McNeely Clea A, Morland Lyn, Doty S Benjamin, Meschke Laurie L, Awad Summer, Husain Altaf, Nashwan Ayat
Department of Public Health, University of Tennessee, Knoxville, 1914 Andy Holt Avenue, Suite 390, Knoxville, TN 37919.
Innovation, Policy and Research, Bank Street College of Education, 610 West 112th Street, New York, NY 10025.
J Sch Health. 2017 Feb;87(2):121-132. doi: 10.1111/josh.12477.
The US education system must find creative and effective ways to foster the healthy development of the approximately 2 million newly arrived immigrant and refugee adolescents, many of whom contend with language barriers, limited prior education, trauma, and discrimination. We identify research priorities for promoting the school success of these youth.
The study used the 4-phase priority-setting method of the Child Health and Nutrition Research Initiative. In the final stage, 132 researchers, service providers, educators, and policymakers based in the United States were asked to rate the importance of 36 research options.
The highest priority research options (range 1 to 5) were: evaluating newcomer programs (mean = 4.44, SD = 0.55), identifying how family and community stressors affect newly arrived immigrant and refugee adolescents' functioning in school (mean = 4.40, SD = 0.56), identifying teachers' major stressors in working with this population (mean = 4.36, SD = 0.72), and identifying how to engage immigrant and refugee families in their children's education (mean = 4.35, SD = 0.62).
These research priorities emphasize the generation of practical knowledge that could translate to immediate, tangible benefits for schools. Funders, schools, and researchers can use these research priorities to guide research for the highest benefit of schools and the newly arrived immigrant and refugee adolescents they serve.
美国教育系统必须找到创新且有效的方法，以促进约200万新抵达的移民和难民青少年的健康发展，其中许多人面临语言障碍、先前教育有限、创伤和歧视等问题。我们确定了促进这些青少年学业成功的研究重点。
该研究采用了儿童健康与营养研究倡议的四阶段确定优先事项方法。在最后阶段，邀请了132位美国的研究人员、服务提供者、教育工作者和政策制定者对36个研究选项的重要性进行评分。
优先级最高的研究选项（评分范围为1至5）为：评估新生项目（平均=4.44，标准差=0.55）、确定家庭和社区压力源如何影响新抵达的移民和难民青少年在学校的表现（平均=4.40，标准差=0.56）、确定教师在与这一群体合作时的主要压力源（平均=4.36，标准差=0.72）以及确定如何让移民和难民家庭参与其子女的教育（平均=4.35，标准差=0.62）。
这些研究重点强调生成实用知识，这些知识可转化为对学校的直接、切实利益。资助者、学校和研究人员可利用这些研究重点来指导研究，以实现学校及其服务的新抵达移民和难民青少年的最大利益。
