Gifted Syrian refugee students in Jordanian schools: have we identified them?

Q3 Social Sciences
A. Alodat, F. Momani
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引用次数: 4

Abstract

ABSTRACT This qualitative study aimed to analyze educational services offered in Jordanian schools to identify gifted Syrian refugee students. To do that, 42 semi-structured interviews were conducted with school principals and educational supervisors. Participants were asked open-ended questions about educational practices used with Syrian students inside refugee camps and northern cities in Jordan. The collected data were then analyzed using descriptive coding analytical strategies. Results show that gifted identification services provided for Syrians students are insufficient and weak. The results also showed that school principals and educational supervisors have positive trends toward providing gifted education services. However, they suffer from a range of administrative and legislative problems that limit their ability to provide appropriate services to students. Finally, these results provide a comprehensive analysis for educators in Jordan to develop higher quality identification procedures for gifted Syrian refugees’ students.
约旦学校里有天赋的叙利亚难民学生:我们找到他们了吗?
本定性研究旨在分析约旦学校提供的教育服务,以识别有天赋的叙利亚难民学生。为此,我们与学校校长和教育主管进行了42次半结构化访谈。参与者被问及关于叙利亚学生在难民营和约旦北部城市的教育实践的开放式问题。然后使用描述性编码分析策略对收集的数据进行分析。结果表明,针对叙利亚学生的资优鉴定服务不足且薄弱。结果还显示,学校校长和教育督导对资优教育服务有积极的倾向。然而,它们受到一系列行政和立法问题的困扰,限制了它们向学生提供适当服务的能力。最后,这些结果为约旦的教育工作者提供了一个全面的分析,以便为有天赋的叙利亚难民学生制定更高质量的识别程序。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Gifted and Talented International
Gifted and Talented International Social Sciences-Education
CiteScore
1.30
自引率
0.00%
发文量
11
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