Přehled o publikaci
2025
Achievement vs. engagement: Providing support in socially disadvantaged schools
OBROVSKÁ, Jana; Martin MAJCÍK and Jaroslava SIMONOVÁBasic information
Original name
Achievement vs. engagement: Providing support in socially disadvantaged schools
Name (in English)
Achievement vs. engagement: Providing support in socially disadvantaged schools
Authors
OBROVSKÁ, Jana; Martin MAJCÍK and Jaroslava SIMONOVÁ
Edition
British Educational Research Journal, ENGLAND, WILEY, 2025, 0141-1926
Other information
Language
Czech
Type of outcome
Article in a journal
Country of publisher
Czech Republic
Confidentiality degree
is not subject to a state or trade secret
References:
Organization
Pedagogická fakulta – Repository – Repository
UT WoS
001387484100001
EID Scopus
2-s2.0-85214098072
Keywords in English
achievement; engagement; post- Covid-19 support; socially disadvantaged schools
Links
LX22NPO5101, research and development project.
Changed: 19/4/2025 00:50, RNDr. Daniel Jakubík
V originále
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.
In English
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.
