Educational scholars have argued for fair pedagogical practices in response to the learning needs of diverse students. While pedagogical fairness has been widely advocated, few studies have ...systematically assessed its impact on student learning, and even fewer have examined pedagogical fairness from a school organisational perspective. To narrow this gap in research, the current study develops an expansive conceptualisation of pedagogical fairness as an integral part of organisational culture, which varies by school. Our data, gathered from 7,746 immigrant-background students attending 563 schools in six East Asian societies, were analysed based on a hierarchical linear model explaining their academic performance as a function of pedagogical fairness in terms of both teacher practice and school culture. The results suggest that fair pedagogy can effectively help immigrant children succeed in school. It is particularly notable that pedagogical unfairness embedded in school culture is negatively associated with the academic performance of immigrant children, even after controlling for unfair pedagogical practices exercised by individual teachers. These findings suggest that implementing fair pedagogy is not simply the responsibility of individual teachers; it is also the responsibility of school leaders, as they are in the position to substantially influence the school as an organisational whole.
This article focuses on the experiences of newly arrived immigrant pupils about their post-secondary orientation in France. It offers an analysis of the main logics of their agentivity. Based on ...individual and group interviews conducted at the end of secondary school in two Educational Units for Allophone Pupils (UPE2A), we will show that even if their agentivity is partly framed by the school and dependent on their academic skills, there is not systematically a strict correspondence between these manifest academic dispositions and their subjective appropriation. We will point out that the agentivity of these young people is based on other objective and subjective resources which are external to the school. It could help them to appropriate their school career in a distanced manner.
Managing cultural diversity remains a challenge in secondary schools in Spain. In this paper, we approach cultural diversity from the standpoint of school counsellors, who are key professionals ...attending to immigrant pupils. Through the use of qualitative research techniques (semi-structured interviews and discussion groups), the strengths, weaknesses, opportunities, and threats are identified by counsellors. The findings show the need to implement pupil-focused responses sensitive to their cultural identity and based on the collaboration of all agents involved. Likewise, the school is defined as a privileged setting in which to celebrate cultural diversity and the pivotal role that counsellors play in this process is highlighted.
Educational policies in France tend to call for the involvement of parents in school activities in order to improve family-school partnership. However, parents of migrant and immigrant pupils who ...have an active role to play in this relationship are not always prepared and lack skills when the language is little known or totally unknown. In order to consolidate their participation in the education of their children and to learn French, parenting support workshops are set up in certain schools such as the OEPRE (Ouvrir l’Ecole aux Parents pour la Réussite des Enfants, Opening schools to parents for their children’s success) or outside such as the ASLs (Ateliers Sociolinguistiques, Sociolinguistic workshops), inviting parents to discover the school environment which sometimes rhymes with apprehensions. In a survey resulting from more extensive research work, we questioned parents of migrant and immigrant pupils taking part in these workshops so that they could express themselves on their linguistic representations, resulting in the feeling that their language, a minority language, is not appreciated within the school. We also collected the point of view of trainers regarding language practices in multilingual classes of adult learners. Finally, we analyzed the different activities that enhance linguistic identities for an inclusive school and a successful partnership between schools and families.
This study aims to increase the understanding of how learning environments have been developed for newly arrived immigrant pupils in need of special educational support measures according to special ...educators. In this way, knowledge can be deepened about obstacles and opportunities in the school system regarding the development of learning environments, which can have an impact on these pupils' learning. Free text responses from an e-questionnaire were analyzed through conventional content analysis. The analysis revealed varied descriptions of what characterizes the development of learning environments at schools. For example, many respondents described what characterizes as general adaptations as a kind of one size fits all solutions. Special educators also described support for language learning and language understanding in small groups, training for school staff and enhanced collaborations. The characterization of special educators´ descriptions is deepened and discussed with regard to obstacles and opportunities in the school system. To deepen the understanding, the results from this study are analyzed together with previous research and Skrtic's (1991; 2005) concept of the school system, reflecting school bureaucracies and adhocracy. The obstacles in the development of learning environments are found in special solutions, lack of efforts and unclear areas of responsibility, while successes are found in training for school staff and enhanced collaborations in joint professional work.
The survey of teachers’ perspectives on the teaching of refugees and immigrant pupils by Kurbegovic (2016) is used to evaluate five dimensions of teachers’ self-perception: ...Selfefficacy, Implementation Practices, Cultural Competence, Competence/Preparation and Student Needs. The present study is aimed at analysing the self-awareness of primary school teachers of the teaching of refugee and immigrant students in Italy. The survey of Kurbegovic within its 30 items (Cronbach’s Alpha = .86) was conducted on a sample of 190 teachers who teach in primary schools in Rome. After removing 2 items that are cross loading, the exploratory factor analysis (Maximum likelihood method with Oblimin rotation) confirms a five-factor structure and shows a good construct validity and reliability. Current research reveals that the survey of teachers’ perspectives on refugee and immigrant populations is appropriately adapted to assess Italian primary school teachers’ views. This tool demonstrates its usefulness not only for research but also for pedagogical practice and can help to create an inclusive classroom environment that provide students with equal access to the curriculum and learning experiences.
Leadership and diversity in Icelandic schools Svavarsson, Helgi Þ.; Hansen, Börkur; Lefever, Samúel ...
Nordic studies in education,
06/2016, Letnik:
36, Številka:
2
Journal Article
Recenzirano
This article focuses on challenges principals and lead teachers meet in diverse schools in Iceland. The study was conducted in nine schools at three school levels that have been successful in ...implementing social justice and in creating inclusive learning spaces. The framework of path-goal theory and transactional and transformational leadership guided the study. All the principals and lead teachers had a vision of pupil well-being and achievement. The findings show that all the principals and lead teachers were primarily participative in their leadership style. However, the leaders who were identified as being most proactive appeared to be more directive in style. Nøkkelord: Leadership, diversity, immigrant students, immigrant pupils
Teachers work in diverse environments in terms of pupils' abilities, socio-economic backgrounds and demography. The growing demands of political and societal bodies increase the pressure placed on ...teachers. Using a socio-ecological framework, this study provides insights into teachers' perspectives and their challenges in the field of teaching recently arrived pupils in the Finnish context. Qualitative interviews of ten participants from different parts of Finland were conducted. The data were analysed through thematic analysis. The findings suggest that teachers need more administrative and collegial support, effective educational policies, sufficient resources, and wider community attention. The results of the study can be useful for education stakeholders in mitigating the problems encountered by teachers, and in shedding light on how these levels can be accessed. The study also provides a structure that researchers can use to classify teachers' challenges at the individual, organisational, municipal, and national levels.
This paper presents data from two studies - a nationwide quantitative research and an ethnographic study - on Greek schoolteachers' attitudes towards immigrant pupils' bilingualism. The quantitative ...data come from a large-scale questionnaire survey, which aimed at the investigation of the needs and requirements for the implementation of a pilot programme teaching migrant languages in Greek state schools. The findings provide an updated comprehensive view on how Greek teachers perceive their pupils' bilingualism and the inclusion of their heritage languages in the state school. Complementing and enhancing the quantitative data, the analysis of four teachers' semi-structured interviews, which were conducted in the context of the ethnographic study, provides insights into their language ideologies, which underlie their language views and school practices.
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