Migration and Education

The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. This book will make the case for investing in education of good quality in rural areas suffering from depopulation and in slum areas suffering from large population inflows; in countries with high rates of emigration and those with high rates of immigration; in short-term refugee emergencies and in protracted crises. Its analysis, conclusions and recommendations advance the aims of SDG 4 and its call to leave no one behind.

UNESCO (2018). Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls. Paris, France: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000265866

Findings from Survey on Student Learning

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According to one report, the learning environment of schooling in American education has grown from the 19th century concept of a single, ungraded classroom and the “little red schoolhouse” to a complex, differentiated building that serves the physical, aesthetic, affective, behavioral, social, cultural, as well as intellectual needs of youth. Along with architectural changes have been pedagogical developments such as constructivist-based teaching methods, career education, and service-learning. This report states that when the paradigm shift of the late 20th century introduced information and technology to schooling, the technological teaching tools were initially additive, rather than transformative. Smartboards, e-book readers, Web 2.0, social networking, and mobile devices, not to mention the Scratch and Flash software enable young learners to become interactive consumers of information as well as content providers. An attendant shift in pedagogy, however, has not happened on a large scale. With an emphasis on technology, rather than information, this report states that education is missing the mark. While technology is important to 21st century learning, information is the raw material for constructing knowledge.

Todd, R. J., Gordon, C. A., & Lu, Y. (2011). One common goal: student learning - Report of findings and recommendations of the New Jersey school library survey phase 2.

New Brunswick, NJ: Center for International Scholarship in School Libraries (CISSL). http://www.njasl.info/wp-content/NJ_study/2011_Phase2Report.pdf

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A study of pro-social behavior in adolescents looked at the ability for this conduct to grow over time. Schools that foster this behavior can eventually see fewer behavioral problems. Furthermore, volunteering is a great way to impact pro-social skills, depending on the kind of projects selected.
Schools may need to step up, and support students in creating matches with organizations, or encouraging students to go online on their own to find groups or community sites that interest them.
Walker, L., Carlo, G., & Memmott-Elison, M. (2017). Longitudinal change in adolescents' prosocial behavior toward strangers, friends, and family. Journal of Research on Adolescence, 57, 90-98. https://doi.org/10.1111/jora.12362

culturelly-responsive pedagogy research

Reviews the literature on culturally responsive pedagogy — using the students' cultures and ethnic identity in promoting resilience and academic success, with a focus on African Americans. Defines concepts and makes recommendations for grantmaking.
Hanley, Mary Stone; George W. Noblit. (2009). Cultural Responsiveness, Racial Identity and Academic Success: A Review of Literature. Heinz Endowments.
http://www.heinz.org/UserFiles/Library/Culture-Report_FINAL.pdf