Interventions to promotethe intercultural class andschool ... · 12/2/19 1 Interventions to...
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12/2/19 1 Interventions to promote the intercultural class and school climate 1 Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: A critical overview Cecília Aguiar, Rita Guerra, Ricardo Rodrigues, ISCTE-IUL; Luísa Ribeiro, UCP Portugal Giulia Pastori, University of Milan Bicocca, Italy Paul Leseman, University of Utrecht, The Netherlands & The ISOTIS research team AÇEV’s Preschool Education Programme, implemented as part of its Summer Preschool Programme with disadvantaged local and Syrian children in the underprivileged Southeast Region of Turkey Seyma Erdogan, ACEV, Istanbul, Turkey Ayca Alayli, Utrecht University, Utrecht, The Netherlands (representing ACEV) Taalversterkers tussen school en thuis | A language and homework coaching project in the city of Utrecht for youth in which schools, parents and volunteers collaborate to empower the student Merlijn Slothouber, Taal doet meer The Peaceable School. Critical building blocks for democratic citizenship Christel Eijkholt, Utrecht University, The Netherlands Melissa Be, CED Groep 2
Transcript of Interventions to promotethe intercultural class andschool ... · 12/2/19 1 Interventions to...
12/2/19
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Interventions to promote the intercultural class and school climate
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Early interventions tackling inequalities experienced by immigrant,low-income, and Roma children in 8 European countries: A critical overview
Cecília Aguiar, Rita Guerra, Ricardo Rodrigues, ISCTE-IUL; Luísa Ribeiro, UCP PortugalGiulia Pastori, University of Milan Bicocca, ItalyPaul Leseman, University of Utrecht, The Netherlands& The ISOTIS research team
AÇEV’s Preschool Education Programme, implemented as part of its Summer PreschoolProgramme with disadvantaged local and Syrian children in the underprivileged Southeast Regionof Turkey
Seyma Erdogan, ACEV, Istanbul, TurkeyAyca Alayli, Utrecht University, Utrecht, The Netherlands (representing ACEV)
Taalversterkers tussen school en thuis | A language and homework coaching project in the city of Utrecht for youth in which schools, parents and volunteers collaborate to empower the student
Merlijn Slothouber, Taal doet meer
The Peaceable School. Critical building blocks for democratic citizenshipChristel Eijkholt, Utrecht University, The NetherlandsMelissa Be, CED Groep
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An inventory of promising curriculum, pedagogy, and social climate interventions tackling inequalities
in 8 European countries
Cecília Aguiar, Carla S. Silva, Rita Guerra, Ricardo B. Rodrigues, Giulia Pastori & the ISOTIS Curriculum and Pedagogy Team
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Goal
u Inventory and review of promising interventions aiming to reduceeducational inequalities through curriculum design and implementation,classroom practices, and/or school social climate in eight countries.
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Inventory and analysis of inclusive curricula and educational practices: Conceptual framework
§ Multicultural education (Banks, 2006)
§ Multiculturalism as a policy (Berry, 2013; Berry & Ward, 2016): management andaccommodation of diversity to facilitate equity for heterogeneous cultural groups
ü Support for cultural diversity (e.g., maintenanceand development of heritage cultures)
ü Support for intercultural contact (e.g.,intergroup social contact)
ü Support for intercultural communication (e.g.,learning of official languages)
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Inventory and analysis of inclusive curricula and educational practices: Main constructs
§ Curriculum: “knowledge, skills, and values children are meant to attain”(Sylva, Pastori, Lerkkanen, Ereky-Stevens, & Slot, 2016)
§ Pedagogy: “the practice (or the art, the science, the craft) of teaching” (Sylvaet al., 2016) > instructional dimension (activities, strategies, and materials)
§ School social climate: relational dimensions which include respect fordiversity, classroom and school connectedness and engagement, and socialsupport (Thapa, Cohen, Guffey, & Higgins-D’Alessandro, 2013)
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Inventory and analysis of inclusive curricula and educational practices: Method
Eligibility criteriaþ ECEC & primary schools
þ Focus on ISOTIS target groups or universal
with data on disadvantaged children
þ Goal to reduce educational or social
inequalities
þ Focus on curriculum, pedagogy, & school
climate
þ Designed/implemented in the last 10 years
þ Effective (RCT; Quasi) or promising
þ Strengths-based approach
þ Described in a written document (goals &
strategies)
þ Focus on academic learning OR life-long
learning/21st century skills
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Inventory and analysis of inclusive curricula and educational practices: Method
Priority criteriaþ Ongoing
þ Focus on language suports (L1 / L2)
þ Local/less known
þ Use of ICT
þ Reputation/interest among stakeholders
þ Diversity of interventions
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Inventory and analysis of inclusive curricula and educational practices: Method
Diversified search strategies→ National stakeholders/experts > Leiden expert meeting
→ NGO & governmental publications/websites
→ Databases (EBSCO; WoS)
→ University repositories
→ Specialized national journals
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Inventory and analysis of inclusive curricula and educational practices: Method
Description of up to 15 interventions in each country (coding framework)
þGeneral information (e.g., type of author, type of organization, funding)
þ Inclusion criteria (e.g., target group, level of education, focus, level of evidence)
þCharacteristics of the intervention
(e.g., setting, responsibility for implementation, dosage, outcomes, activities, role of
ICT, role of language support, role of heritage language, role of families)
þ Scientific evidence (e.g., study design, social validation)
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Inventory and analysis of inclusive curricula and educational practices: Results
→ Over 500 interventions identified
→ Over 100 interventions considered elegible
→ 78 interventions selected and coded (3 - 15)
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Inventory and analysis of inclusive curricula and educational practices: Selection of main findings
Table 1: General information: Frequencies for target groups, level of education, focus, and level of evidence
Country N
Target groups Level of education Focus of the intervention Level of evidence
Immig. Roma Low inc.
Mixed Univer. ECEPrimary School
ECE + primary school
Curric. PedagogySocial climate
Mix. Effect. Promis.
CzechRepublic
6 1 1 ---- 4 ---- 2 3 1 ---- 2 ---- 4 2 4
England 15 ---- ---- 8 7 ---- 1 12 2 2 7 ---- 6 8 7Germany 10 5 ---- ---- 2 3 5 3 2 2 1 7 4 6Greece 13 5 7 ---- 1 ---- 2 10 1 ---- ---- ---- 13 ---- 13Italy 7 3 2 1 1 ---- 4 3 1 ---- 2 4 ---- 7Netherlands 10 1 ---- ---- 9 ---- 7 1 2 ---- 4 ---- 6 3 7Poland 3 ---- ---- 1 ---- 2 ---- 3 ---- ---- 2 ---- 1 1 2Portugal 14 3 3 3 1 4 1 11 2 2 9 2 1 1 13Total 78 18 13 12 25 10 17 47 14 7 25 4 42 19 59
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Inventory and analysis of inclusive curricula and educational practices: Selection of main findings
CountryN
ICT Heritage language Language support Family involvement
Yes No Yes No Yes No Yes No
Czech Republic 6 3 3 1 5 5 1 0 6
England 15 8 7 0 15 13 2 3 12
Germany 10 7 3 2 8 10 0 6 4
Greece 13 7 6 12 1 12 1 4 9
Italy 7 3 4 5 2 5 2 6 1
Netherlands 10 7 3 2 8 9 1 10 0
Poland 3 3 0 0 3 0 3 1 2
Portugal 14 1 13 3 11 6 8 1 13
Total 78 39 39 25 53 60 18 31 47
Table 2: Characteristics of the interventions: Frequencies for role of ICT, support of heritage language, language support, and family involvement
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Inventory and analysis of inclusive curricula and educational practices: Selection of main findings
→ 50% included some form of ICT use:
§ 22% used ICT as a means to deliver the intervention
§ 17% used ICT To provide resources for teachers...
→ 41% included explicit family involvement activities
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Inventory and analysis of inclusive curricula and educational practices: Selection of main findings
→ 79% provided some form of language support
→ 32% provided heritage language support
→ Types of language support:
§ 41%: conventional language lessons or reading/writing activities
§ 22%: language support embedded in classroom activities
§ 19%: language support in the context of play or arts-based activities
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Inventory and analysis of inclusive curricula and educational practices: Selection of main findings
→ 50% based on activities involving only children from the target groups and about 42%
based on activities involving all children in the classroom.
→ ≈ 46% delivered in the classroom, embedded in regular classroom activities or routines, and
≈ 26% delivered outside the classroom, through special activities or services (28% of the
interventions included both classroom and pull-out activities).
→ ≈ 53% were delivered by the classroom teachers and nearly 39% of the interventions were
delivered by the classroom teachers and other professionals.
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Inventory and analysis of inclusive curricula and educational practices: Selection of main findings
→ 58% were evaluated (≈1/3 high-quality evaluations; country research traditions)
→ 44% with social validation data
→ ≈ 15% did not mention or make explicit any theoretical basis.
→ 12% included references to multicultural curriculum activities
→ 6% included references to collaborative learning
→ 4% included references to group social composition: performance homogeneity
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Inventory and analysis of inclusive curricula and educational practices: Brief discussion of findings
→ Variability across countries: we can learn from each other…
→ More can be done to promote inclusiveness/belonginess and equity through interventions
that explicitly support:
§ maintenance and development of cultural heritage
§ positive contact
§ communication
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Inventory and analysis of inclusive curricula and educational practices: Recomendations
→ Values and priorities guiding decision making
§ Develop the intervention within a coherent theoretical framework.
§ Value all languages and cultures equally.
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Inventory and analysis of inclusive curricula and educational practices: Recomendations
→ Intervention approaches / strategies§ Value and support the development of the language and cultural heritage of
immigrant and minority students.§ Actively promote positive contact between minority/majority and
advantaged/disadvantaged students through joint learning activities based onpositive interdependence.§ Cooperative learning§ Heterogeneous grouping
§ Use interactive socio-cognitive training approaches (e.g., role-playing, simulationgames) to support the development of anti-bias/anti-prejudice attitudes.
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Inventory and analysis of inclusive curricula and educational practices: Recomendations
→ Involving and supporting key actors§ Actively support family participation (e.g., bidirectional communication, meaningful
learning activities at home, active involvement in decision making in school, etc.).§ Actively support classroom teachers through professional development activities.
→ Monitoring, evaluation, and dissemination§ Monitor both student learning and sense of belongingness.§ Use high-quality research designs to evaluate effectiveness.§ Make information about the intervention readily accessible.
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