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The aim of this book is to empirically identify the school success pathways of migrants for policy actions in schools and communities in order to tackle barriers to migrant students’ school success. These resilience pathways highlight differences in individual and social risks and identify protective factors for young migrants to overcome obstacles linked to discrimination and low educational outcomes. It presents international empirical research comparing and explaining school success factors for migrant students in various countries, namely, Germany, Greece, Russia, and Switzerland.

Research & information: general --- acculturation --- adjustment --- teachers' educational practices --- immigrant children --- language support --- academic support --- inclusion --- welcoming school climate --- upper secondary education --- migration --- intersectionality --- success at school --- resilience --- youth --- VET education --- academic self-concept --- immigrant students --- school success --- recognitive justice --- inequality at school --- recognition by teacher --- recognition by peers --- academic achievement --- self-esteem --- ethnic identity --- national identity --- school engagement --- minority youth --- bicultural identity --- acculturation --- adjustment --- teachers' educational practices --- immigrant children --- language support --- academic support --- inclusion --- welcoming school climate --- upper secondary education --- migration --- intersectionality --- success at school --- resilience --- youth --- VET education --- academic self-concept --- immigrant students --- school success --- recognitive justice --- inequality at school --- recognition by teacher --- recognition by peers --- academic achievement --- self-esteem --- ethnic identity --- national identity --- school engagement --- minority youth --- bicultural identity

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The research in this Special Issue is an international collection of studies focusing on the current challenges and possibilities in teacher education. The contributors examine teacher education with theoretical and empirical approaches including both qualitative and quantitative research methods. The studies demonstrate that future teachers need high-level ethical and pedagogical skills to cope with the new challenges in education. With a research-based and holistic approach, we can educate good teachers for tomorrow's schools. Contributors to this collection of eleven articles reflect global issues in teacher education originating from Australia, Estonia, Finland, England, Portugal, and Sweden.

Humanities --- Education --- holistic learning --- instrumentalism --- values pedagogy --- teacher education --- Australian education --- feedback --- formative assessment --- general upper secondary education --- Finland --- purpose in life --- purposeful teacher --- nature of science --- science of science --- science --- scientific knowledge --- scientometrics --- prevention of violent extremism through education --- safe space --- dangerous territory --- teachers' beliefs --- teachers' skills --- identity --- worldviews --- relevance --- online education --- MOOC --- teachers --- professional development --- mathematics education --- science education --- home-school partnership --- Finnish schools --- encouraging digital feedback --- digital communication --- integrated science education --- interdisciplinary education --- self-efficacy --- teachers' perceptions --- teacher training --- in-service teachers --- e-portfolio --- learning analytics --- parents' perspectives --- teachers' support --- parent-teacher partnerships --- parental engagement --- Portugal --- teacher's professional agency --- teacher competencies --- learning --- holistic learning --- instrumentalism --- values pedagogy --- teacher education --- Australian education --- feedback --- formative assessment --- general upper secondary education --- Finland --- purpose in life --- purposeful teacher --- nature of science --- science of science --- science --- scientific knowledge --- scientometrics --- prevention of violent extremism through education --- safe space --- dangerous territory --- teachers' beliefs --- teachers' skills --- identity --- worldviews --- relevance --- online education --- MOOC --- teachers --- professional development --- mathematics education --- science education --- home-school partnership --- Finnish schools --- encouraging digital feedback --- digital communication --- integrated science education --- interdisciplinary education --- self-efficacy --- teachers' perceptions --- teacher training --- in-service teachers --- e-portfolio --- learning analytics --- parents' perspectives --- teachers' support --- parent-teacher partnerships --- parental engagement --- Portugal --- teacher's professional agency --- teacher competencies --- learning

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The research in this Special Issue is an international collection of studies focusing on the current challenges and possibilities in teacher education. The contributors examine teacher education with theoretical and empirical approaches including both qualitative and quantitative research methods. The studies demonstrate that future teachers need high-level ethical and pedagogical skills to cope with the new challenges in education. With a research-based and holistic approach, we can educate good teachers for tomorrow's schools. Contributors to this collection of eleven articles reflect global issues in teacher education originating from Australia, Estonia, Finland, England, Portugal, and Sweden.

holistic learning --- instrumentalism --- values pedagogy --- teacher education --- Australian education --- feedback --- formative assessment --- general upper secondary education --- Finland --- purpose in life --- purposeful teacher --- nature of science --- science of science --- science --- scientific knowledge --- scientometrics --- prevention of violent extremism through education --- safe space --- dangerous territory --- teachers’ beliefs --- teachers’ skills --- identity --- worldviews --- relevance --- online education --- MOOC --- teachers --- professional development --- mathematics education --- science education --- home–school partnership --- Finnish schools --- encouraging digital feedback --- digital communication --- integrated science education --- interdisciplinary education --- self-efficacy --- teachers’ perceptions --- teacher training --- in-service teachers --- e-portfolio --- learning analytics --- parents’ perspectives --- teachers’ support --- parent–teacher partnerships --- parental engagement --- Portugal --- teacher’s professional agency --- teacher competencies --- learning --- n/a --- teachers' beliefs --- teachers' skills --- home-school partnership --- teachers' perceptions --- parents' perspectives --- teachers' support --- parent-teacher partnerships --- teacher's professional agency

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Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.

Academic ability --- Academic achievement --- Academic quality --- Academic year --- Access to university --- Achievement --- Achievement standards --- Assignment mechanism --- Average treatment effect --- Career --- College --- College education --- Curriculum --- Dropout rate --- Economic development --- Economics of education --- Education --- Education for all --- Education institutions --- Education level --- Education programs --- Educational modalities --- Educational outcomes --- Effective schools & teachers --- Elite schools --- Employment --- Enrollment --- Ethnic composition --- Exam --- Fees --- Geographic distribution --- Grade levels --- Graduate --- Graduation rate --- Grants --- High school --- High school level --- High school students --- High schools --- Higher education --- Human capital --- Information technology --- ITS --- Labor markets --- Learning --- LET --- Literature --- Low-income students --- Lower secondary --- Lower secondary school --- Middle school --- Middle schools --- Ministry of education --- Mobility --- Number of students --- Number of students per teacher --- Open access --- Parental education --- Pedagogical methods --- Primary education --- Public education --- Public school --- Public schools --- Returns to education --- Scholarships --- School attendance --- School census --- School completion --- School curriculum --- School days --- School facilities --- School infrastructure --- School level --- School principals --- School program --- School programs --- School quality --- School students --- School supplies --- School vouchers --- School year --- Schooling --- Secondary education --- Secondary enrollment --- Secondary school --- Secondary schooling --- Skills --- Statistics --- Student ability --- Students --- Students per teacher --- Study --- Teacher --- Teachers --- Technical education --- Technical schools --- Technical track --- Tertiary education --- Tertiary level --- Test scores --- Training --- Tuition --- Tuition costs --- Tuition fees --- University --- University degree --- University programs --- Upper secondary --- Upper secondary education --- Upper secondary level --- Vocational education --- Vocational school --- Vocational schools --- Vouchers --- Workshops