地中海地区的学生多样性与学校氛围:比较研究

Q3 Social Sciences
F. S. Fayda-Kınık
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引用次数: 0

摘要

本研究旨在确定法国、意大利、西班牙和土耳其的学生多样性和学校气候的变化程度,并调查和比较所选地中海国家学生多样性对学校气候的影响。采用定量研究设计,使用2018年教与学国际调查(TALIS)数据集的41,789名教师的数据。制定研究问题和假设是为了调查所选国家内部和国家之间学生多样性和学校气候变化的程度。因此,在研究模型中,我们在法国、意大利、西班牙和土耳其的学校中测试了一般学校气候、师生关系、多元文化课堂教学经验、多元文化课堂教师自我效能感、不同种族背景学生的存在以及多样性实践的可变性。统计分析包括卡方检验、t检验、方差分析和多元回归分析来检验假设,并检验学生多样性与学校氛围之间的关系。研究结果揭示了参与国内部和国家之间学生多样性和学校气候的显著差异,并在选定的地中海国家之间发现和比较了学生多样性和学校气候之间的明显关系。本研究通过指导教育决策者、管理者、实践者和教师创造包容性和支持性的学习环境,促进积极的学生体验和学业成功,并建议在多元文化课堂中支持包容性教育和培养积极的学校氛围的政策和实践的必要性,为教育决策者、管理者、实践者和教师提供了知识库。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student Diversity and School Climate in the Mediterranean Zone: A Comparative Study
This study aimed to identify the extent student diversity and school climate vary within and across France, Italy, Spain, and Turkey, to investigate and compare the impact of student diversity on school climate in the selected Mediterranean countries. A quantitative research design was adopted by using the data of 41,789 teachers obtained from the dataset of the Teaching and Learning International Survey (TALIS) 2018. The research questions and hypotheses were formulated to investigate the extent of student diversity and school climate variations within and across the selected countries. Accordingly, the variability of general school climate, teacher-student relations, teaching experience in multicultural classrooms, teachers’ self-efficacy in multicultural classrooms, the presence of students from various ethnic backgrounds, and diversity practices were tested in the schools of France, Italy, Spain, and Turkey in the research model. Statistical analyses, including chi-square and t-tests, ANOVA, and multiple regression analysis, were conducted to test the hypotheses and examine the relationships between student diversity and school climate. The findings revealed significant variations in student diversity and school climate within and across the participating countries, and evident relationships between student diversity and school climate were discovered and compared among the selected Mediterranean countries. This study contributes to the knowledge base of educational policymakers, administrators, practitioners, and teachers by guiding them in creating inclusive and supportive learning environments that promote positive student experiences and academic success and suggesting the need for policies and practices that support inclusive education and foster positive school climates in multicultural classrooms.
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来源期刊
IAFOR Journal of Education
IAFOR Journal of Education Social Sciences-Education
CiteScore
2.70
自引率
0.00%
发文量
18
审稿时长
4 weeks
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