The resettlement of refugees has enriched the diversity of many communities throughout the United States. However, the transition associated with refugee resettlement has significant effects on both refugees and the communities in which they have been resettled. Due to the extreme diversity represented among refugees who have been resettled, public school systems and education professionals must identify best practices that meet the rigor of state accountability requirements and foster educational equity among all students. The purpose of this article is to describe how one large elementary public school campus located in North-West Texas has addressed these challenges through an ongoing cycle of implementation of Visible Learning practices. The article also delineates the most influential Visible Learning practices, as well as implications for educational leadership programs and practitioners.
Sharp, Laurie A.; Dougherty, Jane; Baca, Genie; and Diego-Medrano, Elsa
"The Implementation of Visible Learning Practices among Refugee Learners in North-West Texas,"
Diversity, Social Justice, and the Educational Leader: Vol. 1
, Article 4.
Available at: https://scholarworks.uttyler.edu/dsjel/vol1/iss2/4