Education for Minority Groups: Research and Educational Interventions

Education for Minority Groups: Research and Educational Interventions
Μάθημα: Education for Minority Groups: Research and Educational Interventions
Course Number: 8Ε17
Ώρα:
Προαπαιτούμενα:
Μονάδες: 5
Αίθουσα:
Ημέρα:
Component(s):
Χάρτης: Map

COURSE OUTLINE

  1. GENERAL
SCHOOL School of Education
DEPARTMENT Primary Education
LEVEL OF STUDIES Undergraduate
COURSE CODE 8Ε17 SEMESTER 8
COURSE TITLE Education for Minority Groups: Research and Educational Interventions
TEACHINGACTIVITIES
incasetheECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedtoacourseasawhole, thenplease note down the teaching hours per week and the corresponding ECTS Credits.		 TEACHINGHOURSPERWEEK ECTSCREDITS
3 5
 
 
Addlinesifnecessary.Theteachingorganizationandmethodsusedaredescribedinthepoint 4.
COURSETYPE

Background, GeneralKnowledge, Scientific Area, Skill Development

 Background
PREREQUISITES:

 

 NO
TEACHING & EXAMINATION LANGUAGE: Greek, English for Erasmus students
COURSE OFFERED TO ERASMUSSTUDENTS: YES
URL COURSE: https://eclass.duth.gr/courses/429395/
  1. LEARNING OUTCOMES
Learning Outcomes
Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse.
The aim of the course is for students to become acquainted with research that has been conducted concerning minority, immigrant, and refugee pupils. The course focuses on methodological issues and the implementation of research within various educational and multicultural contexts, including both formal and non-formal educational structures.

Upon completing the course, students are expected to:

·         Become aware of the challenges they may encounter in educational settings involving minority, immigrant, and refugee pupils.

·         Familiarize themselves with various methodological approaches to research and recognize their effectiveness depending on the research field.

·         Understand the fundamental issues related to the education of minority, immigrant, and refugee pupils.

·         Design educational projects and research plans for diverse educational contexts.

·         Evaluate the suitability and effectiveness of research designs and approaches in this specific field.
General Skills
Taking into account the general skills that the graduate must have acquired (as they are listed in the Diploma Supplement and are listed below), which of them is intended (for the course)?
Search, analysis and synthesis of data and information, using the necessary technologies

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

 Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking
Adaptation to new situations

Autonomous work

Team work

Working in an international environment

Equity and inclusion

Critical thinking

 
  1. COURSE CONTENT
1.            Minoritygroupseducation: Designingandconductingresearch

2.            Examplesofqualitativeresearch

3. Examples of quantitative research

4.            Examplesofethnographicobservations

5.            Actionresearchandeducationalprojects

6.            Students’ assignments’ presentations

7.            Empowermentofminority pupils’ languagebackground

8.            Educationalboardgamesinmulticulturalclassrooms

9.            Translanguaginginmulticulturalclassrooms

10.          Translanguagingintheclassrooms’ linguisticlandscape

11.          Translanguagingandrefugeepupils

12.          Identitytextsinmulticulturalclassrooms

13.          Students’ assignments’ presentations
  1. LEARNING & TEACHING METHODS – EVALUATION
TEACHINGMETHOD
Face to face, Distance learning, etc.		 Face to face
USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY(ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students		  YES
TEACHING ORGANIZATION

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.
Activity Workload/semester
Lectures 39
Bibliographic & Research analysis 36
Midterm assessment 20
Workload for final exams 27
Exams 3
TOTAL 125
 
Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

  

Assessment language is Greek and English for Erasmus students.

Midterm assessment (multiple questions and open-ended questions)

Final exam (multiple questions and open-ended questions)

 
  1. SUGGESTED BIBLIOGRAPHY
Τσοκαλίδου, Ρ. (2017) SiDaYes! Πέρα από τη διγλωσσία προς τη διαγλωσσικότητα/Beyond bilingualism to translanguaging.  Αθήνα: Gutenberg.

Μουτή, Ά., Μαλιγκούδη, Χ., Γογωνάς, Ν., & Γκαϊνταρτζή, Α. (2023). Πολυγλωσσία και ειδικά θέματα εκπαιδευτικής Γλωσσολογίας [Προπτυχιακό εγχειρίδιο]. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://dx.doi.org/10.57713/kallipos-189

Γκαϊνταρτζή, Α. (2018). Αντιλήψεις εκπαιδευτικών, δίγλωσσων μαθητών/τριών και γονέων μεταναστευτικής καταγωγής γύρω από τη διγλωσσία: Μεθοδολογικά ζητήματα και επανεξέταση ερευνητικών δεδομένων. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 4, 83-94. doi:https://doi.org/10.12681/dial.15366

Ίσαρη, Φ. & Πουρκός, Μ. (2015). Ποιοτική μεθοδολογία έρευνας. Εφαρμογές στην Ψυχολογία και στην Εκπαίδευση. Ελληνικά ακαδημαϊκά ηλεκτρονικά συγγράμματα και βοηθήματα Κάλλιπος.

Μαλιγκούδη, Χ. και Δρομπίλα, Μ. (2019) Η ενδυνάμωση της ταυτότητας των παιδιών Ρομά μέσα

από την αξιοποίηση της μητρικής τους γλώσσας: Μια έρευνα δράσης, στο Ανδρούσου, Α., Σφυρόερα, Μ., Δέλη, Σ., Διδάχου, Ε., Κατσικονούρη, Ε. και Σαϊτη, Σ. «Από εδώ και παντού: εκπαιδευτικές αλλαγές και παιδαγωγικές πρακτικές για ένα ανοιχτό σχολείο», Πρακτικά 11ου Πανελλήνιου Συνεδρίου OMEP-ΤΕΑΠΗ-ΕΚΠΑ (http://www.omep.gr/συνέδρια/241‐11o‐συνέδριο.html)

Μαλιγκούδη, Χ., Παντελιού, Ν. και Παπανικολοπούλου, Ε. (2019). Ο ρόλος της διαγλωσσικότητας στην επικοινωνία μεταξύ ενήλικων σπουδαστών της Ελληνικής ως Γ2, 14ο Διεθνές Συνέδριο Ελληνικής Γλωσσολογίας, Πάτρα, 5-8 Σεπτεμβρίου 2019.

Karafylli, M. and Maligkoudi, C. (2021). Translingual schoolscape and language learning for refugee students. Journal Education Inquiry.

Maligkoudi, C., Tolakidou, P. and Chiona, S. (2018). “It is not bilingualism. There is no communication”: Examining Greek teachers’ views towards refugee children’s bilingualism: A case study. Περιοδικό Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης

Maligkoudi, C. and Panteliou, N. (2020). Implementing innovative teaching methods for Greek as L2 in the School of Modern Greek, Aristotle University of Thessaloniki. In A. Dimitriadou, E. Griva, A. Lithoxoidou & A. Amprazis (Eds.), Electronic Proceedings of the Education Across Borders 2018 Conference. Education in the 21st Century: Challenges and Perspectives (pp. 449-460). University of Western Macedonia. Florina, Greece, 19-20 October 2018. ISSN: 2241-8881.

Mattheoudakis, M., Chatzidaki, A. and Μaligkoudi, C. (2017) Heritage language classes and bilingual competence: The case of Albanian immigrant children in Greece, International Journal of Bilingual Education and Bilingualism, 23 (8): 1019-1035. (DOI 10.1080/13670050.2017.1384447)

 

 

 

 

 

 

ANNEX OF THE COURSE OUTLINE

 

Alternative ways of examining a course in emergency situations

 

Teacher (full name): Christina Maligkoudi
Contact details: cmaligko@eled.duth.gr
Supervisors: (1) NO
Evaluation methods: (2) Written assignment/ Examination with distance learning methods
Implementation Instructions: (3) For the Final Examination:

 

The examination will consist of two essay development questions. It will be conducted using tools such as TEAMS, where answers must be submitted as assignments. This will be an open-book exam. Student identification will be verified individually.

 

  • To be completed with YES or NO
  • Notedowntheevaluationmethodsusedbytheteacher, e.g.
  • written assignmentor/andexercises
  • writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
  • In the Implementation Instructions section, the teacher notes down clear instructions to the students:

α) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submitting them to the teacher, the grading system, the participation of the assignment in the final grade and every other detail that should be mentioned.

β) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of pronouncing topics, the applications to be used, the necessary technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the way the hyperlink is sent, the duration of the exam, the gradingsystem, the participation of the exam in the final grade, the ways in which the inviolability and reliability of the exam is ensured and every other detail that should be mentioned.

γ) incaseofwritten examination with distance learning methods: the instructions for assigning the topics, the way of submitting the answers, the duration of the exam, the grading system, the participation of the exam in the final grade, the ways in which the integrity and reliability of the exam is ensured and every other detail that should be mentioned.

There should be anattached list with the Student Registration Numbersonly of the beneficiaries to participate in the examination.