Case studies on curriculum, pedagogy, and social climate interventions tackling inequalities

This report presents and discusses findings of seven in-depth case studies of curriculum, pedagogy, and/or social climate interventions tackling educational inequalities in early childhood education and in primary school. The main goals of the study were to identify and describe the key success features, facilitators, and obstacles experienced in these promising interventions. All cases were ongoing in seven European countries: England, Germany, Greece, Italy, the Netherlands, Poland, and Portugal.

Across the case studies, success features cover the range of ecological levels of analysis proposed within the bioecological model (Bronfenbrenner & Morris, 2006). In the microsystem, authors highlight the use of language support and equity pedagogies, such as cooperative learning, that support positive and meaningful contact. On another level, most success features address the connections between schools and families, by supporting parental involvement in activities and promoting positive attitudes towards families. Effective communication and networks among stakeholders are also analysed as success features.

Facilitators of success include the professionals’ characteristics, involvement, and commitment, but also strong leadership and family involvement. Family and parental disconnection and insufficient involvement were ones of the most frequent obstacles identified. Staff turnover, limited training and/or experience, and insufficient time allocated for planning were also considered as obstacles for implementing successful interventions.

The report concludes with a discussion of the implications of findings and information for further ISOTIS work, for practice and policy making.