Student Engagement and Supporting Students With Accommodations

Student engagement and embracing students with accommodations have long been at the forefront of developing future teachers. Assessing the effects of COVID-19 and the long-term implications shifted the overall perception of how the world is redefining teacher education programs and preparing teachers to move forward. One could presume the impact of COVID-19 will be discussed in history classes forever as the pandemic reconfigured learning styles, structures, and supports. Student engagement and supporting students with accommodations explore multiple modalities for best practices in the classroom and encourage students with disabilities and learning differences to be successful. The authors examine best practices for in-person, hybrid, and remote learning environments: Bloom's taxonomy, universal design for learning, and formative assessment. The chapter provides examples of each resource and delves into classroom engagement and accommodations.

Is It a Disability?

Research shows that ELL students are at a greater risk of being misdiagnosed with a learning disability. This chapter will discuss the experiences of a seasoned educator and the pitfalls of not implementing protocols with fidelity. Key terminology is introduced as well as universal methodology designed to increase engagement in English proficiency. Current research is presented as well as suggested classroom engagement prompts designed to challenge the critical thinking of preservice educators.

Engaged Mathematics Learning as/for a Transformative Praxis

Engaged learning in mathematics is essential to students' success and has a significant role in creating a transformative path in mathematics education. Considering this, this editorial attempts to highlight the role of behavioural, cognitive, affective and agentic aspects of engaged learning. It is impossible to bring all aspects of this complex and multidimensional construct in this short editorial; however, we try to open a new avenue by bringing the issue of engaged learning into pedagogical practices of mathematics in the context of Nepal. The discourse opens up how disengaged learning creates a mathematical Othering and its detrimental effects on mathematics education. Moreover, this discourse binds with the major features of classroom engagement, conceptualize and the impact of engaged learning on students' success. The editorial ends with a brief overview of the issue.

English as a Foreign Language Teachers’ Critical Thinking Ability and L2 Students’ Classroom Engagement

Critical thinking has been the focus of many studies considering the educational and social contexts. However, English as a foreign language (EFL) context is the one in which studies about critical thinking and its link to classroom engagement have not been carried out as much as expected. Hence, this study investigated to understand the association between EFL teachers’ critical thinking ability and students’ classroom engagement to get a broader understanding of the impact critical thinking has on students’ success. To do this, firstly, both variables of this study are defined and explicated. Then, the relationship between critical thinking and students’ classroom engagement is discussed. Finally, the implications of this research and also its limitations along with suggestions for further studies are put forward.

The Role of Experiential Learning on Students’ Motivation and Classroom Engagement

Due to the birth of positive psychology in the process of education, classroom engagement has been flourished and got a remarkable role in the academic field. The other significant determining factor of success in education is motivation which is in line with classroom engagement. Moreover, based on the constructivist approach, experiential learning (EL) as a new method in education and a learner-centric pedagogy is at the center of attention, as a result of its contributions to improving the value of education which centers on developing abilities, and experiences. The current review makes an effort to consider the role of EL on students’ classroom engagement and motivation by inspecting its backgrounds and values. Subsequently, the efficacy of findings for academic experts in educational contexts is discussed.

Examining the Relations between Emotions, Motivation, Classroom Engagement and Achievement in Mathematics

The purpose of this correlational research was to examine the relationship between achievement emotions, motivation, and classroom engagement in mathematics among Turkish middle school students, and to determine how these three variables predicted academic achievement in mathematics. 549 seventh grade students in a province located in the south-west region of Turkey participated in the study. Relations among variables were examined by utilizing structural equation modeling. Results of this study provided evidence for the theoretical model that explained the relations between achievement emotions, motivation and classroom engagement and their contributions to a significant amount of mathematic achievement in Turkish contexts. In addition, it was found that the contributions of achievement emotions to engagement depend on whether they were activity- and outcome-focused or deactivating and activating emotions.

EFL Teachers' Apprehension and L2 Students' Classroom Engagement

Teachers' apprehension is an indispensable part of the educational context since it impacts the amount to which students are engaged in class activities. Although several studies have been carried out considering the role of students' stress in their engagement, it seems extremely vital to conduct such studies among teachers to measure the link between these two variables. In this study, the author has made endeavors to define one of the apprehension's categories named communication apprehension and the antecedents of teachers' apprehension. Then classroom engagement is discussed. Following that, the relevance between the two variables of this research is discussed. Finally, both implications and suggestions for further studies are dealt with.