Teacher Preparation to Support Science, Math, and Literacy Outcomes for Forced Migrant Students

• In Event: Academic Experiences of Immigrant and Migrant Students

Abstract

The effects of teacher preparation and professional development on their instruction and associated forced migrant students’ science, math, and literacy formal education outcomes in the US is empirically compared to other national educational systems. PISA 2018 provides international education data from OECD countries to compare the US and other destination countries using a nested data analysis (i.e., hierarchical linear modeling or HLM) and a time-series analysis to inform a unique measure of forced migrant status. The findings of this study not only inform policy for teachers and forced migrant students, but also the communities in which forced migrant students resettle.

Authors

• Alexander W. Wiseman, Texas Tech University

• Jefferson G. Seaberg, Texas Tech University