Reaching Struggling Learners: Teachers' Perspective
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 299
Deadline for abstract submissions: 31 July 2023
Special Issue Editors
Interests: student wellbeing; interdisciplinarity; wellbeing in higher education; student-centred pedagogies
Special Issue Information
Dear Colleagues,
One of the most difficult challenges of teaching is reaching struggling students and putting them in the best possible position to be and do well. To be able to respond to this challenge, teaching must be seen as a student-centred practice that is sensitive to students’ diverse needs. Not only should the best teaching practice provide equal opportunities to all students, but it should also seek to empower them, especially those who are struggling, enabling students to flourish both academically and personally. To reach struggling students, teachers need to remove the barriers that obstruct their engagement whilst also offering them the tools for cultivating their strengths and for overcoming the main obstacles when it comes to their learning.
The aim of this Special Issue is to investigate how to reach struggling students by bringing together a variety of teachers’ perspectives on both the challenges and responses to this. In particular, this Special Issue aims to:
- Draw attention to different learning struggles that students may face in education, including Secondary Education, Further or Continuing Education, and Higher Education, and in the teaching and learning environment (broadly construed). Struggles may include but are not limited to disengagement, learning difficulties, wellbeing issues, etc.
- Suggest practical strategies to prevent, mitigate, and overcome these struggles. Suggestions may include but are not limited to in-class interventions, online and technology support, personal tutoring, etc.
- Reflect on, and assess, the positive impact that teaching interventions may have on students' academic retention, attainment, success, and progression as well as on their wellbeing.
This Special Issue welcomes both theoretical and empirical studies, quantitative and qualitative methodologies, case studies, teachers’ reflections on the challenges of reaching struggling students, as well as responses to such challenges in their teaching practice.
We look forward to receiving your contributions.
Dr. Elena Riva
Dr. Lorenzo Serini
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- struggling students
- higher education
- secondary school
- further education, continuing education
- student-centred
- diverse students
