and ecological approach to assessment and intervention

2019 ◽  
Vol 40 (2) ◽  
pp. 107-127 ◽  
Author(s):  
Ana d’Abreu ◽  
Sara Castro-Olivo ◽  
Sarah K. Ura
Keyword(s):  
Systematic Review ◽  
Acculturative Stress ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Future Research ◽  
Assessment Practices ◽  
Research Directions ◽  
Refugee Youth ◽  
Future Research Directions

In this article, we conduct a systematic review of the extant literature on the risk and protective factors that impact the healthy resettlement of refugee children around the world. We identify acculturative stress as a main risk factor to consider for assessment and intervention given that is often overlooked in the literature for refugee children, but has been found to strongly impact their socio-emotional development. In addition, we discuss ecologically framed/culturally responsive interventions and assessment practices that could aid in the successful resettlement of refugee children. We also discuss the limitations of the extant research on refugee children and make recommendations for future research directions.

scholarly journals Examining the Social Emotional Health Survey-Secondary for Use with Latinx Youth

2020 ◽  
pp. 073428292095323
Author(s):  
Tameisha Hinton ◽  
Erin Dowdy ◽  
Michael J. Furlong ◽  
Karen Nylund-Gibson ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Factor Structure ◽  
Health Survey ◽  
Culturally Responsive ◽  
Emotional Health ◽  
Latent Trait ◽  
Educational Practice ◽  
Assessment Practices ◽  
Social Emotional ◽  
Social And Emotional ◽  
Mean Differences

Culturally responsive assessment practices include validated measures appropriate for use with diverse populations. Considering the increasing population of Latinx students in US schools, measures need co-validated English and Spanish (Social and Emotional Health Survey (SEHS)) language forms. This study examined the SEHS-Secondary with Latinx students who completed a form in either Spanish or English. With a matched sample of 1404 Latinx students across 113 California schools, the analyses examined the factor structure, measurement invariance, and latent trait factor means of students who completed the SEHS in either Spanish or English. The factor structure was invariant across groups with some latent mean differences observed. Educational practice implications are considered.

Autism disparities for Black children: Acknowledging and addressing the problem through culturally responsive and socially just assessment practices

2022 ◽  
Author(s):  
Ashley N. Ramclam ◽  
Dieu M. Truong ◽  
Sarah S. Mire ◽  
Kimberly D. Smoots ◽  
Morgan M. McNeel ◽  
...  
Keyword(s):  
Culturally Responsive ◽  
Black Children ◽  
Assessment Practices

Parenting Support in an Early Childhood Learning Context

2017 ◽  
pp. 242-251
Author(s):  
Karen M. T. Turner ◽  
Cassandra K. Dittman ◽  
Julie C. Rusby ◽  
Shawna Lee
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
School Readiness ◽  
Early Learning ◽  
Triple P ◽  
Learning Program ◽  
Childhood Education ◽  
Social And Emotional ◽  
Early Childhood Learning

Early childhood education and child care settings have the potential to support parents and promote children’s cognitive, social, and emotional development, with likely long-term positive impacts well beyond school readiness. This chapter describes the development and pilot testing of a parallel program to Triple P, the Positive Early Childhood Education Program, a professional development and learning program designed for early childhood educators and carers. Key considerations in applying such programs in the early education setting are discussed, including awareness of local regulations, fit with early learning philosophies, and developing an environment that promotes partnerships between educators and parents. Parameters for professional development in the sector are also explored, such as online learning and opportunities for practice and coaching in the context of a busy early learning setting.

Teachers' Professional Learning Focused on Designs for Early Learners and Technology

2021 ◽  
pp. 456-477
Author(s):  
Michele Jacobsen ◽  
Sharon Friesen ◽  
Barbara Brown
Keyword(s):  
Professional Learning ◽  
Early Learning ◽  
Assessment Practices ◽  
Promising Practices ◽  
Young Learners ◽  
Use Of Technology ◽  
Early Learners ◽  
Teacher Design ◽  
Learning Focused

In this chapter, the authors present and discuss findings from a two-year case study on teachers' professional learning. This investigation built upon existing research on early learning and technology to study teachers' professional learning in a community of practice, and the development of classroom-based learning designs and the ongoing inquiry of teachers from four school jurisdictions in the province of Alberta in Canada. Focus was on investigating ongoing continuous improvement of teacher design and assessment practices, to identify and share promising practices from the classroom, to capture teacher learning and engagement, to document the appropriate use of technology for learning and to identify and to understand system affordances and constraints for using technology with young learners.

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