An investigation into the practices teachers use to engage students in the lowest attaining GCSE English sets

Grouping students at secondary school based on prior attainment remains a prevalent practice in the UK despite research that has found differences in GCSE attainment between groups.

There have also been findings to suggest that pedagogical approaches differ between sets and it has therefore been suggested that the practice of setting disadvantages those placed in low attaining groups.

Little research has considered the nature of student engagement in low attaining groups however, particularly in light of significant changes to the GCSE curriculum.

There is also limited research that provides a detailed depiction of teaching practices in the lowest attaining groups.

The current study aimed to present a detailed account of student engagement, teacher interactions and pedagogical approaches employed by English teachers of low attaining groups in schools where students have previously made a high level of academic progress.

The study used a mixed method, multiple case study design to report classroom practices and student engagement in three case study classes.

Qualitative and quantitative data were gathered from: semi-structured interviews with students and teachers, qualitative lesson observation notes and systematic lesson observation schedules which were used to explore student engagement and teacher interactions.

The findings of the current study suggest that teachers of case study classes attempted to engage their students by fostering positive student-teacher relationships, using verbal praise and rewards to promote learning, minimising negative reprimands and adapting teaching to respond to their students' needs.

Student engagement in case study classes was also considered in relation to behavioural, emotional and cognitive engagement in learning.

The research highlights the importance of student-teacher relationships and the promotion of student competence.

The difficulty of developing student autonomy in the context of the current GCSE curriculum is also discussed.