Interactive Groups for Immigrant Students: A Factor for Success in the Path of Immigrant Students

Autor/inn/en	Valero, Diana; Redondo-Sama, Gisella; Elboj, Carmen
Titel	Interactive Groups for Immigrant Students: A Factor for Success in the Path of Immigrant Students
Quelle	In: International Journal of Inclusive Education, 22 (2018) 7, S.787-802 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valero, Diana) ORCID (Redondo-Sama, Gisella) ORCID (Elboj, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1408712
Schlagwörter	Immigrants; Academic Achievement; Qualitative Research; Foreign Countries; Outcomes of Education; Inclusion; Educational Improvement; Heterogeneous Grouping; School Effectiveness; Middle School Students; High School Students; Interviews; Teacher Attitudes; Cooperative Learning; Educational Practices; Focus Groups; Spain + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schulleistung; Qualitative Forschung; Ausland; Lernleistung; Schulerfolg; Inklusion; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Interviewing; Interviewtechnik; Lehrerverhalten; Kooperatives Lernen; Bildungspraxis; Spanien
Abstract	Students' learning is the result of a large number of interactions in all areas. Consequently, with an increasing number of intercultural students, we need to bring to the classrooms successful educational actions that enhance interactions and that have an impact on improving education. Based on the CONEXITO project, this article shows how interactive groups (IGs) have contributed to increase not only the educational success of native students but also the success of immigrant students in different schools of Spain, for which IGs have particular educational outcomes. The communicative qualitative data presents evidence that, especially focusing on them, IGs increase instrumental learning and facilitate the bonds of solidarity and mutual help. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01