Abstract -3 (Oct 2020) Sushmita Chakraborty

Pedagogy of Learning, Vol. 6 (4) October 2020, pp. 19-27


Perception about Engagement of Students Enrolled through Lateral Entry: Voices of Teachers and Students

Sushmita Chakraborty, Ph.D. , Assistant Professor in Psychology, Department of Educational Psychology and Foundations of Education, National Council of Educational Research and Training (NCERT), New Delhi, India. E-mail: schakraborty.ncert@yahoo.com

DOI: 10.46704/pol.2020.v06i04.003

Corresponding Author: Sushmita Chakraborty 


            The paradigm shift of viewing students as active participants in learning has brought the need to not only understand how they learn but also to understand various factors that play a significant mediating role in aiding students to become ‘active participants’ in their learning process. Students’ engagement in this direction is an important construct. It is considered as a meta-construct which includes multiple dimensions namely – affective (emotional), behavioural and cognitive dimensions. With ‘Education for All’ as the vision and mission where ‘all’ children have access to and opportunity for completion of elementary education, the importance of making the learning environment adequately engaging has gained further prominence. Thus effectively engaging ‘at-risk’ students with school requires teachers to actively create conditions that foster a feeling of being connected with the students. The present paper focuses upon understanding the perception of teachers towards such ‘at risk’ students. The paper has implications on creating engaging school and classroom environment for ‘at-risk’ students, policy level implication in school education and in teacher preparation.

Keywords: Student’s engagement, perception of teachers, perception of ‘at-risk’ students, age-appropriate enrolled students, Right to Education Act (2009).