Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years

This study sought to examine the teaching staff’s perspectives on student engagement and the factors influencing student engagement in an inclusive classroom during primary school years. Data were drawn from interviews with 6 teaching staff who had experience teaching students with special education...

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Main Author: Koh, Alethea Wen Yee
Other Authors: Setoh Pei Pei
Format: Final Year Project
Language:English
Published: Nanyang Technological University 2022
Subjects:
Online Access:https://hdl.handle.net/10356/158266
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.10356-1582662023-03-05T15:43:29Z Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years Koh, Alethea Wen Yee Setoh Pei Pei School of Social Sciences Poon Kin Loong, Kenneth kenneth.poon@nie.edu.sg, psetoh@ntu.edu.sg Social sciences::Psychology::Applied psychology This study sought to examine the teaching staff’s perspectives on student engagement and the factors influencing student engagement in an inclusive classroom during primary school years. Data were drawn from interviews with 6 teaching staff who had experience teaching students with special educational needs in mainstream primary schools. Firstly, our findings revealed that student engagement in an inclusive classroom during primary school years is characterised by students’ behaviour in the classroom namely students’ participation, students’ understanding and students' body language. Secondly, our findings revealed that student engagement is influenced by five key factors - activities, teachers, students, peers and physical environment. Given a greater understanding of student engagement, teaching staff can be better equipped to engage a classroom with diverse learners and promote inclusion. This study sought to examine the teaching staff’s perspectives on student engagement and the factors influencing student engagement in an inclusive classroom during primary school years. Data were drawn from interviews with 6 teaching staff who had experience teaching students with special educational needs in mainstream primary schools. Firstly, our findings revealed that student engagement in an inclusive classroom during primary school years is characterised by students’ behaviour in the classroom namely students’ participation, students’ understanding and students' body language. Secondly, our findings revealed that student engagement is influenced by five key factors - activities, teachers, students, peers and physical environment. Given a greater understanding of student engagement, teaching staff can be better equipped to engage a classroom with diverse learners and promote inclusion. Keywords: Student Engagement, Primary School, Singapore, Teaching Staff, Special Educational Needs Bachelor of Social Sciences in Psychology 2022-06-02T06:27:00Z 2022-06-02T06:27:00Z 2022 Final Year Project (FYP) Koh, A. W. Y. (2022). Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years. Final Year Project (FYP), Nanyang Technological University, Singapore. https://hdl.handle.net/10356/158266 https://hdl.handle.net/10356/158266 en application/pdf Nanyang Technological University
institution Nanyang Technological University
building NTU Library
continent Asia
country Singapore
Singapore
content_provider NTU Library
collection DR-NTU
language English
topic Social sciences::Psychology::Applied psychology
spellingShingle Social sciences::Psychology::Applied psychology
Koh, Alethea Wen Yee
Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years
description This study sought to examine the teaching staff’s perspectives on student engagement and the factors influencing student engagement in an inclusive classroom during primary school years. Data were drawn from interviews with 6 teaching staff who had experience teaching students with special educational needs in mainstream primary schools. Firstly, our findings revealed that student engagement in an inclusive classroom during primary school years is characterised by students’ behaviour in the classroom namely students’ participation, students’ understanding and students' body language. Secondly, our findings revealed that student engagement is influenced by five key factors - activities, teachers, students, peers and physical environment. Given a greater understanding of student engagement, teaching staff can be better equipped to engage a classroom with diverse learners and promote inclusion. This study sought to examine the teaching staff’s perspectives on student engagement and the factors influencing student engagement in an inclusive classroom during primary school years. Data were drawn from interviews with 6 teaching staff who had experience teaching students with special educational needs in mainstream primary schools. Firstly, our findings revealed that student engagement in an inclusive classroom during primary school years is characterised by students’ behaviour in the classroom namely students’ participation, students’ understanding and students' body language. Secondly, our findings revealed that student engagement is influenced by five key factors - activities, teachers, students, peers and physical environment. Given a greater understanding of student engagement, teaching staff can be better equipped to engage a classroom with diverse learners and promote inclusion. Keywords: Student Engagement, Primary School, Singapore, Teaching Staff, Special Educational Needs
author2 Setoh Pei Pei
author_facet Setoh Pei Pei
Koh, Alethea Wen Yee
format Final Year Project
author Koh, Alethea Wen Yee
author_sort Koh, Alethea Wen Yee
title Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years
title_short Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years
title_full Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years
title_fullStr Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years
title_full_unstemmed Teaching staff's perspectives on student engagement in an inclusive classroom during primary school years
title_sort teaching staff's perspectives on student engagement in an inclusive classroom during primary school years
publisher Nanyang Technological University
publishDate 2022
url https://hdl.handle.net/10356/158266
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