New ISOTIS report on curriculum, classroom practices & social climate
Reciprocal family-school relationships, staff selection, training, and support, as well as a strong institutional equity culture are important conditions to promote inclusiveness and belongingness in early childhood education and primary school.
25 março, 2019
≈ 2 mins read
This is one of the central conclusions of the new ISOTIS REPORT on promising interventions tackling educational inequalities through curriculum, classroom practices, and/or school social climate. The interventions studied by our team were being conducted in: England, Germany, Greece, Italy, the Netherlands, Poland, and Portugal.
The report was edited by ISOTIS researchers Cecília Aguiar and Carla Silva (ISCTE-IUL).
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New ISOTIS paper: Language choices in parent-child interactions in Maghreb and Turkish immigrant families, a study in five European countries by Francot and colleagues
New ISOTIS paper: Resilience capacity and supportive factors of compulsory education in ethnic minority families: mixed methods study of Czech Roma mothers by Obrovská & Janků
New ISOTIS paper: Moroccan immigrant mothers’ experiences of Italian preschool institutions. A mixed-methods study by Pastori et al
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New ISOTIS paper: Supporting Inclusion and Family Involvement in Early Childhood Education through ISOTIS by Gkaintartzi et al