The Ignored Potential of Albanian-Speaking Minority Children in Swiss Schools: Determinative Contextual Factors for School Success and the Impact of Teachers' Assessments
This study is the first to focus on the situation of Albanian school children in Switzerland. We emphasize the results concerning school success and the crucial factors we identified.
||Multicultural Education and Cultural Diversity in the Classroom, Language Education and Second-Language Learning, Social Inequality and Ethnic Discrimination, School Achievement, Teachers’ Assessments
International Journal of Learning, Volume 12, Issue 7, pp.287-294.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.019MB).
1998 Lic. phil (MA) in Social Work, Education and Law, University of Freiburg (CH); 1998-2002: Scientific assistant and lecturer at the Department of Education, University of Freiburg (CH); scientific associate in the Swiss survey of the cross-national IEA Civic Education Study (International Association for the Evaluation of Educational Achievement; 2002-2003: Invited visitor at the Department for International and Transcultural Studies, Teachers College and Columbia University New York (USA); Since 2004: Scientific associate at the University for Teacher Education in Lucerne (CH), research cooperation with the Zurich University of Applied Sciences (CH). Member of AERA (American Educational Research Association) and EARLI (European Association for Research on Learning and Instruction).
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