Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools

Messiou, Kyriaki; Bui, Lien Thi Hanh; Ainscow, Mel; Gasteiger‐Klicpera, Barbara; Bešić, Edvina; Paleczek, Lisa; Hedegaard‐Sørensen, Lotte; Ulvseth, Hilde; Vitorino, Teresa; Santos, Jorge; Rueda, Cecilia Simón; Mena, Marta Sandoval; Sarrionandía, Gerardo Echeita

doi:10.1177/1474904120953241

Cited by 28 publications

(13 citation statements)

References 48 publications

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“…Schools where students felt they were listened to about classroom practices reported higher grades, better attendance, and lower rates of chronic absenteeism. International researchers are agreed that student opinions about instruction, relevance of curriculum, tutoring, teacher development, and Internet learning opportunities deserve increased attention for school improvement (Conner, 2022;Cook-Sather, 2020;Jones & Bubb, 2021;Mayes, Black, & Finneran, 2021;Messiou et al, 2022;P. S. Strom, R. D. Strom, Sindel-Arrington, & Wang, 2022).…”

Section: Student Voice Movementmentioning

confidence: 99%

Assessment of Internet Learning for High School Students

Strom¹,

Hendon²,

Strom³

2022

JEDP

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The generally poor academic performance of secondary school students across the United States is motivating educators to discover ways to improve school conditions of learning. Because the main source of knowledge is the Internet, helping students know how to use this tool wisely and relate their searching to cooperative learning group assignments is a focus of instructional concern. The purpose of this study was to determine how to improve Internet learning at a single high school. The principal chose to use student voice as the method and invited all students to take the Internet Learning Poll to find out how they felt about learning from the Internet. They were told that taking the poll was voluntary, not an assignment, their responses would be anonymous, and combined with other students. Of 461 students enrolled, 444 took the poll, yielding a school completion rate of 96%. Students wanted to be taught methods to improve their Internet research skills and how to evaluate website credibility. They maintained that teachers needed training to devise assignments which contribute to Internet searching and problem-solving practice in cooperative learning teams. Student polling presents evidence-based data to identify needs of students and contribute to better school practices. The elements used to establish the goals of continuous school improvement planning can be met by focusing on faculty improvement, student voice, and principal leadership.

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Section: Student Voice Movementmentioning

confidence: 99%

Assessment of Internet Learning for High School Students

Strom¹,

Hendon²,

Strom³

2022

JEDP

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“…Cultural diversity is one type of diversity that stands out in the field of education. In addition, education and training in a new place far from the area of origin is part of diversity in relation to migration (Messiou et al, 2022).…”

Section: Figure 4 Aptitude Test Comparisonmentioning

confidence: 99%

“…Policy documents that identified in a research, particularly in relation to student diversity, are not likely enablers for the creation of inclusive learning environments (Messiou et al, 2022). Identification of the diversity of students is often an important point that teachers rarely consider before the learning is carried out.…”

Section: Introductionmentioning

confidence: 99%

Ethnical Diversity in the Pilot Cadets Education: Study at Banyuwangi Indonesian Aviation Academy

Hariri¹,

Parjan²,

Marantika³

et al. 2022

IJORER Int. J. Recent Educ. Res.

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Pilot cadets take part in a series of education and training at an academy. Differences in the background of prospective cadets can affect the educational process and achievements achieved by the cadets. This study aims to analyze differences in the area of origin of the education and training outcomes of prospective pilot cadets. The study was conducted on 22 cadets of the Indonesian Aviation Academy Banyuwangi which were divided into 3 groups of regions of origin which generally had different levels of educational progress. The scores of the initial test results including the academic potential test, physical test and initial flight aptitude test were compared. Furthermore, comparisons were made for the initial flight aptitude test, flight aptitude test 1 and flight aptitude test 2. The results showed that education and training at the academy could improve the performance of the cadets but still resulted in achievement gaps due to their regional background. The results of the study can be used as a reference for the development of pilot education models. Further research can be done for deeper diversity or educational curriculum that is not yet optimal

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“…Este cometido, ha orientado la búsqueda y la generación de estrategias, despegándose paulatinamente de la idea de inclusión asociada únicamente a la discapacidad. No obstante, a nivel internacional, parece no estar resuelta la conceptualización referente a las nociones de inclusión y sus términos vinculados (Messiou et al, 2020). Y es que, la educación inclusiva se puede abordar desde diferentes enfoques: a) valores, creencias o principios, b) psicopedagógico: necesidades específicas de apoyo educativo, exclusión social o problemas de conducta, c) mejora escolar a nivel de comunidad educativa y d) prácticas curriculares (Sánchez-Serrano et al, 2021).…”

Section: Introductionunclassified

Prácticas inclusivas en el contexto escolar: una mirada sobre tres experiencias internacionales

Ribés

Borri-Anadón

Angelis

2022

RIEOEI

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En la actualidad hablar de educación inclusiva nos hace mirar hacia el futuro para poder alcanzar los objetivos de desarrollo sostenible. El objetivo de este trabajo es describir tres experiencias realizadas en diferentes contextos: Quebec (Canadá), Montevideo (Uruguay) y Comunidad Valenciana (España) que responden a los principios de la educación inclusiva. Las experiencias han sido seleccionadas siguiendo una serie de criterios y atendiendo a los atributos que deben poseer las buenas prácticas según la UNESCO: replicables, sostenibles, innovadoras y efectivas. La primera experiencia se enmarca en un contexto de gran diversidad cultural y lingüística en la que se ha favorecido la relación familia escuela a través de unos talleres participativos. La segunda experiencia se ha realizado en una escuela que, tras un diagnóstico en torno a las consecuencias de la pandemia del COVID-19, emprende un proyecto institucional basado en el uso de las tecnologías como herramienta de inclusión. La tercera experiencia tiene lugar en un aula multigrado, de un contexto rural, en el que el alumnado lleva a cabo una ópera infantil con la ayuda de los docentes y la participación de las familias. Como conclusión se presentan algunas reflexiones clave a modo de lecciones aprendidas y desafíos encontrados

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Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools

Cited by 28 publications

References 48 publications

Assessment of Internet Learning for High School Students

Assessment of Internet Learning for High School Students

Ethnical Diversity in the Pilot Cadets Education: Study at Banyuwangi Indonesian Aviation Academy

Prácticas inclusivas en el contexto escolar: una mirada sobre tres experiencias internacionales

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