Teaching strategies for engaging socially disadvantaged students in the classroom

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F25%3A00141955" target="_blank" >RIV/00216224:14210/25:00141955 - isvavai.cz</a>

Result on the web

<a href="https://doi.org/10.1016/j.ijedudev.2025.103372" target="_blank" >https://doi.org/10.1016/j.ijedudev.2025.103372</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.ijedudev.2025.103372" target="_blank" >10.1016/j.ijedudev.2025.103372</a>

Result language

angličtina

Original language name

Teaching strategies for engaging socially disadvantaged students in the classroom

Original language description

In the education of socially disadvantaged students, attention is often paid to the role of teachers who can either reduce educational inequalities or, conversely, contribute to the deepening of the achievement gap. A possible framework for understanding teacher contributions to the education of socially disadvantaged students is the concept of student engagement. This multiple case study was conducted in five schools with a high proportion of socially disadvantaged students. Repeated interviews were conducted with teachers, school management, parents, students, and counselors at selected schools. The study thus focuses on teachers' strategies to support engagement among socially disadvantaged students during teaching with regard to the affective, behavioral, and cognitive dimensions of engagement. The results show that teachers implement strategies that foster engagement among socially disadvantaged students. Teaching is designed to be interesting for students and evoke positive emotions, support the development of trust-based relationships, and respond to the individual learning needs of students. This support is directed primarily at encouraging participation, whereas support for learning itself tends to be rather secondary-often due to low expectations and teaching goals oriented more toward the perceived practical life orientations of the students.

Czech name

—

Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/LX22NPO5101" target="_blank" >LX22NPO5101: The National Institute for Research on the Socioeconomic Impact of Diseases and Systemic Risks</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT

ISSN

0738-0593

e-ISSN

1873-4871

Volume of the periodical

117

Issue of the periodical within the volume

103372

Country of publishing house

GB - UNITED KINGDOM

Number of pages

11

Pages from-to

1-11

UT code for WoS article

001552214900001

EID of the result in the Scopus database

2-s2.0-105012923795