A contextually adapted model of school engagement in Kazakhstan

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dc.contributor.authorAizhan Dukenbayeva
dc.contributor.authorNazipa Ayubayeva
dc.contributor.authorAliya Kuzhabekova
dc.contributor.authorAliya Kuzhabekova
dc.date.accessioned2025-08-19T10:34:45Z
dc.date.available2025-08-19T10:34:45Z
dc.date.issued2022-01-01
dc.description.abstractThe paper develops a contextually adapted model of school engagement for Kazakhstan by analyzing qualitative data from interviews with students and educators. The model accounts for local sociocultural and institutional factors and emphasizes the role of teacher-student relationships and parental involvement. The study finds that Western engagement models may be insufficient for post-Soviet contexts and suggests culturally relevant components for improving school policy and practice.en
dc.identifier.citationKuzhabekova, A., Ayubayeva, N., & Dukenbayeva, A. (2022). A contextually adapted model of school engagement in Kazakhstan. Cambridge Journal of Education, 52(3), 385–404. https://doi.org/10.1080/0305764X.2021.1888661en
dc.identifier.doi10.1080/0305764X.2021.1888661
dc.identifier.otherFilename:A contextually adapted model of school engagement in Kazakhstan.pdf
dc.identifier.urihttps://doi.org/10.1080/0305764X.2021.1888661
dc.identifier.urihttps://nur.nu.edu.kz/handle/123456789/9564
dc.language.isoen
dc.publisherCambridge University Press
dc.relation.ispartofCambridge Journal of Educationen
dc.rightsAll rights reserveden
dc.sourceCambridge Journal of Education, 52(3), 385–404, (2022)en
dc.subjecttype of access: open accessen
dc.subjectstudent motivationen
dc.subjectKazakhstanen
dc.subjecteducation reformen
dc.subjectschool engagementen
dc.subjectschool engagementen
dc.titleA contextually adapted model of school engagement in Kazakhstanen
dc.typeJournal Articleen

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