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Journal articles on the topic 'Education of immigrant pupils'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

Seabra, Teresa, and Ana Filipa Cândido. "Citizenship, generational status and mixed origin: An analysis of immigrant heterogeneity on academic performance in Portuguese state schools." Portuguese Journal of Social Science 21, no. 1 (2022): 49–75. http://dx.doi.org/10.1386/pjss_00049_1.

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The official annual data on pupils of immigrant origin published by the Portuguese Directorate-General of Education and Science Statistics primarily focus on the citizenship of pupils, excluding those with Portuguese citizenship of immigrant origin or host country citizenship (descendants of immigrants). To address this limitation, this article employs microdata from Directorate-General of Education and Science Statistics of the Ministry of Education and Science (DGEEC/MEC), incorporating information on the pupils’ and parents’ countries of birth to identify descendants of immigrants. The stud

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Knez, Mihaela. "Za koliko slovenščin(e) je prostora v naši šoli?" Jezik in slovstvo 57, no. 3-4 (2024): 47–62. http://dx.doi.org/10.4312/jis.57.3-4.47-62.

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Education is crucial to the process of integration of immigrant children into a new environment, while knowledge of the new environment’s language is a precondition for the successful completion of the educational process. Language is, of course, far from being the only factor that contributes to more rapid integration and successful education, but the reality is that immigrant pupils achieve better results in those countries that devote greater attention to foreign/second language learning. Having limited our research to the first generation of immigrants, in the present paper we discuss the

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Schwartz, Amy Ellen, and Leanna Stiefel. "Immigrants and the Distribution of Resources Within an Urban School District." Educational Evaluation and Policy Analysis 26, no. 4 (2004): 303–27. http://dx.doi.org/10.3102/01623737026004303.

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In New York City, where almost 14% of elementary school pupils are foreign-born and roughly half of these are “recent immigrants,” the impact of immigrant students on school resources may be important. While immigrant advocates worry about inequitable treatment of immigrant students, others worry that immigrants drain resources from native-born students. In this article, we explore the variation in school resources and the relationship to the representation of immigrant students. To what extent are variations in school resources explained by the presence of immigrants per se rather than by dif

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Norozi, Sultana Ali, and Ottar Ness. "The Teacher’s Wellbeing as a Binary Asset When Working with Newly Arrived Immigrant Pupils." Education Sciences 13, no. 8 (2023): 800. http://dx.doi.org/10.3390/educsci13080800.

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The influx of immigrants has led to increased cultural and ethnic diversity in classrooms, presenting unique challenges for teachers who work with pupils with varying linguistic, social, and cultural backgrounds. This paper examines the impact of these challenges on the wellbeing of teachers who work with newly arrived immigrant pupils. It is argued that a lack of knowledge and skills in this area can be educationally, socially, and psychologically demanding for teachers, negatively affecting their wellbeing. Teachers’ wellbeing can be influenced by two main factors: personal and internal fact

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Sani, Serena. "INTERVENTION POLICIES PROPOSED BY THE EUROPEAN UNION TO COMBAT EARLY SCHOOL LEAVING AMONG MIGRANT PUPILS." AGORA INTERNATIONAL JOURNAL OF JURIDICAL SCIENCES 17, no. 1 (2023): 152–68. http://dx.doi.org/10.15837/aijjs.v17i1.5755.

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Currently, in Europe, many young people drop out of school or training before completing secondary education. According to findings from some international research, the average dropout rate is twice as high for immigrant pupils as for native students. In fact, on this front, what emerges from the analysis of the educational achievements of pupils of immigrant origin is that, in most European countries, the educational itinerary of these pupils is characterized by a significant incidence of dropouts, dropouts and delays. In this regard, over the past decades, European institutions have drafted

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Driessen, Geert. "Attitudes, Behavior and Relations in the Early School Years." Education Sciences 12, no. 4 (2022): 283. http://dx.doi.org/10.3390/educsci12040283.

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In the early school years, the emphasis is more and more on cognitive output factors. Non-cognitive development is receiving less attention than before, though such factors are important determinants of academic success. This study aims at answering two questions: (1) How do young children perform on a number of non-cognitive characteristics, more specifically, attitudes, behavior, and relationships? (2) Are there any differences with regard to those characteristics according to the pupils’ social and ethnic/immigrant background? To answer the questions, data from the Dutch large-scale cohort

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Sierens, Sven, Piet Van Avermaet, Mieke Van Houtte, and Orhan Agirdag. "Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement." European Educational Research Journal 19, no. 6 (2020): 564–86. http://dx.doi.org/10.1177/1474904120925981.

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The assumption that (early) attendance of universal pre-school enhances the future academic performance of pupils with lower socio-economic and/or immigrant backgrounds underlies many education policies in Europe. The purpose of this study is to assess this assumption for Flanders – a case characterised by near-general enrolment and a ‘schoolified’ approach to pre-school education. We investigated general and equity benefits of pre-school duration regarding academic outcomes in fourth grade, analysing quantitative data from a survey of 1761 pupils. First, multilevel regression analysis showed

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Tatar, Moshe, and Gabriel Horenczyk. "Immigrant and host pupils' expectations of teachers." British Journal of Educational Psychology 66, no. 3 (1996): 289–99. http://dx.doi.org/10.1111/j.2044-8279.1996.tb01198.x.

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Aarssen, Jeroen, Peter Broeder, and Guus Extra. "Allochtone Leerlingen en Allochtone Talen in Het Voortgezet Onderwijs." Toegepaste Taalwetenschap in Artikelen 59 (January 1, 1998): 41–55. http://dx.doi.org/10.1075/ttwia.59.05aar.

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Owing to processes of migration and minorization, the Netherlands is increasingly developing into a multicultural society. Litde information, however, is available about the actual composition of this multicultural society. Statistics on immigrant minority groups are commonly based on nationality and/or birth-country criteria, which both suffer from increasing erosion. Ethnic self-categorization and home language use have been suggested as complementary or alternative criteria. Particularly in the context of education, data on home language use of immigrant minority pupils can supply relevant

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Song, Hyojune, Doo-sub Kim, and Seung-hwan Ham. "Effects of immigrant residential concentration on student performance: Native versus immigrant pupils." Multicultural Education Studies 11, no. 1 (2018): 133–50. http://dx.doi.org/10.14328/mes.2018.3.31.133.

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The increasing influx of the cross-border migrant population into South Korea gives rise to ethnic enclaves characterized by a high degree of residential segregation. Drawing on a social disorganization perspective, this study hypothesizes that the level of immigrant residential concentration is negatively associated with pupils’ academic performance. We also hypothesize that such a negative “neighborhood effect” is mitigated among immigrant pupils vis-à-vis their native peers, due to the implementation of various “multicultural” policies for supporting this minority group over the past decade

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Budinoska, Ines. "Učitelji o jezikovnih vprašanjih pri vključevanju učencev priseljencev v slovenski vzgojno-izobraževalni sistem." Jezik in slovstvo 62, no. 1 (2024): 45–54. http://dx.doi.org/10.4312/jis.62.1.45-54.

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The paper presents the findings of research conducted within my doctoral studies, which are also part of my doctoral dissertation (entitled: Linguistic integration of immigrants’ children in Slovenian basic school, 2014). One of the previous issues (58/2) presented the results regarding teachers’ strategies for the inclusion of immigrant pupils in classes, while the present paper focuses on the part of research dedicated to the positions of teachers on language issues related to the inclusion of immigrant children in the Slovenian education system. This part of the research was thus focused on

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Alivernini, Fabio, Sara Manganelli, Elisa Cavicchiolo, and Fabio Lucidi. "Measuring Bullying and Victimization Among Immigrant and Native Primary School Students: Evidence From Italy." Journal of Psychoeducational Assessment 37, no. 2 (2017): 226–38. http://dx.doi.org/10.1177/0734282917732890.

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Italy is a particularly interesting context in which to study the phenomenon of bullying given the steadily increasing number of immigrant students attending Italian primary schools. We examined the psychometric properties of a short self-report measure of bullying and victimization across groups of students with various migration backgrounds. We then estimated, by latent mean comparisons, the rates of prevalence of bullying and victimization among different generations of immigrants and native students. Results concerning the factor structure of the measure were consistent with studies in oth

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Vedder, Paul, and Hetty Kook. "Verschillen Tussen Antilliaanse en Arubaanse Leerlingen." Leerderskenmerken 37 (January 1, 1990): 92–102. http://dx.doi.org/10.1075/ttwia.37.10ved.

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Most immigrant children in the Netherlands are second or third generation immigrants. For children from Antillian or Aruban parents (the Netherlands Antilles and Aruba are former Dutch colonies in the Caribbean) this is quite different. Many of these children of pre-school or primary school age are first generation children. This article reports a study on effects of immigration on school achievement, motivation and abstract problem solving skills of 56 Antillian and Aruban immigrant children in the age range of ten to thirteen. These children were compared with a group of 121 Dutch pupils and

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del Barco, Benito León, Elena Felipe Castaño, Teresa Gómez Carroza, Margarita Gozalo Delgado, and Carlos Latas Pérez. "Scale of attitudes of schoolchildren towards immigrant pupils." European Journal of Psychology of Education 22, no. 4 (2007): 439–54. http://dx.doi.org/10.1007/bf03173465.

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Jurgena, Inese, and Anna Līduma. "IMMIGRANT CITIZENSHIP PROMOTION IN LATVIA'S EDUCATION ENVIRONMENT: STUDENT OPINIONS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 216. http://dx.doi.org/10.17770/sie2017vol1.2377.

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For Latvia as a European Union member state, the issue of immigrant integration into Latvia's society has become currently actuated. Schools have to be ready to enroll pupils of other nationalities and assist them in earlier inclusion into Latvia's society, by promotion of their citizenship development towards the state where they abode, the EU states and the world society in general. The accomplished researches in Latvia reveal that in education environment, it is especially significant to strive for attitude transformation of Latvia's citizens to the inclusion of the immigrant children into

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Kahlil, Killi Elias, and Constantinos Xenofontos. "Teaching Mathematics to Children of Immigrant Backgrounds: Primary Teachers' Perspectives from Norway." Journal for Theoretical & Marginal Mathematics Education 3, no. 1 (2024): Article 0306. https://doi.org/10.5281/zenodo.13621544.

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In this study, we explore primary teachers’ perspectives on teaching mathematics to children of immigrant backgrounds in Norway. In doing so, we employ Variation Theory as our theoretical lens, aiming to map and critically explore the variation of perspectives experienced by the teachers. The participants were twelve teachers working in the same school with high numbers of immigrant pupils. A reflexive thematic analysis of individual semi-structured interviews with the teachers reveals insights into language-related challenges of mathematics learning, cultural influences on mathematics l

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Čok, Tina. "Survey on the Attitudes of School Community Members Regarding the Role of the Language(s) of Schooling in the Integration Process of Pupils with an Immigrant Background in Slovenia." Center for Educational Policy Studies Journal 14, no. 3 (2024): 89–115. http://dx.doi.org/10.26529/cepsj.1831.

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In terms of integration policy, Slovenia is considered a country that promotes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their different language needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of langua

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Palaiologou, Nektaria, Argyris Kyridis, and Vasilis Gialamas. "The Education of Second Generation Immigrant Pupils in Greece: Teachers' Views." International Journal of Diversity in Education 13, no. 4 (2014): 9–19. http://dx.doi.org/10.18848/2327-0020/cgp/v13i04/40107.

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Ojwang, Frank. "Social Injustice Against African Pupils in the Finnish Basic Education System: Deconstructing Institutional Discrimination through the Lenses of Immigrant Twins." European Journal of Interdisciplinary Studies 10, no. 2 (2024): 1–16. https://doi.org/10.26417/4vf98f18.

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This article analyses the perceptions of fourteen African households having fifteen African children attending Finnish system of basic education in the same grade and from the same municipality using ethnographic method. The article is based on a three-year analysis about the pupils’ academic journey from Grade one to three between 2019-2022 and evaluates the parental understanding and perception about 1) the Finnish education system 2) the pupils’ performance and 3) the attitude of teachers towards the pupils. This article uses biographical method from parents. The article uses the theory of

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Orłowska, Beata A. "Education of foreign children – integration or disintegration of identity." Review of Nationalities 9, no. 1 (2019): 247–55. http://dx.doi.org/10.2478/pn-2019-0019.

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AbstractThe paper points to new difficulties and new expectations towards the Polish school. The presence of a greater number of immigrant students results in the school and teachers having to face new challenges. However, one often forgets that pupils too are put in a new school and in a new cultural situation. On top of that, pupils in a class that welcome new classmates should be prepared for the meeting with a different culture or tradition in order to understand their new friends better. One also needs to think how to support the child’s parents for whom it is also a very difficult time.

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Centorrino, Marco, and Lilia Pellegrino. "Scuola e famiglie immigrate: Uno studio in una scuola del Sud Italia." Educatio Siglo XXI 38, no. 1 Marzo-Ju (2020): 11–32. http://dx.doi.org/10.6018/educatio.403551.

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Con esta contribución se pretende investigar,en la dimensión de la vida cotidiana,uno de los aspectos a través del cual, ennuestra opinión, es posible analizar la dinámicade integración de los inmigrantesen Italia.De hecho, la creciente presencia en lasúltimas décadas de hijos de familias inmigrantesen la escuela italiana ha puesto demanifiesto la necesidad de una comunicacióne interacción constantes y efectivasentre la familia y la escuela. La contribuciónse centra en los primeros resultadosde un estudio, dedicado precisamentea este aspecto, llevado a cabo en unaciudad del Sur de Italia, en u

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Kožar Rosulnik, Klara, and Marijanca Ajša Vižintin. "Intercultural education and mother tongues of immigrant children: The case of Slovenia." European Journal of Inclusive Education 3, no. 1 (2024): 185–99. http://dx.doi.org/10.7146/ejie.v3i1.146801.

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PURPOSE. Intercultural education has become an important topic and one of the priorities for schools and education systems worldwide. Teachers should acquire knowledge about inclusion and intercultural education during their university education, but despite evidence that principals, teachers and schools feel ill-equipped to teach and engage in intercultural education, it in many countries, including Slovenia, this is not the case. For this reason in this paper, we present an intercultural model of education that offers teachers concrete support in the inclusion of migrant children. APPROACH.

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Hashim, Zahraa, and Fatma Köprülü. "UNIVERSITY LECTURERS VIEWS OF THE LEVEL OF SUSTAINABILITY AWARENESS AMONG COMPUTER EDUCATION STUDENTS." Conhecimento & Diversidade 15, no. 38 (2023): 217–38. http://dx.doi.org/10.18316/rcd.v15i38.11042.

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The purpose of this research is to examine how the communication model used in primary schools affects the academic performance of migrant students from Syria, as perceived by both teachers and students. The study aims to determine whether the communication model has positive or negative effects on the academic success of these students. Thus, the case study approach, a qualitative research methodology, was deemed favorable. The major subjects of this study are Syrian refugees now enrolled in elementary schools in the Turkish cities of Gaziantep as well as Hatay, as well as the instructors who

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Johannessen, Berit, Magnhild Hoie, Kristin Haraldstad, et al. "School nurses’ and teachers’ perceptions of pain in young immigrants living in Norway." International Journal of Migration, Health and Social Care 16, no. 1 (2020): 1–11. http://dx.doi.org/10.1108/ijmhsc-01-2019-0005.

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Purpose The number of adolescents experiencing pain is increasing. Pain has a major impact on several areas of daily living, such as function at school and school absenteeism, loss of appetite and socializing. One out of ten pupils in Norwegian schools is immigrants, and surveys have shown that immigrants suffer from poor health more often than the general population. The purpose of this study was to explore how school nurses and teachers experience pain in young immigrants in the school setting. Design/methodology/approach A qualitative design using focus group interviews was chosen for data

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Alonso González, Vanesa. "Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2." Languages 6, no. 1 (2021): 11. http://dx.doi.org/10.3390/languages6010011.

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Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, socioli

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Alonso González, Vanesa. "Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice. 2020. Edited by Peyton, Joy K. and Young-Scholten Martha. Bristol: Multilingual Matters, 208p; ISBN: 978-1-78309-996-2." Languages 6, no. 1 (2021): 11. http://dx.doi.org/10.3390/languages6010011.

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Teaching Adult Immigrants with Limited Formal Education: Theory, Research, and Practice is a compendium of the six modules that were the result of the third phase of the EU-Speak Project, European Speakers of Other Languages: Teaching Adult Migrants and Training Their Teachers, an ambitious collaborative research project carried out by several European and American universities with the purpose of orienting second language educators whose target pupils are immigrant second language learners with limited education and literacy. Each chapter covers different linguistic, psycholinguistic, socioli

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Padovan-Özdemir, Marta. "Praktiske tekster." Tidsskrift for Professionsstudier 16, no. 30 (2020): 74–83. http://dx.doi.org/10.7146/tfp.v16i30.119288.

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Education is abundant in practical texts regulating, reflecting, guiding, and documenting. Nevertheless, practical texts often pass unnoticed in educational studies. This article discusses how poststructural documentary analysis can use practical texts for problematizing naturalized problematizations in education. Hence, the article takes educational problematizations of immigrant pupils as an example and objectifies it as a social question shaped by and shaping education. Then, key characteristics of practical texts, and how a text corpus can be established, is developed. In conclusion, the a

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Chrzanowska, Iwona, and Beata Jachimczak. "Uczeń z doświadczeniem migracji w edukacji. Diagnoza potrzeb i obszary wsparcia w ramach edukacji włączającej – uczeń cudzoziemski." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 21 (January 7, 2019): 89–104. http://dx.doi.org/10.14746/ikps.2018.21.05.

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The text is dedicated to the subject of support in education involving one of the groups of students with special educational needs - foreign students. Compared to other groups of pupils from the SPE, it is a small population of students in Poland. It represents less than 0.4% of students with special educational needs. The problems of foreign pupils, both in relation to education and social integration in the country they came to, are specific even within the group of pupils from the SPE. However, as the research results on the issue indicate, among others due to the small population of forei

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Xenofontos, Constantinos. "Immigrant pupils in elementary classrooms of Cyprus: how teachers view them as learners of mathematics." Cambridge Journal of Education 45, no. 4 (2015): 475–88. http://dx.doi.org/10.1080/0305764x.2014.987643.

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Hasman, Jiří, Yvona Kostelecká, and David Hána. "The spatial concentration of immigrant pupils at primary and lower secondary schools in the Czech Republic." Moravian Geographical Reports 24, no. 4 (2016): 38–51. http://dx.doi.org/10.1515/mgr-2016-0021.

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AbstractSince the fall of the Iron Curtain and especially since joining the European Union, the Czech Republic has become a country with a sharply growing number of immigrants, who more and more often are coming to the country with the purpose of settling long term and starting a family. This change places demands on society as a whole but also on particular areas such as the education system, which needs to integrate these children successfully and ensure that they are provided with quality education. The experiences of countries with a long history of migration have shown a negative correlat

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Meunier, Deborah. "Some ‘circulating’ doxic ideas about multilingualism in French-speaking schools." Belgian Journal of Linguistics, Volume 37 (2023) 37 (December 31, 2023): 99–117. http://dx.doi.org/10.1075/bjl.00082.meu.

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Abstract Despite the inclusive nature of recent educational reforms in French-speaking Belgium, few teachers implement multilingual approaches in their classrooms. On the contrary, the education system perpetuates a monolingual doxa by ignoring the home languages of newcomer or immigrant pupils, or even by prohibiting the use of these languages in school. We propose a discursive analysis of some ‘circulating’ doxic ideas (Charaudeau 1997; Paveau 1999) in the school environment: multilingualism is often associated with images of mixing, confusion or degeneration; didactic gestures are based on

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Spotti, Massimiliano. "Exploring the construction of immigrant minority pupils’ identities in a Flemish primary classroom." Linguistics and Education 19, no. 1 (2008): 20–36. http://dx.doi.org/10.1016/j.linged.2007.08.001.

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Gmaj, Katarzyna. "Polish Educational System Response Towards Immigrant Children’s Presence at Public Schools." Studia Migracyjne – Przegląd Polonijny 47, no. 4 (182) (2021): 251–63. http://dx.doi.org/10.4467/25444972smpp.21.062.14815.

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Since 2001, when the Ministry of Education started to collect data on foreigners attending Polish public primary and secondary schools, their number has increased by tenfold, reaching 42 000 in the school year 2019/2020. The article demonstrates how the Polish educational system has responded to immigrant children’s presence. First, it presents instruments targeted at children with migration experience, which Polish authorities have over the years implemented into law regulating schooling. The second part of the article provides an overview of research on the situation of children with migrant

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Villarroel, José Domingo. "AN EARLY UNDERSTANDING OF MECHANISM OF RAINFALL: A STUDY EXAMINING THE DIFFERENCES BETWEEN YOUNG MINORITY IMMIGRANT AND NATIVE-BORN CHILDREN." Problems of Education in the 21st Century 47, no. 1 (2012): 152–64. http://dx.doi.org/10.33225/pec/12.47.152.

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Preschool and lower grades of primary education (that is, before the age of 8) are a crucial period to attempt to reduce the educational performance gap between minority immigrant and native-born children. Regarding the science education field, it is believed that early exposure to scientific explanations on natural phenomena may positively influence to not only a better comprehension of the surrounding world but, also, the pupils’ success in grasping subsequent and more formal scientific concepts. In this respect, little research has been conducted to examine whether the learning process on t

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Damayanti, Putri, Ana Maghfiroh, Diyah Atiek Widia Wati, and Wiffy Zalina Putri. "The Influence of The Social Environment on Indonesian Migrant Workers." Indonesian Journal of Economics, Social, and Humanities 5, no. 3 (2023): 249. http://dx.doi.org/10.31258/ijesh.5.3.249-249.

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There are many ways to carry out education in Malaysia, specifically in Selangor or at SB Sungai Buloh Kuala Lumpur, one of them is to enhance the educational system. This study intends to describe how education is implemented and carried out using a planned curriculum system that is adopted at Sungai Buloh SB Kuala Lumpur, Malaysia, to boost the effectiveness of children from migrant families. The respondents in this type of research or its design tool were student guardians and several children with migrant backgrounds, who were taken for purposive sampling and for the interview process. The

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Putjata, Galina. "Multilingualism in Regular Teacher Education: A Qualitative Study With Pre-Post Conversations and Learning Diaries on Reconstruction of Language-Related Notions of Normality." Journal for Educational Research Online 2024, no. 1 (2025): 16–35. https://doi.org/10.31244/jero.2024.01.02.

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This paper focuses on the multilingualism in teacher education and puts a new education policy in the spotlight: the German “DaZ-Modul – German for pupils with an immigrant background,” which has been implemented as part of regular teacher training. In light of increasing linguistic diversity and transnational mobility, the potential of such a module is of particular significance. In order to analyse this potential, a qualitative study was conducted with pre-service teachers using a triangulation of pre- and post-group discussions with learning diaries. The findings offer deep insights into pa

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Fuller, Bruce, Yoonjeon Kim, Claudia Galindo, et al. "Worsening School Segregation for Latino Children?" Educational Researcher 48, no. 7 (2019): 407–20. http://dx.doi.org/10.3102/0013189x19860814.

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A half century of research details how segregating racial groups in separate schools corresponds with disparities in funding and quality teachers and culturally narrow curricula. But we know little about whether young Latino children have entered less or more segregated elementary schools over the past generation. This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010. Latinos became more segregated within districts enrolling at least 10% Latino pupils nationwide, including large urban districts. Exposure of poor students (of any rac

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Foulidi, Xanthippi, Evangelos C. Papakitsos, and Terpsichori Gioka. "Counseling Skills in Intercultural Education: The Case of foreign seas immigrants in Greece." International Journal of research in Educational Sciences 5, no. 2 (2022): 451–63. http://dx.doi.org/10.29009/ijres.5.2.8.

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This paper presents some points of view about the counseling psychology skills that are required in intercultural education context. This issue arises from the rather massive migration that has been observed in the European Union countries, since 2007, involving three million persons until 2015. Especially Greece has received directly the largest number of refugees, among the European countries, due to its proximity to Middle East as the Southeastern “Gate” of European Union, amounting to 1.8 million individuals. In addition, 60,000 illegal immigrants and refugees have been trapped in Greece f

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Pappa, Sotiria, and Päivi Hökkä. "Emotion Regulation and Identity Negotiation: A Short Story Analysis of Finnish Language Teachers’ Emotional Experiences Teaching Pupils of Immigrant Background." Teacher Educator 56, no. 1 (2021): 61–82. http://dx.doi.org/10.1080/08878730.2020.1785069.

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Oortwijn, Michiel Bastiaan, Monique Boekaerts, and Paul Vedder. "The effect of stimulating immigrant and national pupils’ helping behaviour during cooperative learning in classrooms on their maths‐related talk." Educational Studies 34, no. 4 (2008): 333–42. http://dx.doi.org/10.1080/03055690802257093.

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Spiecker, Ben, Jan Steutel, and Doret de Ruyter. "Self-Concept and Social Integration." Theory and Research in Education 2, no. 2 (2004): 161–75. http://dx.doi.org/10.1177/1477878504043442.

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This article evaluates the credo ‘integration while maintaining one’s identity’ with the help of psychological arguments. First, it explores the requirements of being a good citizen in a liberal democracy. Following Rawls, we state that justice is the cardinal liberal virtue and that this virtue includes having the disposition to respect the rights of all citizens equally. It then investigates psychological theories about identity and the relation between culture and identity. We focus on the distinction between collectivistic cultures and an interdependent self-concept on the one hand and ind

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Parmin, Umi Na'imah Apriani, and Sukartono. "PEMBENTUKAN KARAKTER CINTA TANAH AIR MELALUI PENDIDIKAN KEWARGANEGARAAN PADA ANAK INDONESIA." Paedagogia: Jurnal Pendidikan 13, no. 1 (2024): 141–58. http://dx.doi.org/10.24239/pdg.vol13.iss1.467.

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The issue raised by this research relates to the affection that Indonesian immigrant children who attend school in Malaysia have for their own country. The younger generation in Indonesia has to love their country in order for them to grow up to be future national leaders and capable of defending it. Through the identification of factors that support and surmount current challenges, this research seeks to cultivate in Indonesia's youth a love for their country and hometown despite their exile. This study employs a phenomenologically grounded qualitative technique. The head of the learning stud

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Gil Carmona, Francisco, Sandra Muzzi, and Antoni Santisteban Fernández. "Todos y todas somos inmigrantes. Representaciones de niñas y niños de Primaria sobre la inmigración." REIDICS. Revista de Investigación en Didáctica de las Ciencias Sociales, no. 2 (March 13, 2018): 20–35. https://doi.org/10.17398/2531-0968.02.20.

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This paper analyzes social representations of Primary children on immigration, based on their family history. The research was carried out with pupils attending 5th and 6th grade in Badia del Valles, near Barcelona, as they are a representative sample of immigrant society. Migration represents a big issue in the teaching of Social sciences, as migratory flows around the world are a constant ever since. Nevertheless, the current policy of Europe or national governments towards these people is controversial, based mostly on rejection with economic or cultural (shameful) excuses. Refugees are tre

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VYNARCHYK, Maria. "The problem of integration of immigrants in the conditions of bilingual education in the socio-cultural dimension of France." EUROPEAN HUMANITIES STUDIES: State and Society, no. 2 (June 30, 2023): 4–15. https://doi.org/10.38014/ehs-ss.2023.2.01.

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The article deals with the problem of integration of immigrants under bilingual education in France. The article shows the main aspects of intercultural training in the context of bilingual education. It determines the influence of the nature of bilingual educational process on the formation of pupils’ choice of moral values and their readiness for vital activity under the conditions of cultural diversity of human community.

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Gómez-Hurtado, Inmaculada, Inmaculada González-Falcón, and José M. Coronel. "Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership." Educational Management Administration & Leadership 46, no. 3 (2016): 441–56. http://dx.doi.org/10.1177/1741143216670651.

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The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identifie

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Pace, Ugo, Giulio D’Urso, Carla Zappulla, et al. "Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers." Journal of Child and Family Studies 31, no. 1 (2021): 220–27. http://dx.doi.org/10.1007/s10826-021-02098-9.

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Damhuis, Resi. "Immigrant Children in Infant-Class Interactions." Studies in Second Language Acquisition 15, no. 3 (1993): 305–31. http://dx.doi.org/10.1017/s0272263100012134.

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This article reports on research aimed at identifying ways of improving the contribution of Dutch infant classes to the second language acquisition of nonnative children. Verbal interactions in 15 Dutch infant classes with immigrant children were investigated. Conversations were audiotaped during five types of activity: the pupil-centered conversation, the instructional exchange, the children's group, the small-group-with-teacher, and the special second-language group. Several input and production features, which are assumed to facilitate second language acquisition, were analyzed. Potentially

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Ojwang, Frank. "Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions." EUREKA: Social and Humanities, no. 5 (September 30, 2021): 82–100. http://dx.doi.org/10.21303/2504-5571.2021.002063.

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This is a comparative ethnographic research, comparing the primary school level migrant learners’ performance in the learning of the national language of the host countries in Finland and Tanzania. A response from nine teachers, drawn from Tanzanian International Schools, attended by expats’ children, was collected through structured interviews. Additionally, two In-Depth Interviews, targeting Tanzanian Swahili teachers at the international schools, was conducted using the narration approach. The study uses MAXQDA to comparatively analyze the findings of fourteen research articles on immigrant

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Ojwang, Frank. "Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions." EUREKA: Social and Humanities, no. 5 (September 30, 2021): 82–100. https://doi.org/10.21303/2504-5571.2021.002063.

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This is a comparative ethnographic research, comparing the primary school level migrant learners' performance in the learning of the national language of the host countries in Finland and Tanzania. A response from nine teachers, drawn from Tanzanian International Schools, attended by expats' children, was collected through structured interviews. Additionally, two In-Depth Interviews, targeting Tanzanian Swahili teachers at the international schools, was conducted using the narration approach. The study uses MAXQDA to comparatively analyze the findings of fourteen research articles on immigrant

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Canazza, Sergio, and Gian Luca Foresti. "A Multimodal Learning System for Individuals with Sensorial, Neuropsychological, and Relational Impairments." Journal of Sensors 2013 (2013): 1–12. http://dx.doi.org/10.1155/2013/564864.

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This paper presents a system for an interactive multimodal environment able (i) to train the listening comprehension in various populations of pupils, both Italian and immigrants, having different disabilities and (ii) to assess speech production and discrimination. The proposed system is the result of a research project focused on pupils with sensorial, neuropsychological, and relational impairments. The project involves innovative technological systems that the users (speech terabits psychologists and preprimary and primary schools teachers) could adopt for training and assessment of languag

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