PERCEPTIONS OF TEACHERS AND STUDENTS ON THE ENGAGEMENT OF LATERAL ENTRY STUDENTS: UNDERSTANDING VOICES AND EXPERIENCES
Abstract
The change in perspective of survey understudies as dynamic members in learning has brought the need to comprehend how they advance as well as to comprehend different elements that play a huge interceding job in helping understudies to become 'dynamic members' in their way of learning. An important concept is the level of student involvement in this direction. It is regarded as a meta-construct with multiple dimensions, including cognitive, behavioral, and affective (emotional) dimensions.
With "Education for All" as the vision and mission, in which "all" children have access to and the chance to complete elementary education, the significance of creating an engaging learning environment has increased. Therefore, teachers must actively create conditions that foster a sense of connection with the students in order to effectively engage "at-risk" students with the school. The purpose of this paper is to comprehend how teachers perceive these "at risk" students. The paper has policy-level implications for school education and teacher preparation, as well as implications for creating engaging school and classroom environments for "at-risk" students.
Keywords
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