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The contribution of the primary school to the social inclusion of immigrant / refugee children

Tassou, Asimenia; Kallas, Ioannis, 2022, "The contribution of the primary school to the social inclusion of immigrant / refugee children", https://doi.org/10.17903/FK2/V7AWKK, Κατάλογος Δεδομένων SoDaNet
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The purpose of this bachelor's thesis is to present the perspective of primary school teachers on the social integration of immigrant and refugee children, (at the age of 5-12) who immigrated to Greece at the end of 2014 until today. Specifically, the contribution of the primary school in achieving social integration through the operation of the ΖΕΠ (Educational Priority Zone) and ΔΥΕΠ (Refugee Reception and Education Structures) classes will be investigated. This is an empirical research, which analyzes the evidence (interviews) that have been collected by the method of thematic content analysis. At the end there is a discussion about the emerging results and the general conclusions are recorded.
Social Sciences
SOCIAL INTEGRATION, Refugees, MIGRANTS, EDUCATION
Citation Metadata  
doi:10.17903/FK2/V7AWKK
2022-04-05
Qualitative Study with Data
The contribution of the primary school to the social inclusion of immigrant / refugee children
aegean-4-0001-ΕΝ
Tassou, Asimenia
(University of the Aegean)

Kallas, Ioannis
(University of the Aegean)

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Tassou, Asimenia
(Πανεπιστήμιο Αιγαίου)


The purpose of this bachelor's thesis is to present the perspective of primary school teachers on the social integration of immigrant and refugee children, (at the age of 5-12) who immigrated to Greece at the end of 2014 until today. Specifically, the contribution of the primary school in achieving social integration through the operation of the ΖΕΠ (Educational Priority Zone) and ΔΥΕΠ (Refugee Reception and Education Structures) classes will be investigated. This is an empirical research, which analyzes the evidence (interviews) that have been collected by the method of thematic content analysis. At the end there is a discussion about the emerging results and the general conclusions are recorded.

Social Sciences
SOCIAL INTEGRATION
(ELSST)
https://thesauri.cessda.eu/elsst/en/page/?uri=https%3A%2F%2Felsst.cessda.eu%2Fid%2F5f65d322-e4a9-4b9e-a2b2-feb8e5703660

Refugees
(ELSST)
https://thesauri.cessda.eu/elsst/en/page/?uri=https%3A%2F%2Felsst.cessda.eu%2Fid%2F842d1098-3f00-4ada-ad3d-447b2108fce2

MIGRANTS
(ELSST)
https://thesauri.cessda.eu/elsst/en/page/?uri=https%3A%2F%2Felsst.cessda.eu%2Fid%2F211aa11c-25b7-4eff-afee-ba16ce227e8e

EDUCATION
(ELSST)
https://thesauri.cessda.eu/elsst/en/page/?uri=https%3A%2F%2Felsst.cessda.eu%2Fid%2Fc5310e73-4a7f-4ef6-b8d4-6fe62cef9281

Migration; EDUCATION
English
Kallas, Ioannis
(University of the Aegean)

Tassou, Asimenia, Paraskevopoulos, Dimitris, Mastropetrou, Margarita
2021-06-07
Start: 2016-01-01
End: 2020-12-31

Start: 2020-10-20
End: 2020-12-05

survey data; textual data
Research data
n
n
Geospatial Metadata  
Greece

Social Science and Humanities Metadata  
Primary school teachers
Tassou, Asimenia
Non-probability
13
The research is based on a sample of 13 teachers, as originally planned. The target population is the primary school teachers who have taught for the last 5 years in ZEP (Educational Priority Zone), with students belonging to the modern migration flows, or DYEP (Refugee Reception and Education Structures). More specifically during the sampling, 9 teachers were selected who had working experience in ZEP, 3 with working experience in DYEP and one having working experience in both. The selection of the sample was purposive, because of the fact that the number of ZEP classes is much larger than the number of DYEP classes. An additional criterion for selecting the sample is that teachers have different teaching experiences. More specifically, some have taught in general education classes and others in non-formal refugee education structures. Also, some have taught in the major cities of Athens and Thessaloniki and others in the province or in island areas. Also, not everyone has the same experience nor the same previous service in formal education. The sampling was done randomly to make it easy for the researcher to access and communicate with the interviewees (through common acquaintances and colleagues). All the respondents are substitute teachers as DYEP and ZEP classes are commonly staffed by them.

Telephone interview
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1) Διπλωματική εργασία Τάσσου Ασημένια.pdf (Msc Thesis The contribution of the primary school to the social inclusion of immigrant / refugee children) : Access upon Login.
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1) Διπλωματική εργασία Τάσσου Ασημένια.pdf (Msc Thesis The contribution of the primary school to the social inclusion of immigrant / refugee children) : Access upon Login.---2) Σ1.pdf (Audio transcript, Interview 1) : Access upon Login.---3) Σ10.pdf (Audio transcript, Interview 10) : Access upon Login.---4) Σ11.pdf (Audio transcript, Interview 11) : Access upon Login.---5) Σ12.pdf (Audio transcript, Interview 12) : Access upon Login.---6) Σ13.pdf (Audio transcript, Interview 13) : Access upon Login.---7) Σ2.pdf (Audio transcript, Interview 2) : Access upon Login.---8) Σ3.pdf (Audio transcript, Interview 3) : Access upon Login.---9) Σ4.pdf (Audio transcript, Interview 4) : Access upon Login.---10) Σ5.pdf (Audio transcript, Interview 5) : Access upon Login.---11) Σ6.pdf (Audio transcript, Interview 6) : Access upon Login.---12) Σ7.pdf (Audio transcript, Interview 7) : Access upon Login.---13) Σ8.pdf (Audio transcript, Interview 8) : Access upon Login.---14) Σ9.pdf (Audio transcript, Interview 9) : Access upon Login.---
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