Interactive groups accelerate learning and promote social cohesion also in secondary education.

Scientific Evidence Platform Scientific evidence Interactive groups accelerate learning and promote social cohesion also in secondary education.
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The interactive groups as successful educational actions show that they manage to accelerate learning in Primary Education schools, but these results are also verified in Secondary Education schools.
Some results show how interactive groups in Secondary Education get all students, including those with disabilities or those with minority background, to carry out more activities in less time, achieving improvements in instrumental subjects such as mathematics and language, in the acquisition of knowledge, greater intrinsic motivation, social well-being, attitudes of solidarity and mutual help.

 

INCLUD-ED (2012). Final INCLUD-ED Report. Strategies for Inclusion and Social Cohesion in Europe from Education. (IT4-CT-2006-028603). Brussels, Belgium: European Commission. https://cordis.europa.eu/project/id/28603/es

Ordonez-Sierra, R., & Rodriguez-Gallego, M. R. (2016). Interactive groups as didactic methodology in secondary education: Case study at a school in a Learning Community center. REVISTA DE INVESTIGACION EN EDUCACION14(2), 141-155.

Valero, D., Redondo-Sama, G., & Elboj, C. (2018). Interactive groups for immigrant students: a factor for success in the path of immigrant students. International Journal of Inclusive Education22(7), 787-802. https://doi.org/10.1080/13603116.2017.1408712

Valls, R., & Kyriakides, L. (2013). The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations. Cambridge journal of education43(1), 17-33. https://doi.org/10.1080/0305764X.2012.749213

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