Teaching strategies for engaging socially disadvantaged
students in the classroom

J 2025

Teaching strategies for engaging socially disadvantaged students in the classroom

MAJCÍK, Martin a Jana OBROVSKÁ

Základní údaje

Originální název

Teaching strategies for engaging socially disadvantaged students in the classroom

Autoři

MAJCÍK, Martin a Jana OBROVSKÁ

Vydání

INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, Oxford, Pergamon-Elsevier Science Ltd, 2025, 0738-0593

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

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

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.300 v roce 2024

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/25:00141955

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

Student engagement; Teachers' strategies; Socially disadvantaged students; Multiple case study

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 11. 9. 2025 16:27, Mgr. Ester Gaja Pučálková, Ph.D.

Anotace

V originále

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.

Návaznosti

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

Citovat

MAJCÍK, Martin a Jana OBROVSKÁ. Teaching strategies for engaging socially disadvantaged students in the classroom. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT. Oxford: Pergamon-Elsevier Science Ltd, 2025, roč. 117, č. 103372, s. 1-11. ISSN 0738-0593. Dostupné z: https://doi.org/10.1016/j.ijedudev.2025.103372.

@article{2516640,
   author = {Majcík, Martin and Obrovská, Jana},
   article_location = {Oxford},
   article_number = {103372},
   doi = {https://doi.org/10.1016/j.ijedudev.2025.103372},
   keywords = {Student engagement; Teachers' strategies; Socially disadvantaged students; Multiple case study},
   language = {eng},
   issn = {0738-0593},
   journal = {INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT},
   title = {Teaching strategies for engaging socially disadvantaged students in the classroom},
   url = {https://doi.org/10.1016/j.ijedudev.2025.103372},
   volume = {117},
   year = {2025}
}

TY  - JOUR
ID  - 2516640
AU  - Majcík, Martin - Obrovská, Jana
PY  - 2025
TI  - Teaching strategies for engaging socially disadvantaged students in the classroom
JF  - INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
VL  - 117
IS  - 103372
SP  - 1-11
EP  - 1-11
PB  - Pergamon-Elsevier Science Ltd
SN  - 07380593
KW  - Student engagement
KW  - Teachers' strategies
KW  - Socially disadvantaged students
KW  - Multiple case study
UR  - https://doi.org/10.1016/j.ijedudev.2025.103372
N2  - 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.
ER  -

MAJCÍK, Martin a Jana OBROVSKÁ. Teaching strategies for engaging socially disadvantaged students in the classroom. \textit{INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT}. Oxford: Pergamon-Elsevier Science Ltd, 2025, roč.~117, č.~103372, s.~1-11. ISSN~0738-0593. Dostupné z: https://doi.org/10.1016/j.ijedudev.2025.103372.

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