Achievement vs. engagement: Providing support in socially disadvantaged schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10490543" target="_blank" >RIV/00216208:11410/25:10490543 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216224:14410/25:00140442

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=_ObGTkawE7" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=_ObGTkawE7</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1002/berj.4105" target="_blank" >10.1002/berj.4105</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Achievement vs. engagement: Providing support in socially disadvantaged schools

Popis výsledku v původním jazyce

Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post-Covid-19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, low student motivation and discipline problems as the most challenging issues to be addressed through project support measures. Attendance problems are tackled mainly through experiential activities; motivation and discipline problems are usually addressed by personnel positions. We argue that the selected measures aimed predominantly to support student emotional and behavioural engagement; strategies to enhance cognitive engagement and student achievement were sidelined. Paradoxically, student engagement may become a goal in itself rather than being inscribed into learning outcomes. Implications for programme support and school improvement research are suggested.

Název v anglickém jazyce

Achievement vs. engagement: Providing support in socially disadvantaged schools

Popis výsledku anglicky

Educational inequalities persist between students of low socioeconomic status and their more affluent peers. At the same time, there is evidence of positive relations between student engagement and achievement. This multiple case study investigates a national project aimed at increasing student engagement and achievement through post-Covid-19 support focused on disadvantaged schools in the Czech Republic. School staff perceived poor attendance, low student motivation and discipline problems as the most challenging issues to be addressed through project support measures. Attendance problems are tackled mainly through experiential activities; motivation and discipline problems are usually addressed by personnel positions. We argue that the selected measures aimed predominantly to support student emotional and behavioural engagement; strategies to enhance cognitive engagement and student achievement were sidelined. Paradoxically, student engagement may become a goal in itself rather than being inscribed into learning outcomes. Implications for programme support and school improvement research are suggested.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/LX22NPO5101" target="_blank" >LX22NPO5101: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik</a><br>

Návaznosti

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

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

British Educational Research Journal

ISSN

0141-1926

e-ISSN

1469-3518

Svazek periodika

51

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

34

Strana od-do

1039-1072

Kód UT WoS článku

001387484100001

EID výsledku v databázi Scopus

2-s2.0-105001810521