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Managing cultural diversity remains a challenge in secondary schools in Spain. In this paper, we approach cultural diversity from the standpoint of school counsellors, who are key professionals attending to immigrant pupils. Through the use of qualitative research techniques (semi-structured interviews and discussion groups), the strengths, weaknesses, opportunities, and threats are identified by counsellors. The findings show the need to implement pupil-focused responses sensitive to their cultural identity and based on the collaboration of all agents involved. Likewise, the school is defined as a privileged setting in which to celebrate cultural diversity and the pivotal role that counsellors play in this process is highlighted.

Cooperative learning is one of the active teaching and learning methodologies with a growing presence in the different educational stages in recent times. The aim of this work is to apply an instrument previously validated in university education to find out to what extent the fundamental elements of cooperative learning are potentiated. The "Cooperative Learning Questionnaire (CLQ)" is used with a sample of 500 students at the University of Huelva (Spain). The outcomes express, on the one hand, high scores on the items that make up the different basic elements of cooperative learning, as well as high positive correlations. Moreover, psychometric analysis of the instrument results in a high reliability, organising the elements of cooperative learning into three factors. In conclusion, this methodology is confirmed to be potentiated through the study plans.

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to show the role of educational counselors both as promoters of cultural management and as mentors for attention to diversity. A qualitative methodology and ethnographic approach have been implemented. In-depth interviews with counsellors from schools in the provinces of Huelva and Cadiz (Spain) have been analyzed in order to pinpoint their perceptions regarding the educational attention that immigrant students receive and the opportunities that are generated from the temporary language adaptation classrooms and school counseling for the promotion of intercultural education. After the qualitative analysis, this classroom stands out as an essential device in the educational response received by these students. The main outcomes also show that the educational counselor is a key figure in the processes of educational attention to immigrant students, although they are faced with some challenges that remain pending in this process. These professionals assume the role of advisers, guides, coordinators, and promoters in the preparation of cultural proposals and actions. Their work is equally relevant in family–school–community mediation and in the positive promotion of intercultural coexistence. The discussion focuses on knowing the importance of intercultural education in schools as a response to the principle of "educating for all," taking advantage of the educational context as a privileged setting to work on cultural diversity. This task must be carried out by the counselor in collaboration with the principals, families, other teachers, educators, and other agents. The research underlines the difficulties counselors face when implementing inclusive collaborative processes, while identifying them as key agents due to their pivotal role in the positive management of diversity. [ABSTRACT FROM AUTHOR]