Teachers perspectives on positive identity formation among minority students in a pluralistic society: The case of Islamic schools in America

Basit Öğe Kaydı
dc.authorid0000-0002-0654-1508
dc.contributor.authorAlaboudi, Munirah
dc.contributor.otherEğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.date.accessioned2020-02-11T09:24:04Z
dc.date.available2020-02-11T09:24:04Z
dc.date.issued2018
dc.departmentİHÜ, Eğitim Bilimleri Fakültesi, Rehberlik ve Psikolojik Danışmanlık Bölümü
dc.description.abstractA significant population of American Muslims have been attending private, full-time Islamic schools in the U.S. due to many factors but generally because of their dissatisfaction with the public school model where they live. Private Islamic schools have been a focal point in painting the picture and understanding of the American Muslim experience. This paper explores what teacher practices support successful student experiences in positive identity development at three private Islamic Schools in the U.S. This research focused on the teachers’ perspectives on the types of support they provided in processes of positive identity formation among students at the private Islamic schools where they work combined with extracurricular activities and local university partnerships. This study follows qualitative case study methodology; discourse analysis of data through within case and cross case data analysis methods. The findings are discussed in light of the teachers’ focus on a distinctive approach to the formative, non-academic process of education, spirituality and character formation.
dc.identifier.citationAlaboudi, M. (2018). Teachers perspectives on positive identity formation among minority students in a pluralistic society: The case of Islamic schools in America. Harvard University Faculty Club – WES Conference in Cambridge, Massachusetts, USA, 1-3 August 2018.
dc.identifier.endpage26
dc.identifier.issn2167-3179
dc.identifier.startpage25
dc.identifier.urihttps://hdl.handle.net/20.500.12154/1056
dc.institutionauthorAlaboudi, Munirah
dc.institutionauthorid0000-0002-0654-1508
dc.language.isoen
dc.publisherWest East Institute
dc.relation.ihupublicationcategory130
dc.relation.ispartofThe 2018 WEI International Academic Conference, 1-3 August 2018
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectAmerican Muslims
dc.subjectIslam in America
dc.subjectReligious Education
dc.subjectIslamic Schools
dc.subjectIdentity Formation
dc.subjectPsycho-sociology and Education
dc.titleTeachers perspectives on positive identity formation among minority students in a pluralistic society: The case of Islamic schools in America
dc.typeConference Object
dspace.entity.typePublication
relation.isOrgUnitOfPublication5237ecdd-ea50-4c56-a9b2-80a402ceb7be
relation.isOrgUnitOfPublication.latestForDiscovery5237ecdd-ea50-4c56-a9b2-80a402ceb7be

Dosyalar

Lisans paketi
Listeleniyor 1 - 1 / 1
[ N/A ]
Ä°sim:
license.txt
Boyut:
1.52 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
Ä°ndir

Koleksiyon

Rehberlik ve Psikolojik Danışmanlık Bölümü Koleksiyonu