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An introduction to the ISOTIS-project
MARTINE BROEKHUIZEN (UTRECHT UNIVERSITY)
THOMAS MOSER (UNIVERSITY COLLEGE OF SOUTH-EAST NORWAY)
ISOTIS • Inclusive Education and Social Support to Tackle Inequalities in Society.
• ISOTIS comes from the Greek word ʾισότηϛ (say in English “eesótis”), which means equality, evenness, fairness,
• January 2017 – December 2019
• Funded by the Horizon2020 framework of te European Union
Collaborative project: 17 partners in 11 countries
Mission and approach ISOTIS
Social mission and overarching commitment: helping to increase the inclusiveness and equality of current European societies.
Positive focus on strengths and potentials of disadvantaged groups, giving voice to them, adapting education and support services to build on strengths.
Improving the contribution of (early) education systems and support services to the main goal of inclusiveness and equity.
• To determine the patterns of inequality as related to (changes in) educational institutions and policies across Europe (WP1).
• To examine the resources, experiences and perspectives of significant disadvantaged groups as related to the (early) education system and local support services (WP2).
• To collect research evidence on best practice in supporting families in disadvantaged groups to provide informal education and nurturing homes (WP3).
• To collect research evidence on best practice in curriculum and pedagogy in (early) education to enhance effectiveness and inclusiveness of these provisions (WP4).
Objectives (1)
WP1 will use longitudinal data from Norway (BoNDS, MoBa) the Netherlands, Germany, Italy and the UK to assess the
roots and development of skill gaps.
• To collect research evidence on innovative practice in professional development in (early) education to increase quality, effectiveness and inclusiveness of practice (WP5).
• To collect research evidence on best practice regarding inter-agency coordination and local governance of support services to disadvantaged communities (WP6).
• To disseminate research findings to stakeholders, to initiate debates and to involve stakeholders in developing the final policy recommendations (WP7).
• To develop a set of concrete recommendations and innovative (ICT-based) models for family support, curriculum, professionalization, and governance (WP3-5).
Objectives (2)
Structure
Bio-ecological model
• Micro-level actions & interactions drive development and learning. o Process = Person x Context x Time.
o Quantity, quality and content
• Embedded in and co-determined by wider meso-, exo- and macro-systems. o Family, classroom, neighborhood, peer-
group, extra-curricular activities, services.
• Time, transitions and change
Types of research and methods
• Systematic reviews of intervention programs, curricula, approaches to PD and parent support services (WP3, WP4, WP5, WP6).
• Secondary data-analyses (WP1: panel data, intergenerational data, longitudinal cohort studies).
• Quantitative large scale surveys (WP2: parents; WP5: professionals; WP6: service providers & policy makers).
• In-depth qualitative interviews with parent and children (WP2)
• In-depth case-studies of good practices – documents, observations, interviews (WP3, WP4, WP5, WP6)
• Design-based research & formative evaluation of virtual learning environments (WP3-5)
Core strategy...
• Comparative multi-system, multi-actor design with a focus on transitions and educational decisions.
• We compare:
– Parents with a Turkish, Maghrebian, Romani and Native low SES background
– Children, parents, professionals, coördinators, and policy makers.
– Younger children (3-6 yrs), older children (10-12 yrs).
– Ten countries (with different educational and service systems and policies), two localities per country (differing in local service systems and policies).
• We have the ambition to combine data in multi-level models (WP2, WP5, WP6).
WP7 T7.1
WP2 T2.3 Structured interview study among
parents in targeted communities – data set & technical report
WP1 T1.2 Comparative analysis of educational
inequality in Europe - report
YEAR 1 YEAR 2 YEAR 3
WP1 T1.3 Comparative analysis of early gaps using
longitudinal data sets – report
WP2 T2.4 In-depth interviews with parents – data &
report
WP8 T8.1
WP8 T8.2 & T8.3 Project management and scientific coordination
WP8/All T8.4 Report
WP1 T1.5
Report
WP1 T1.1
Review
WP3 T3.1
Review
WP4 T4.1
Review
WP5 T5.1
Review
WP6 T6.1
Review
WP2 T2.6 Analysis &
Integrated report
WP6 T6.2 Inventory, review and case studies of inter-agency
coordination – data & report
WP6 T6.3 Survey among agencies & coordinators – data & report
WP6 T6.4 Integrated analysis (WP2,
WP5, WP6) – tool & report
WP3 T3.2 Inventory and review of home-based
& family support programmes – expert meeting & report
WP3 T3.3 Case studies of family-focused programmes
WP3 T3.4 ICT-based home-based education & L1 support – programme
prototype
WP4 T4.3 Case studies of inclusive curricula
WP7 T7.2 to T7.5 periodical newsletter, announcements, web site maintenance, closing conference
WP4 T4.4 Diversity& trans-languaging in education - programme prototype
WP4 T4.2 Inventory and review of inclusive
curricula & pedagogies - expert meeting & report
WP5 T5.2 Inventory and review of
professionalisation – expert meeting & report
WP3 T3.5
Report
WP4 T4.5
Report
WP5 T5.5
Report
WP5 T5.3 Internet survey among staff in ECEC
centers & schools – data set & report
WP5 T5.4 ICT-based diversity & inclusiveness PD - programme prototype
WP7 T7.6
WP2 T2.5 In-depth interviews with
children – data & report
WP1 T1.4 Explaining inequalities in
instutional perspective – report
WP6 T6.5
Report
WP2 T2.1
Design & topics
WP2 T2.2 Developing & piloting interview
tools
Potential impacts
Contribution to a more careful, informed and constructive public discourse and policy-making related to the issues of integration, inclusiveness and equity.
Innovation regarding family support, educational partnerships between the family and (pre)school, and curriculum for increasing equity and integration.
Further development of (digital) approaches to support intercultural (and multilingual) education.
Recommendations and tools for policy-development for education and service provision.