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...
Saved in:
Main Author: | |
---|---|
Other Authors: | |
Format: | Final Year Project |
Language: | English |
Published: |
Nanyang Technological University
2022
|
Subjects: | |
Online Access: | https://hdl.handle.net/10356/158266 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Institution: | Nanyang Technological University |
Language: | English |
id |
sg-ntu-dr.10356-158266 |
---|---|
record_format |
dspace |
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 |
_version_ |
1759854618172456960 |