How do teachers engage students in the lowest attaining English sets in high achieving schools? A mixed methods, multiple case study

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2022-06-20 DOI:10.1080/0305764X.2022.2083076

Cathleen Halligan, E. Baines

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引用次数: 0

Abstract

ABSTRACT Grouping students at secondary school based on attainment is a prevalent practice in English schools. Despite this, research has suggested that those placed in low attaining groups are disadvantaged by their placement. This study aimed to provide an account of student engagement, teacher interactions and pedagogical approaches employed by English teachers. A mixed method, multiple case study design was used to report on classroom practices and student engagement in three low attaining Year 10 English classes in two secondary schools. Information was gathered using semi-structured interviews with teachers and students and lesson observations. Findings suggest that teachers of these classes promoted engagement by developing positive student–teacher relationships through praise that encouraged learning, minimising negative reprimands and adapting teaching to respond to their students’ needs. The authors suggest that strategic use of these practices allows teachers to develop positive relationships with students, providing the foundation for engagement in lessons.

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在高水平的学校里，教师如何让英语水平最低的学生参与进来?混合方法，多案例研究

摘要：根据成绩对中学生进行分组是英国学校的一种普遍做法。尽管如此，研究表明，那些被安置在低收入群体中的人因其安置而处于不利地位。本研究旨在介绍英语教师采用的学生参与、教师互动和教学方法。采用混合方法，多案例研究设计，报告了两所中学三个低年级英语班的课堂实践和学生参与度。通过对教师和学生的半结构化访谈以及课堂观察来收集信息。研究结果表明，这些班级的教师通过鼓励学习的表扬、尽量减少负面谴责以及调整教学以满足学生的需求，发展积极的师生关系，从而促进参与。作者建议，战略性地使用这些做法可以让教师与学生建立积极的关系，为参与课堂提供基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.