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Using Epstein’s six types of parental involvement and a culturally responsive home-school-community framework, the analysis informs recommendations for province-wide leadership and teacher training, mandated supports for refugee and immigrant youth, and expanded settlement best practices in boards and schools.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nUniversity of Calgary  \nChristine Oliver  \nCalgary Board of Education  \nTom Strong  \nUniversity of Calgary  \nHananAlwarraq University of Calgary  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nAbstract  \nThis two-year study examined the barriers and challenges encountered by refugee parents as they negotiate their children’s successful transition into a new school system. The researchers sought to determine what can be learned from parent and educator experiences of these obstacles in order to optimize parent–teacher collaboration for refugee families. Contextualized within a LEAD (Literacy, English and Academic Development) program in an urban centre in Western Canada, the study triangulated data from focus groups comprising Syrian and Iraqi Arabic-speaking families, teachers, and settlement workers. The data were qualitatively analyzed by incorporating Epstein’s six types of parental involvement, a culturally responsive model accounting for parental engagement within the context of home-school-community collaboration (Epstein & Sheldon, 2006) . From this model, the researchers make recommendations that include province-wide initiatives to support leadership and teacher training, mandated programming to support refugee and immigrant youth, and the establishment and expansion of board and in-school settlement best practices province-wide.  \nKeywords: Syrian refugees, Iraqi refugees, Arab refugees, literacy, English-language development, parent–teacher engagement, education–parent participation  \nRésumé  \nCette étude de cas, réalisée sur une période de deux ans, a examiné les défis et les obstacles que rencontrent les familles réfugiées et les écoles qui accueillent leurs enfants. La recherche a tenté de déterminer ce qui peut ressortir des expériences des parents et des professeurs afin d’optimiser la collaboration parents-enseignants pour ces familles. Contextualisée dans le cadre d’un programme Literacy, English and Academic Development (LEAD), dans un centre urbain de l’ouest du Canada, l’étude a triangulé des données provenant de groupes de discussion composés de familles arabophones syriennes et irakiennes, d’enseignants et de travailleurs d’établissement dans les écoles. Les données ont fait l’objet d’une analyse qualitative intégrant les six types de participation d’Epstein, un modèle adapté à la culture qui tient compte de l’engagement des parents dans le contexte de collaboration entre la communauté, la maison et l’école (Epstein et Sheldon, 2006) . À partir de ce modèle, les  \nCanadian Journal of Education /Revue canadienne del’éducation 44:4 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nchercheurs formulent des recommandations qui incluent des initiatives à l’échelle provinciale pour soutenir le leadership et la formation des enseignants, des programmes obligatoires pour soutenir les jeunes réfugiés et immigrants, ainsi que l’implantation et l’expansion des meilleures pratiques d’établissement dans les conseils scolaires et les écoles à l’échelle de la province.  \nMots-clés : réfugiés syriens, réfugiés irakiens, réfugiés arabes, littératie, développement del’anglais, engagement des parents et des enseignants, éducation et participation des parents  \nCanadian Journal of Education /Revue canadienne del’éducation 44:4 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nUnder the Canadian government’s 2015–16 Syrian Refugee Resettlement Initiative, Canadian classrooms welcomed the children of more than 40,000 individuals. Beyond providing basic education, school districts seek to identify best practices for inclusion and are important partners in the resettlement process (e.g., Calgary Board of Education, 2007; Ontario Ministry of Education, 2007, 2008) . Services incl","cbCaiiLNYmkQMFYs","https://ap.wps.com/l/cbCaiiLNYmkQMFYs","pdf",198870,31,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What is the main focus of the two-year study?\",\"answer\":\"The study examines the barriers and challenges refugee parents encounter when their children transition into a new school system.\"},{\"question\":\"What data sources and participant groups were used?\",\"answer\":\"The researchers triangulated data from focus groups with Syrian and Iraqi Arabic-speaking families, teachers, and settlement workers.\"},{\"question\":\"How are parent engagement and challenges analyzed in the study?\",\"answer\":\"The analysis uses Epstein’s six types of parental involvement within a culturally responsive home-school-community collaboration framework.\"}]","Behind Successful Refugee Parental Engagement - The Barriers and Challenges | PDF",1792084042,78]