Revista de Pedagogia
Volume 38, Issue 102, 2017, Pages 97-121

The value of teacher expectations in the academic achievement of migrant school children [El poder de las expectativas del docente en el logro académico de los escolares inmigrantes] (Article)

del Pino M.C.G. , Fernández C.M.G. , Gómez M.M.
  • a Departamento de Educación, Universidad de Córdoba, Spain
  • b Departamento de Psicología, Universidad de Córdoba, Avenida San Alberto Magno, s/n, Córdoba, 14071, Spain
  • c Facultad de Ciencia de la Educación, Universidad de Córdoba, Spain

Abstract

The phenomenon of immigration has transformed our schools into plural centers. Some studies have pointed out the negative influence of ethnic, religious, cultural and linguistic plurality on the structure of school life and academic achievement. However, there are few studies that highlight the influence of teacher assessments and expectations on migrant students. Therefore, the present research work aims to analyze the expectations of early childhood and primary education teachers about their students and the possible influence on learning. We interviewed a group of ten teachers from an early childhood and primary education school with a plural character. Descriptive analyzes indicate a significant relationship between teachers' expectations and assessments and the school success of students.

Author Keywords

Immigrant students Inclusive education Expectations Intercultural

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027717220&partnerID=40&md5=7931bbbadac8aba284281f43ea16b623
ISSN: 07989792
Cited by: 2
Original Language: Spanish