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Direct linkSeung-Hwan Ham; Wei Liao; Yisu Zhou – International Journal of Inclusive Education, 2024
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…
Descriptors: Immigrants, Student Diversity, Student Needs, Equal Education
Guofang Li; Kongji Qin – Urban Education, 2024
Persistent educational inequity for immigrant and refugee students and their families calls for instructional practices centering on access, quality, and social justice. Drawing on two qualitative case studies, this article examines how three U.S. urban school teachers attended to the systemic inequalities and unique challenges confronting…
Descriptors: Advocacy, Immigrants, Refugees, Urban Education
Download full textHuseyin Uysal; Christian Fallas-Escobar – TESL Canada Journal, 2024
This descriptive qualitative study investigates the concerns that pre-service teachers at a small liberal arts college expressed about the racialization of English learners (ELs) and documents their increasing awareness of and preparedness to address these concerns during and after their studentteaching experience. The study included informal…
Descriptors: Preservice Teachers, English (Second Language), Racial Factors, English Language Learners
Luz Valoyes-Chávez; Lisa Darragh – Educational Studies in Mathematics, 2024
As increasing numbers of Black immigrant students attend schools in Chile, we examine classroom practices to consider the limits of the mathematics education equity promise for this student population. We focus on the practices of a third-grade teacher who participated in professional development for enhancing reform-based mathematics teaching in…
Descriptors: Foreign Countries, Blacks, Immigrants, Grade 3
Caroline Z. Muteti; Brooke I. Jacob; Jacinta M. Mutambuki – Chemistry Education Research and Practice, 2023
Explicit teaching of metacognition, 'thinking about one's thinking,' has been shown to improve achievement scores in the general chemistry tests and facilitate the awareness and adoption of metacognitive strategies. However, very few studies have investigated variations in the reported metacognitive strategies employed by college science majors by…
Descriptors: Equal Education, Metacognition, Chemistry, Science Instruction
Duncan-Andrade, Jeffrey M. R. – Harvard Education Press, 2022
"Equality or Equity" sets forth a compelling argument urging us to shift our understanding of the role of our education system from providing equal opportunity to building an equitable society. A leading scholar-practitioner and ardent proponent of culturally responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to settle the…
Descriptors: Equal Education, Social Justice, Public Education, At Risk Students
Tipaya Peungcharoenkun; Budi Waluyo – SAGE Open, 2024
Despite Thailand's popularity as a destination for migrant laborers from neighboring Southeast Asian countries, little research has been conducted on the education of migrant school-aged children in Thailand's public schools. However, knowledge in this area is important for improving Thailand's education policy and curriculum for migrant children…
Descriptors: Foreign Countries, Immigrants, Public Schools, Teacher Attitudes
Rusert, Kirsten; Stein, Margit – Journal of Vocational Education and Training, 2023
This article depicts the obstacles within the vocational education for trainees with escape and migration experience in Germany. The structure of the highly formalised vocational training system in Germany is based on the assumption of a 'normal case' of an educational biography. However, this neither applies to the often-broken educational…
Descriptors: Foreign Countries, Refugees, Immigrants, Vocational Education
M. Garrett Delavan Ed.; Juan A. Freire Ed.; Kate Menken Ed. – Multilingual Matters, 2024
This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement,…
Descriptors: Immersion Programs, Bilingual Education Programs, Curriculum Development, Instructional Leadership
Mark Nagasawa, Editor; Cristina Medellin-Paz, Editor; Helen Frazier, Contributor; Virginia Dearani, Contributor; Charis-Ann Sole, Contributor; M. Nalani Mattox-Primacio, Contributor; Shin Ae Han, Contributor; Soyoung Park, Contributor; Sunmin Lee, Contributor; Nnenna Odim, Contributor; Jennifer Keys Adair, Contributor; Angie Zapata, Contributor; Mary Adu-Gyamfi, Contributor; Adrianna González Ybarra, Contributor; Seung Eun McDevitt, Contributor; Louella Sween, Contributor; Vanessa Rodriguez, Contributor – Bank Street College of Education, 2024
Issue 51 of the Bank Street Occasional Papers Series "Reconceptualizing Quality Early Care and Education with Equity at the Center" is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence's 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking…
Descriptors: Early Childhood Education, Child Care, Equal Education, Teaching Methods
Karakus, Mehmet; Courtney, Matthew; Aydin, Hasan – Educational Assessment, Evaluation and Accountability, 2023
The present study explores the antecedents of first- and second-generation (1G and 2G) immigrant students' academic performance using PISA 2018 data. The study draws on an international sample of 11,582 students from 534 schools in 20 countries and focuses on PISA schools that catered to a mix of 1G and 2G students. The study explores the role…
Descriptors: Immigrants, Generational Differences, Student Characteristics, Student Attitudes
Catarina Schmidt; Lisa Molin – Language and Education, 2024
This paper draws on an intervention study focussing on translanguaging pedagogies. The study was carried out in 2020-2022 in collaboration with principals and teachers at one school located in a socioeconomic disadvantaged area in Sweden. Drawing on teachers' logbooks, the aim was to investigate in what ways the theoretical concept of…
Descriptors: Access to Education, Equal Education, Multilingualism, Code Switching (Language)
George C. Bunch – Intercultural Education, 2025
Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual…
Descriptors: Teaching Methods, Difficulty Level, Multilingualism, Core Curriculum
Harðardóttir, Eva; Jónsson, Ólafur Páll – Journal of Social Science Education, 2021
Purpose: To explore the role and possibilities of Global Citizenship Education (GCE) in attending to neglected aspects of inclusive education when responding to forced youth migration in Europe. Approach: We discuss different approaches to GCE within the literature, their implications for refugee students within national educational settings and…
Descriptors: Global Approach, Citizenship Education, Educational Philosophy, Teaching Methods
Lee, Crystal Chen; Akin-Sabuncu, Sibel; Goodwin, A. Lin; McDevitt, Seung Eun – Teachers College Record, 2021
Background: Diversity across the world is changing, given the growing number of immigrant children in schools. These increases in transnational mobility have teachers struggling to reconsider their everyday practices to accommodate many more newcomers in their classrooms. The need for teachers to become more responsive to changing social…
Descriptors: Foreign Countries, Immigrants, Teaching Methods, Social Justice
