The centrality of immigrant students within teacher-student interaction networks: A relational approach to educational inclusion
Author
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Ortega Ferrand, Lorena
Author
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Boda, Zsófia
Author
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Treviño, Ernesto
Author
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Arriagada, Verónica
Author
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Gelber, Denisse
Author
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Escribano, María del Rosario
Admission date
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2020-11-02T21:21:51Z
Available date
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2020-11-02T21:21:51Z
Publication date
dc.date.issued
2020
Cita de ítem
dc.identifier.citation
Teaching and Teacher Education 95 (2020) 103126
es_ES
Identifier
dc.identifier.other
10.1016/j.tate.2020.103126
Identifier
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https://repositorio.uchile.cl/handle/2250/177512
Abstract
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The conceptualizations of educational inclusion, previously restricted to securing access to formal education, recently highlight the promotion of equitable social and academic relations as well. This study investigates the inclusion of students with immigrant background within their class' teacher-student interaction networks, while distinguishing by the initiator and content of interactions. Data from 38 Chilean mathematics teachers/classrooms and 933 seventh graders were collected and analyzed using systematic observation, social network visualization and multilevel models. Results show that the inclusion of students depends significantly on their country of origin. There is also significant variation in teacher-immigrant student interactions across classrooms.
es_ES
Patrocinador
dc.description.sponsorship
National Research and Development Agency
ANID PIA CIE160007
FONDECYT INICIACION 11190591
ANID/PIA/Basal Funds for Centers of Excellence
FB0003
Academic Productivity Support Program
PROA VID 2018
Universidad de Chile
Federal Ministry of Education & Research (BMBF)
Jacobs Foundation
Leibniz Association