Action Research in Integration of Immigrant Students in the Classrooms of Torreblanca Secondary School

Autor/inn/en	Ferreras-Listán, Mario; Pineda Alfonso, José Antonio; León-Sánchez, Mario; Sevillano-Monje, Verónica
Titel	Action Research in Integration of Immigrant Students in the Classrooms of Torreblanca Secondary School
Quelle	In: International Journal of Psychology and Educational Studies, 7 (2020) 4, S.84-95 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ferreras-Listán, Mario)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9378
Schlagwörter	Action Research; Inclusion; Immigrants; Foreign Countries; Teacher Education; Multicultural Education; High School Teachers; High School Students; Student Improvement; Student Motivation; Outcomes of Education; Clubs; Spain + Suchen Sie Ihr Suchwort? Projektforschung; Inklusion; Immigrant; Immigrantin; Immigranten; Ausland; Lehrerausbildung; Lehrerbildung; Multikulturelle Erziehung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Schulische Motivation; Lernleistung; Schulerfolg; Club; Klub; Spanien
Abstract	Thanks to the intercultural training of secondary school teachers, it has been possible to improve the inclusion of immigrant students in school classrooms. Reality shows that greater attention to this type of student by teachers, as well as by other colleagues, considerably improves their academic success. It also favours greater personal development within the socio-environmental context in which they live. The Erasmus + Quammelot project, after planning and executing a specific training course for Secondary Education teachers, includes the results obtained in several Spanish schools, among them the IES Torreblanca. These results have been obtained attending to the personal and academic needs of immigrant students. This work gathers the main results obtained in three of the didactic interventions developed along the eight modules that compose the training of the participating teachers. Throughout these three didactic proposals, information units have been collected referring to the learning of the attitudinal dimension at an initial moment (M1) and at the end of each proposal (M2). After the analysis of the information obtained, it has been possible to verify that the motivation, interest and participation of the students improves notably, regardless of whether or not they are immigrant students. [Paper presented was presented at the ERPA International Congresses on Education (April 10-12, 2020).] (As Provided).
Anmerkungen	International Journal of Psychology and Educational Studies. Sakarya University, Faculty of Education, Department of Educational Sciences, Sakarya, Turkey. e-mail: ijpesjournal@gmail.com; Web site: https://dergipark.org.tr/tr/pub/pes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01