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ERIC Number: EJ1466324
Record Type: Journal
Publication Date: 2025-Apr
Pages: 34
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-1926
EISSN: EISSN-1469-3518
Available Date: 2024-12-31
Achievement vs. Engagement: Providing Support in Socially Disadvantaged Schools
British Educational Research Journal, v51 n2 p1039-1072 2025
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.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Czech Republic
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of Education, Faculty of Education, Masaryk University, Brno, Czech Republic; 2Department of Educational Sciences, Faculty of Arts, Masaryk University, Brno, Czech Republic; 3Institute for Research and Development in Education, Faculty of Education, Charles University, Praha, Czech Republic