| Authors |
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| Publication date |
2019
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| Journal |
Intercultural Education
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| Volume | Issue number |
30 | 5
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| Pages (from-to) |
448-477
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| Number of pages |
30
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| Organisations |
-
Faculty of Social and Behavioural Sciences (FMG) - Research Institute of Child Development and Education (RICDE)
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| Abstract |
The present study is embedded in the contextual approach of acculturation research. It examines teachers’ attitudes and behaviors, teachers’ expectations as well as their teaching practices as risk and resource factors in minority students’ school adjustment. The study applies the method of content analysis and uses a deductively developed and inductively enriched system of categories. The results of the study provide an integrative review of qualitative research on the role teachers play in the acculturation process of minority youth and their adjustment outcomes in the school context.
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| Document type |
Article
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| Note |
In special issue: Acculturation and School Adjustment of Minority Students: School and Family-Related Factors
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| Language |
English
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| Published at |
https://doi.org/10.1080/14675986.2019.1586212
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