School Quality from the Perspective of Migrant Children as a Basis for Ensuring Inclusive Education

Rutar, Sonja

doi:10.3986/dd.v0i48.7131

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…The contribution of social capital to improving the quality of education has not been carried out much, especially by school institutions (Bratsberg & Terrell, 2002;Dijkstra, Geijsel, Ledoux, van der Veen, & ten Dam, 2015;Jafarey & Lahiri, 2005). Most of the principals, teachers and other people at school do not know and understand about social capital (Frisvold & Golberstein, 2011;Mathur, 2017;Rutar, 2018). Some of them have already understood, but do not know how to make maximum use of the social capital owned by the school to achieve maximum school quality (Koshkin & Novikov, 2018).…”

Section: Introductionmentioning

confidence: 99%

How Does Social Capital Help Achieve High-Quality Education?

Arianti¹,

Taqwa²

2022

soc

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The purpose of this study is to examine how social capital is used to achieve high-quality education at SMAN Sumatra Selatan. This was a descriptive qualitative study with data collected through participant observation. The researcher was involved directly as well as witnessing the research process and conducting in-depth interviews with ten informants. The Miles and Huberman's were applied in the data analysis. The study's findings revealed the presence of social capital in SMAN Sumatra Selatan in the form of trust, networks, and social norms. Cooperation between the Government of the Province of South Sumatra and the Putera Sampoerna Foundation, as well as cooperation with companies, shown trust. The social network formed as a result of the partnership between SMAN Sumatra Selatan and the mass media, as well as education supporting companies. The social norms in the school were represented by four exceptional programs: academic programs, lifetime learning programs, the pathway to leadership programs, and boarding education programs. This school's social capital components included communicating with one another, working together, influencing one another, and being related to one another. They resulted in a structure of social relations that culminated in a high-quality school.

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Section: Introductionmentioning

confidence: 99%

How Does Social Capital Help Achieve High-Quality Education?

Arianti¹,

Taqwa²

2022

soc

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Characteristics, Challenges, and Proposals for the Improvement of Short Pre-school Education Programmes in Slovenia : Analysis of Focus Groups

Jurgec,

Bednjički Rošer

2024

Interdisciplinary Research in Teaching and Learning: New Perspectives and Approaches

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Our research focuses on the implementation of short pre-school education programmes in Slovenia, intended for children who had not been enrolled in kindergarten in the year prior to entering primary school. The purpose of the study was to recognise the characteristics, challenges, and potential programme improvement proposals. Data obtained through focus groups consisting of professional staff having implemented the short programme in previous years were collected through semi-structured interviews and analysed using qualitative content analysis in the Atlas.ti software. The study reveals a systemic change need in the short programme. The participants highlighted challenges pertaining to access to data on children not enrolled in pre-school education, linguistic and cultural communication barriers and the programme organisation at the level of kindergarten and state level. Only coordinated approaches at all levels - from individual kindergartens to national guidelines - can ensure optimal development and further learning conditions of pre-school children.

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How do you feel at school? A cross-country comparative analysis of migrant adolescents’ school well-being

Dežan

Sedmak

2023

Front. Educ.

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Adolescents present a relevant stakeholder in international migrations since they comprise a large share of all migrants. Previous studies show that migration processes significantly affect the well-being of migrant adolescents. This article investigates how the school environment, with its pedagogical practices and interpersonal relationships established between migrant adolescents, their classmates, and teachers, affect migrant adolescents’ well-being. Our research draws on quantitative data collected as part of the MiCREATE project. The sample of migrant adolescents (N = 700) was surveyed in 46 schools in six countries: Austria, Denmark, Slovenia, Spain, Poland, and the United Kingdom. Results indicate that migrant adolescents like school and feel safe there, however, they tend to be more satisfied with relationships established with teachers than with peers. Furthermore, differences in self-perceived school well-being emerge when comparing countries with a longer tradition of high migration flows (Spain, Denmark, and the United Kingdom) and those less experienced (Poland and Slovenia), although slight exceptions were detected. The results lead to the conclusion that schools that foster intercultural education and fulfilling interpersonal relationships are essential for school well-being of migrant adolescents and present an important step toward successful integration of migrant youth.

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School Quality from the Perspective of Migrant Children as a Basis for Ensuring Inclusive Education

Cited by 3 publications

References 8 publications

How Does Social Capital Help Achieve High-Quality Education?

How Does Social Capital Help Achieve High-Quality Education?

Characteristics, Challenges, and Proposals for the Improvement of Short Pre-school Education Programmes in Slovenia : Analysis of Focus Groups

How do you feel at school? A cross-country comparative analysis of migrant adolescents’ school well-being

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