Teaching strategies for engaging socially disadvantaged students in the classroom

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Teaching strategies for engaging socially disadvantaged students in the classroom

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Teaching strategies for engaging socially disadvantaged students in the classroom

Popis výsledku anglicky

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.

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

INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT

ISSN

0738-0593

e-ISSN

1873-4871

Svazek periodika

117

Číslo periodika v rámci svazku

103372

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

11

Strana od-do

1-11

Kód UT WoS článku

001552214900001

EID výsledku v databázi Scopus

2-s2.0-105012923795