The centrality of immigrant students within teacher-student interaction networks: A relational approach to educational inclusion

dc.contributor.author	Ortega, Lorena
dc.contributor.author	Boda, Zsófia
dc.contributor.author	Treviño, Ernesto
dc.contributor.author	Arriagada, Verónica
dc.contributor.author	Gelber, Denisse
dc.contributor.author	Escribano, María del Rosario
dc.date.accessioned	2021-10-26T12:10:12Z
dc.date.available	2021-10-26T12:10:12Z
dc.date.issued	2020
dc.description.abstract	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
dc.identifier.citation	Teaching and Teacher Education 95 (2020) 103126	es
dc.identifier.uri	https://doi.org/10.1016/j.tate.2020.103126	es
dc.identifier.uri	http://hdl.handle.net/11447/4927
dc.language.iso	en	es
dc.title	The centrality of immigrant students within teacher-student interaction networks: A relational approach to educational inclusion	es
dc.type	Article	es

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