Leena Yahia | Thompson Rivers University (original) (raw)

Education, trust, diversity

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Papers by Leena Yahia

Research paper thumbnail of Schooling during COVID-19: restoring human-centredness amidst uncertainty

Research paper thumbnail of Glocalization and higher education policy in Canada: Promising practices and recommendations

Research paper thumbnail of Voices of Racialized and Indigenous Leaders in Canadian Universities

Despite increasing interest in the development of K-12 educational leadership, and the slowly gro... more Despite increasing interest in the development of K-12 educational leadership, and the slowly growing interest in leadership within higher education, the experiences of racialized and Indigenous leaders remain largely unheard and undocumented in Canada. Using a multiple-case study research design, participants were asked to answer the research question: What are the experiences of racialized and Indigenous leaders in Canadian universities? Ten racialized and Indigenous leaders serving various leadership roles in Canadian universities were interviewed in relation to this question using individual, semi-structured interviews and interpreted through the framework of Critical Race Theory. Six themes emerged to describe the complex and demanding

Research paper thumbnail of Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

Policy Futures in Education

Results of international achievement surveys such as the Programme in International Student Asses... more Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale dat...

Research paper thumbnail of Schooling during COVID-19: restoring human-centredness amidst uncertainty

Research paper thumbnail of Glocalization and higher education policy in Canada: Promising practices and recommendations

Research paper thumbnail of Voices of Racialized and Indigenous Leaders in Canadian Universities

Despite increasing interest in the development of K-12 educational leadership, and the slowly gro... more Despite increasing interest in the development of K-12 educational leadership, and the slowly growing interest in leadership within higher education, the experiences of racialized and Indigenous leaders remain largely unheard and undocumented in Canada. Using a multiple-case study research design, participants were asked to answer the research question: What are the experiences of racialized and Indigenous leaders in Canadian universities? Ten racialized and Indigenous leaders serving various leadership roles in Canadian universities were interviewed in relation to this question using individual, semi-structured interviews and interpreted through the framework of Critical Race Theory. Six themes emerged to describe the complex and demanding

Research paper thumbnail of Raising the achievement of immigrant students: Towards a multi-layered framework for enhanced student outcomes

Policy Futures in Education

Results of international achievement surveys such as the Programme in International Student Asses... more Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students’ achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale dat...

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