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'I feel like I'm fighting fire': Teaching the young and educationally disadvantaged

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cris.lastimport.scopus2024-09-16T21:03:12Z
cris.lastimport.wos2024-09-25T21:05:58Z
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cris.virtual.author-orcid0000-0001-5910-7003
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cris.virtual.departmentOffice of Education Research (OER)
cris.virtual.departmentLearning Sciences and Assessment (LSA)
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cris.virtual.departmentOffice of Education Research (OER)
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cris.virtualsource.author-orcidedea4b52-df25-4a2c-8ea6-33f5373fdf93
cris.virtualsource.author-orcidd3ae9300-a606-4c6b-8e35-3ae62f5dab4e
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cris.virtualsource.departmentedea4b52-df25-4a2c-8ea6-33f5373fdf93
cris.virtualsource.departmentd3ae9300-a606-4c6b-8e35-3ae62f5dab4e
cris.virtualsource.departmentd3ae9300-a606-4c6b-8e35-3ae62f5dab4e
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dc.contributor.authorYeo, Wan Ting
dc.contributor.authorTan, Aik Lim
dc.contributor.authorAzilawati Jamaludin
dc.date.accessioned2022-03-24T09:13:32Z
dc.date.available2022-03-24T09:13:32Z
dc.date.issued2022
dc.description.abstractThis paper explores the emotional realities of teaching educationally disadvantaged students between the ages of 7 and 8 in Singapore. Data was collected via semi-structured face-to-face interviews with 9 primary school Mathematics teachers and analysed using inductive, grounded theory approach and thematic analysis. From a Conservation of Resources theory lens, findings show that educationally disadvantaged students are far from a homogeneous group as there is great diversity in the sources of disadvantage and obstacles to learning, contributing to the emotional weight borne by teachers of educationally disadvantaged students. Possible recommendations are also discussed.en
dc.description.projectNRF2016-SOL002-003
dc.description.versionAccepted versionen
dc.grant.fundingagencyNational Research Foundation, Singaporeen
dc.identifier.citationYeo, W. T., Tan, A. L., & Jamaludin, A. (2022). 'I feel like I'm fighting fire': Teaching the young and educationally disadvantaged. Teaching and Teacher Education, 113, Article 103665. https://doi.org/10.1016/j.tate.2022.103665en
dc.identifier.doi10.1016/j.tate.2022.103665
dc.identifier.issn0742-051X
dc.identifier.urihttps://hdl.handle.net/10497/23942
dc.language.isoenen
dc.publisherElsevieren
dc.relation.ispartofTeaching and Teacher Educationen
dc.subject.keywordEducationally disadvantaged studentsen
dc.subject.keywordLow progress studentsen
dc.subject.keywordSingapore mathematicsen
dc.subject.keywordTeacher well-beingen
dc.subject.keywordStudent well-beingen
dc.subject.keywordPrimary schoolen
dc.subject.keywordAt-risk learnersen
dc.subject.keywordTeacher resilienceen
dc.title'I feel like I'm fighting fire': Teaching the young and educationally disadvantageden
dc.typeArticleen
dspace.entity.typePublication
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