Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23942
Title: 
Authors: 
Keywords: 
Educationally disadvantaged students
Low progress students
Singapore mathematics
Teacher well-being
Student well-being
Primary school
At-risk learners
Teacher resilience
Issue Date: 
2022
Citation: 
Yeo, 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.2022.103665
Journal: 
Teaching and Teacher Education
Abstract: 
This 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.
URI: 
ISSN: 
0742-051X
DOI: 
Project number: 
NRF2016-SOL002-003
Funding Agency: 
National Research Foundation, Singapore
File Permission: 
Embargo_20250601
File Availability: 
With file
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
TTE-113-103665.pdf
  Until 2025-06-01
268.85 kBAdobe PDFUnder embargo until Jun 01, 2025
Show full item record

Page view(s)

46
checked on Aug 17, 2022

Download(s)

1
checked on Aug 17, 2022

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.