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Journal articles on the topic 'Student-centered Pedagogy'
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Vivek P K, Remya T P, and Veenus P K. "Student-Centered Pedagogy – Lessons from DPEP." International Journal of Smart Education and Urban Society 10, no. 4 (2019): 17–29. http://dx.doi.org/10.4018/ijseus.2019100102.
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India has always been a center of education from the glorious era of Nalanda and Thakshasila. The last three decades have witnessed some remarkable transformations in the traditional environment of teaching learning. The subject-oriented and teacher-oriented methods have given way to the student-oriented approach. One of the major breakthroughs in the reforms was the introduction of the District Primary Education Program. This concept revolutionized the entire primary education field. This article illustrates the design concepts and implementation strategies of the program, along with the impact on the teaching learning environment. This also elucidates some of the serious concerns about this activity-oriented approach.
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Triyoko, Hanung. "Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context." Register Journal 5, no. 2 (2012): 1–32. http://dx.doi.org/10.18326/rgt.v5i2.1-32.
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Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning. Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student-centered pedagogy in its many facets. Based on the vignettes from our teaching experiences, we have identified four major ideas about how to adopt a more student-centered approach: planning lessons that encourage student interest; adapting the curriculum to meet student’s needs; using technology in the classroom; and developing mutually respectful relationships. Keywords : Student-Centered Pedagogy; Student’s Interest, Student’s Needs; Mutually Respectful Relationships
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Triyoko, Hanung. "Implementing a Student-Centered Pedagogy: Doing so in the Indonesian Teaching-Learning Context." Register Journal 5, no. 2 (2012): 1. http://dx.doi.org/10.18326/rgt.v5i2.242.
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Today’s educators must be willing to shift from the teacher-centered paradigm, which was in place when they themselves were students, to the new paradigm of student-centered education. This article was inspired by the challenges and opportunities experienced by the writers while attempting to implement a student-centered pedagogy. We will share some of our experiences as educators to provide a context for various aspects of student centered-learning. Understanding some of the successes and failures we have experienced in our careers may help to highlight the potential and importance of student-centered pedagogy in its many facets. Based on the vignettes from our teaching experiences, we have identified four major ideas about how to adopt a more student-centered approach: planning lessons that encourage student interest; adapting the curriculum to meet student’s needs; using technology in the classroom; and developing mutually respectful relationships. Keywords : Student-Centered Pedagogy; Student’s Interest, Student’s Needs; Mutually Respectful Relationships
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Santoro Gómez, Doris. "Women’s proper place and student-centered pedagogy." Studies in Philosophy and Education 27, no. 5 (2007): 313–33. http://dx.doi.org/10.1007/s11217-007-9048-0.
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Mohammed, Nor Farizal, Che Fatimah Che Kassim, and Puteh Mariam Ismail. "Students’ Perception on Pedagogical Approaches and its Relation to Exam Performance in Professional Accounting Education." Asian Journal of University Education 16, no. 2 (2020): 116. http://dx.doi.org/10.24191/ajue.v16i2.10303.
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With the Malaysian government’s aim to increase the number of Bumiputera professional accountants, it is important for institutions to search for efficient ways in delivering professional accounting education in order to improve the performance of students. Despite the suggestion from prior literature to adopt student-centered pedagogy, the issue is still not much explored in professional accounting education. Therefore, the aim of this study is to examine whether students’ perception on student-centered pedagogy and teacher-centered pedagogy are associated with the exam performance in professional accounting examinations. The approach of student-centered pedagogy is to promote students to actively take responsibility of their own journey of learning. This study gathered data from 88 professional accounting students in Universiti Teknologi MARA (UiTM). The results reveal that students prefer teacher-centered pedagogy. The results contrast the findings from western literature, and hence it reflects, the learning environment in Malaysia which is still passive. Additionally, the better perception of students on both pedagogies are positively significant with better exam performance, emphasizing the work of both students and teachers are essential for better exam performance. The emphasis on exam orientation in professional accounting education is seen as a limitation to implement student-centered pedagogy in professional accounting education. It implies that the classrooms in Malaysia are not adept into making a shift to empower students’ responsibility. This study adds value by highlighting the best practice that provides benefit to the professional accounting education in Malaysia.
 Keywords: Exam performance, Professional Accounting Education, Responsibility, Students-centered pedagogy, Teacher-centered pedagogy
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Kazdanyan, S., and A. Aslanyan. "On the role of humanistic technology in the personality–oriented interaction in university." Bulletin of Science and Practice 414, no. 12(13) (2016): 354–59. https://doi.org/10.5281/zenodo.205521.
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This article focuses on the role of the humanistic technologies in student–centered interaction in the university. Reveals the personality–oriented approach in the educational process, also «humanist pedagogy», «pedagogy of cooperation», «pedagogic technology of education». Reveals the conditions for the full development of personal features of students, as well as the situation from which they can draw strength to improve.
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Woxland, Conrad M., Dory Cochran, Erin L. Davis, and Kacy Lundstrom. "Communal and student-centered." Reference Services Review 45, no. 1 (2017): 79–99. http://dx.doi.org/10.1108/rsr-03-2016-0023.
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Purpose This paper aims to investigate how teaching information creation as a process in a decentralized library classroom impacts student learning and engagement. Design/methodology/approach By using mobile technologies (iPads) and a targeted lesson design, the authors explored how these devices can be incorporated into threshold pedagogy. The study took place in a second-year composition course and was taught by librarians during a class session. Findings The findings supported by pre- and post-test scores, textual analysis and observations show that iPads did add to the engagement and learning of some students. The discussion includes student responses to the iPads, the decentralized roles of the librarian and instructor, the use of social media as an engagement tool and possible adaptations to the lesson. Originality/value This paper provides practical ideas for using iPads in higher education to engage students, particularly in targeting learning outcomes that emphasize on the changing nature and impact of the information creation process.
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Nazim, Mohd, Ali Abbas Falah Alzubi, and Abdul-Hafeed Fakih. "EFL teachers’ student-centered pedagogy and assessment practices: challenges and solutions." Journal of Education and Learning (EduLearn) 18, no. 1 (2024): 217–27. http://dx.doi.org/10.11591/edulearn.v18i1.21142.
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The fact that English teachers encounter challenges while employing student-centered pedagogy and assessment practices is beyond argument. Empirical evidence indicates that, particularly in the context of Najran University, relatively little attention has been paid to researching the issue and offering solutions to coping with it. Consequently, this study examined English as a foreign language (EFL) teachers’ employment of student-centered pedagogy and assessment practices in the Saudi EFL context concerning execution, challenges, and solutions. Also, it correlated the respondents’ answers with their gender, experience, degree, and specialization. The descriptive survey design was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a convenient sample of (73) faculty members. The results showed that the study sample highly employs pedagogy and assessment practices focused on students. In addition, the demographic variables of gender, experience, degree, and specialization did not have any significant role in affecting the responses to employing pedagogy and assessment practices. Finally, the content analysis of the semi-structured interview revealed the challenges and solutions to employing pedagogy and assessment practices. In light of the current results, the researchers proposed recommendations and implications.
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Mohd, Nazim, Abbas Falah Alzubi Ali, and Fakih Abdul-Hafeed. "EFL teachers' student-centered pedagogy and assessment practices: challenges and solutions." EFL teachers' student-centered pedagogy and assessment practices: challenges and solutions 18, no. 1 (2024): 217~227. https://doi.org/10.11591/edulearn.v18i1.21142.
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The fact that English teachers encounter challenges while employing student-centered pedagogy and assessment practices is beyond argument. Empirical evidence indicates that, particularly in the context of Najran University, relatively little attention has been paid to researching the issue and offering solutions to coping with it. Consequently, this study examined English as a foreign language (EFL) teachers’ employment of studentcentered pedagogy and assessment practices in the Saudi EFL context concerning execution, challenges, and solutions. Also, it correlated the respondents’ answers with their gender, experience, degree, and specialization. The descriptive survey design was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a convenient sample of (73) faculty members. The results showed that the study sample highly employs pedagogy and assessment practices focused on students. In addition, the demographic variables of gender, experience, degree, and specialization did not have any significant role in affecting the responses to employing pedagogy and assessment practices. Finally, the content analysis of the semi-structured interview revealed the challenges and solutions to employing pedagogy and assessment practices. In light of the current results, the researchers proposed recommendations and implications.
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Immanuel, Shandrila, and Rajeswari Siva. "Reflections on Problem Based Learning-A Student Centered Pedagogy." Journal of Nursing Trendz 8, no. 2 (2017): 19. http://dx.doi.org/10.5958/2249-3190.2017.00005.0.
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Matope, Samson, Zanele Ginyigazi, Grasia Chisango, et al. "The Role of NQF Level Descriptors in Fostering Transformative Pedagogy in Higher Education: A Literature Review." NETSOL: New Trends in Social and Liberal Sciences 9, no. 2 (2024): 59–73. https://doi.org/10.24819/netsol2024.11.
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This systematic literature review explores the potential of using National Qualifications Framework (NQF) level descriptors to facilitate transformative pedagogy in higher education. The study analyzes the strengths, weaknesses, and implications of utilizing NQF-level descriptors to promote student-centered learning, critical thinking skills, transversal skills, and student engagement. It examines the current literature and explores how NQF-level descriptors can effectively cultivate a student-centered learning culture, incorporating transformative and innovative pedagogical strategies. The study also covers the alignment between NQF-level descriptors, learning outcomes, assessment tasks, and teaching approaches, drawing on Biggs' constructive alignment theory. Through this analysis, the research contributes to the existing knowledge on transformative pedagogy, especially for universities seeking to address challenges in curriculum transformation. Additionally, the study sheds light on the practical implications and effectiveness of using NQF-level descriptors to foster innovative pedagogies. The anticipated findings hold the potential to enrich our understanding of transformative pedagogy in higher education and provide valuable insights for institutions striving to implement student-centered approaches. This research has significant implications for curriculum design and teaching practices, offering guidance on how NQF-level descriptors can be powerful tools to enhance learning experiences, critical thinking, and student engagement. Ultimately, the study aims to advance the field of transformative pedagogy and contribute to more effective and innovative teaching practices in higher education institutions.
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Mattheis, Allison, and Murray Jensen. "Fostering improved anatomy and physiology instructor pedagogy." Advances in Physiology Education 38, no. 4 (2014): 321–29. http://dx.doi.org/10.1152/advan.00061.2014.
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Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire ( 23 ) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology.
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Nazim, Mohd, Ali Abbas Falah Alzubi, and Abdul-Hafeed Fakih. "Teachers’ Employment for Student-Centered Pedagogy and Assessment Practices in the EFL Classroom from Students’ Perspective." International Journal of Education in Mathematics, Science and Technology 12, no. 3 (2024): 605–20. http://dx.doi.org/10.46328/ijemst.4089.
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Pedagogy and assessment practices have always been the two pertinent domains of the EFL world, and there is a voice, which supports swapping the attention from teacher-centered to student-centered. Studies are available to research the two practices separately but researching them, with the view that they complement each other, as an integrated approach seems to be very limited, especially in Najran University context. Therefore, this study aims to explore learners’ perceptions of teachers’ employment for the practices focused on student-centered pedagogy and assessment in the EFL classroom. In addition, it correlates the participants’ responses with their gender and specialization. The survey-descriptive approach was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a stratified sample of 200 participants. The results show that the study sample medially perceived the teacher’s employment of pedagogy practices focused on students. The assessment practices focused on students were highly perceived by the respondents. Moreover, the variables of gender and specialization did not have any influence on the respondents’ answers to the questionnaire. Finally, the content analysis of the semi-structured interview reveals that the majority of the interviewees approved that student-centered pedagogy and assessment practices play a positive role in improving their classroom efficacy. In light of the current results, recommendations and implications are suggested.
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Khan, Ibrahim, Rakhshinda Iram, Marina Khan, Parkha Afridi, Ayesha Karim, and Shabana Kiran. "Multimodal Anatomy Teaching Pedagogy: Student’s Perception for Effective Teaching of Anatomy Curriculum." Pakistan Journal of Medical and Health Sciences 17, no. 6 (2023): 326–28. http://dx.doi.org/10.53350/pjmhs2023176326.
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Objective: There is still much disagreement over the most effective way to teach anatomy. This article has discussed the benefits of these instructional strategies. Nowadays, teaching anatomy primarily involves PowerPoint presentations. . As a result, the following article discusses the numerous teaching approaches and students input and suggestion in making anatomy lectures more interesting and easy. The purpose of this study was to ascertain whether the multimodal anatomy teaching methodology currently in use is viewed favorably and to identify the specific modalities that were considered to be most successful. Material and Methods: It was a cross sectional study conducted in two steps. Step one was carried out by distributing 250 questionnaires out of which 192 students participating by filling the questionnaires. The second step was dividing a class of 2ND year MBBS students in to 3 groups where group A was given a lecture in a teacher centered manner, Group B was student centered and Group C was a combination. Assessment was conducted in the end of the lecture and data was analyzed using SPPSS version 20. Results: students thought each way of teaching and learning is important but the best way of teaching was a multimodal teaching pedagogy. 93% thought that using a power point presentation with the use of white board teaching is the best method of teaching. Similarly the results of the assessment showed teacher-student interactive approach produced the highest mean score (mean=1.87), followed by the student-centered approach (mean=1.79), and the lowest mean score (mean=1.36) was recorded for the teacher-centered approach, according to the estimated marginal mean estimates based on the teaching method used. All three instructional approaches' average estimates are within the 95% confidence intervals. The findings show that the most successful method for getting the highest test scores is a combination of teacher-centered and student-centered teaching techniques. This demonstrated that rather than the lecturer monopolizing the transfer of information to the learners, interaction between the teacher and students during the teaching and learning process motivates the students to seek knowledge. The student-centered approach's predicted mean score (mean=1.79) was slightly lower than the teacher-student interactive approach's. This suggests that using student-centered strategies is a successful teaching strategy. When compared to student-centered and teacher-student interactive techniques, the results of adopting teacher-centered strategies were significantly lower (mean=1.36). The most successful strategy to teach basic anatomy is to use a variety of pedagogical educational materials; students seem to learn more quickly and effectively when using multimodal and system-based strategies. Future research should focus on evaluating the applicability of new curricula and student views of integrated and multimodal teaching paradigms as well as these paradigms' capacity to meet learning objectives. Conclusion: In order to determine the general level of the learner characteristics, learner analysis is a crucial stage. This study offers recommendations on how to create instructional objectives and choose the best ways to accomplish them. The findings of this study can be used to create educational plans and choose efficient anatomy teaching techniques. Keywords: Multimodal, Large group discussion, small group discussion, mini seminar, integration
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Colbert, Vicky, and Jairo Arboleda. "Bringing a student-centered participatory pedagogy to scale in Colombia." Journal of Educational Change 17, no. 4 (2016): 385–410. http://dx.doi.org/10.1007/s10833-016-9283-7.
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Spradley, Elizabeth, and R. Tyler Spradley. "Reflexivity and Practice in COVID-19: Qualitative Analysis of Student Responses to Improvisation in Their Research Methods Course." Journal of Communication Pedagogy 5 (2021): 78–94. http://dx.doi.org/10.31446/jcp.2021.2.11.
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The improvisations needed to adapt to COVID-19 teaching and learning conditions affected students and faculty alike. This study uses chaos theory and improvisation to examine an undergraduate communication research methods course that was initially delivered synchronously/face-to-face and then transitioned to asynchronous/online in March 2020. Reflective writings were collected at the end of the semester with the 25 students enrolled in the course and follow-up interviews conducted with six students. Thematic analysis revealed that available and attentive student-participant, student-student, and student-instructor communication complemented learner-centered and person-centered goals, but unavailable or inattentive communication, especially with participants and students in the research team, contributed to negative perceptions of learner-centered goals. Implications explore how communication research methods pedagogy may achieve greater available, attentive, and learner/person-oriented goals through modeling, resourcing, reflexivity, and appreciation in online and offline course delivery to enhance shifts in communication pedagogy, whether voluntarily or involuntarily initiated by faculty.
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del Valle, Julie. "Tough Teachers Actually Care: An Ethnographic Look into the ‘Problematic’ Role of Teachers as Figures of Authority Under Learner-Centered Education." Australian Journal of Teacher Education 47, no. 6 (2022): 19–36. http://dx.doi.org/10.14221/ajte.2022v47n6.2.
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Teacher authority is culturally valued among Filipinos. This authority however poses a threat to the fundamental principles of learner-centred education as it arguably perpetuates ‘teacher-centered’ instruction and obstructs positive student-teacher relationships which are necessary for student learning. This problematic role of teacher authority is examined in this study by investigating what constitutes good pedagogy in one class within a rural school in the Philippines. With this research problem, this study used ethnographic research approach to examine what students and teachers understand about ‘classroom authority’ and its perceived value in good pedagogy within a specific and cultural place. Ethnographic data in this study suggest that teacher authority is central in understanding good teaching within specific classroom contexts as this cultural valuing of teachers as ‘authorities’ may support student engagement and foster student-teacher relationships which are built on ‘academic care’. This ‘academic care’ could offer a practice which bridges the presumed binary between teacher-centered and learner-centered pedagogies.
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Love, Katie. "A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom." Creative Nursing 20, no. 1 (2014): 47–58. http://dx.doi.org/10.1891/1078-4535.20.1.47.
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The purpose of this article is to propose Empowered Holistic Nursing Education (EHNE) as a midrange theory—developed through induction, explication, deduction, and retroduction—to help nurse educators teach holistically and create a student-centered classroom, to establish a theoretical basis for a nursing pedagogy reflecting nursing’s foundational principles, and to guide future research. The model’s 5 core concepts, how to use the model as a pedagogy for practice, and its application to research will be presented. Holistic nursing will be defined, and traditional holistic nursing, holistic pedagogy, and emancipatory pedagogy will each be described.
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Armbruster, Peter, Maya Patel, Erika Johnson, and Martha Weiss. "Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology." CBE—Life Sciences Education 8, no. 3 (2009): 203–13. http://dx.doi.org/10.1187/cbe.09-03-0025.
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We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years—1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.
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Nazim, Mohd, Ali Abbas Falah Alzubi, and Abdul-Hafeed Fakih. "Teachers' attitudes towards student-centered pedagogy and assessment practices: instruction efficacy in perspective." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 1276–86. https://doi.org/10.11591/ijere.v13i2.28139.
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The advancement of students’ knowledge, skills, and other learning experiences is the goal of student-centered pedagogy and assessment practices, and teachers’ attitudes toward implementing these principles are vital to ensure classroom instruction efficacy. From this standpoint, this study aimed to examine English as a foreign language (EFL) teachers’ attitude toward student-centered pedagogy and assessment practices in the Saudi EFL context concerning classroom instruction efficacy. Also, it correlated the participants’ responses with their gender, experience, degree, and specialization. The descriptive survey design was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a convenient sample of 73 faculty members. The results showed that the study sample (EFL teachers) had very positive attitudes towards pedagogy and assessment practices focused on students. In addition, the demographic variables of gender, experience, degree, and specialization had no significant role in affecting their responses to pedagogy and assessment practices. Finally, the interviewees expressed that the EFL classroom instruction efficacy can improve the situation in which students are more active, cooperative, responsible, engaged, communicative, and free. In light of the current results, the researchers proposed recommendations and implications.
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Sehrish Sarfaraz, Hina Shaukat, and Dr. Muhammad Nafees. "The Impact of Flipped Classroom Pedagogy on Student Engagement and Academic Performance in Secondary Education." Critical Review of Social Sciences Studies 3, no. 2 (2025): 1904–16. https://doi.org/10.59075/j27c8261.
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The flipped classroom pedagogy has emerged as an innovative instructional approach that transforms traditional teacher-centered classrooms into interactive, student-centered learning environments. This study investigates its impact on student engagement and academic performance in secondary education. The objectives of the study were: 1) To determine the impact of flipped classroom pedagogy on the academic achievement of secondary school students, 2) To assess the relationship between flipped classroom pedagogy and the level of student engagement in secondary education, and 3) To analyze the predictive role of student engagement in mediating the relationship between flipped classroom pedagogy and academic performance. The population of the study comprised 26,334 students (10,083 male and 16,251 female), and a sample of 350 students was selected using random sampling with 45% male and 55% female representation. A self-developed questionnaire was used as the research tool. Content validity was ensured through expert reviews, and the tool’s reliability was confirmed using Cronbach's Alpha with a value of 0.83. Data were analyzed using correlation and regression analysis through SPSS. The main finding indicated that flipped classroom pedagogy significantly enhances both student engagement and academic performance, with engagement playing a mediating role. Hence, it is recommended that secondary schools adopt flipped classroom strategies to foster active learning and improve academic outcomes. This study is significant as it provides empirical evidence to support modern pedagogical approaches in enhancing learning experiences and outcomes at the secondary education level.
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Rillero, Peter, and Hy Grant Rillero. "Catalyzing Change in Engineering Pedagogy." International Journal of Engineering Pedagogy (iJEP) 14, no. 2 (2024): 4–19. http://dx.doi.org/10.3991/ijep.v14i2.42449.
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This paper presents the implementation of a professional development program that aims at enhancing instructional practices to foster student-centered teaching approaches among engineering faculty at two universities in Pakistan. The program was guided by the theoretical perspective of enactivism and involved an initial three-day workshop, online modules, and reflective implementation assignments. The paper provides a detailed account of the program’s framework, design, and evaluation. The research questions addressed are: What are the perceptions of faculty members regarding (a) the benefits of the program topics and (b) changes in their actions as a result of the program? Likert-item survey instruments with retrospective items were analyzed using descriptive statistics and paired t-tests. As the program moved from being required to voluntary, participation was declined. Faculty who participated in this engineering pedagogy project reported positive attitudes and significant growth in utilizing student-centered strategies. The three-day workshop was perceived as the most beneficial of the components. The module was perceived to be of the highest benefit when focused on writing effective questions for high-level thinking. All the pre-to-post retrospective items showed statistically significant increases, with the two largest being the use of student response systems (SRS) and the focus on big ideas in teaching. The combined approaches show promise for faculty who persist in long-term professional development projects, catalyzing changes in perceived value and the implementation of active learning techniques.
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Nazim, Mohd, Ali Abbas Falah Alzubi, and Abdul-Hafeed Fakih. "Teachers’ attitudes towards student-centered pedagogy and assessment practices: instruction efficacy in perspective." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 1276. http://dx.doi.org/10.11591/ijere.v13i2.28139.
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<span lang="EN-US">The advancement of students’ knowledge, skills, and other learning experiences is the goal of student-centered pedagogy and assessment practices, and teachers’ attitudes toward implementing these principles are vital to ensure classroom instruction efficacy. From this standpoint, this study aimed to examine English as a foreign language (EFL) teachers’ attitude toward student-centered pedagogy and assessment practices in the Saudi EFL context concerning classroom instruction efficacy. Also, it correlated the participants’ responses with their gender, experience, degree, and specialization. The descriptive survey design was used to achieve the study objectives. The study tools, a questionnaire and a semi-structured interview were applied to a convenient sample of 73 faculty members. The results showed that the study sample (EFL teachers) had very positive attitudes towards pedagogy and assessment practices focused on students. In addition, the demographic variables of gender, experience, degree, and specialization had no significant role in affecting their responses to pedagogy and assessment practices. Finally, the interviewees expressed that the EFL classroom instruction efficacy can improve the situation in which students are more active, cooperative, responsible, engaged, communicative, and free. In light of the current results, the researchers proposed recommendations and implications.</span>
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Chase, Manisha Kaur. "Critical Assessment: A Student-Centered Approach to Assessment." Papers on Postsecondary Learning and Teaching 3 (April 4, 2019): 32–37. http://dx.doi.org/10.55016/ojs/pplt.v3y2019.52922.
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The proposed session sought to engage participants in a discussion about building assessment practices with students, as opposed to for students. Critical pedagogy may provide one way to redefine this previously uni-directional practice (Keesing-Styles, 2003). This approach concentrates student experience at the center of assessment, causing a power shift in status quo assessment dynamics. Engaging students can reveal that assessments do not indicate the conclusion of learning, in turn helping students perceive learning as a lifelong process.The following proceedings present major ideas and questions which resulted from the aforementioned discussion, including theoretical uncertainty and barriers towards implementation. Suggestions for future research and practice are also proposed.
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Somerville-Braun, Jessica. "Transformational Civic Pedagogy: A Framework for Elementary Civic Learning." Language Arts 101, no. 6 (2024): 395–407. http://dx.doi.org/10.58680/la20241016395.
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Drawing on ethnographic classroom data and a synthesis of research literature, this article presents a transformational civic pedagogy framework for fostering student-centered, equity-oriented civic learning.
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Blonder, Ron, and Merav Dinur. "Teaching Nanotechnology Using Student-Centered Pedagogy for Increasing Students' Continuing Motivation." Journal of Nano Education 3, no. 1 (2011): 51–61. http://dx.doi.org/10.1166/jne.2011.1016.
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Alexander, Jonathan. "Digital spins: The pedagogy and politics of student-centered e-zines." Computers and Composition 19, no. 4 (2002): 387–410. http://dx.doi.org/10.1016/s8755-4615(02)00141-x.
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Slocumb, Rhonda H., Seongkum Heo, and Patricia Troyan. "Factors associated with utilization of student-centered pedagogy by nurse educators." Journal of Professional Nursing 48 (September 2023): 47–53. http://dx.doi.org/10.1016/j.profnurs.2023.05.004.
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Nazim, Mohd, Ali Abbas Falah Alzubi, and Abdul-Hafeed Fakih. "Teachers’ Awareness of Student-Centered Pedagogy and Assessment in EFL Context." Journal of Curriculum and Teaching 13, no. 1 (2024): 13. http://dx.doi.org/10.5430/jct.v13n1p13.
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The academic community unanimously asserts that student-centered pedagogy and assessment (SCPA) practices are indispensable for instructional methodology and evaluation. Existing literature indicates a noticeable, possibly minimal, gap in attention, particularly within the context of Najran University, regarding English teachers' awareness of these two fundamental practices. Consequently, this study investigated English teachers' awareness regarding SCPA practices in the English as a Foreign Language (EFL) context. Additionally, the study sought to analyze participants' responses in correlation with their gender, experience, degree, and specialization. The research objectives were achieved through a survey method, employing a set of instruments comprising a questionnaire and a semi-structured interview conducted with a conveniently chosen sample of 73 faculty members. The results revealed a very high level of awareness among faculty members regarding SCPA practices in the EFL context. Furthermore, gender, experience, degree, and specialization were found to have no significant impact on the responses of the study sample. Qualitative analysis of the semi-structured interviews highlighted the connection between SCPA practices and students' language success, emphasizing factors, such as encouragement, engagement, responsibility, and positive impact. The study's findings provide recommendations and implications for future practices in English language teaching.
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Acharya, Bisna, Surya Sigdel, and Omkar Poudel. "Analysis of Effectiveness of Collaborative Pedagogy Practices." NPRC Journal of Multidisciplinary Research 1, no. 4 (2024): 172. http://dx.doi.org/10.3126/nprcjmr.v1i4.70965.
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This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.
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Finchum, Tabetha R. "Becoming a Leader: Finding My Voice." Teaching Children Mathematics 21, no. 2 (2014): 100–106. http://dx.doi.org/10.5951/teacchilmath.21.2.0100.
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Watters, Ann O. "Recentering Pedagogy in an Age of Narcissism." Journal of General Education 62, no. 1 (2013): 52–66. http://dx.doi.org/10.5325/jgeneeduc.62.1.52.
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Abstract In contrast to the reciprocal altruism that fostered early humankind, an unintended consequence of student-centered pedagogy may be its contribution to the narcissism pervading society generally and recent college cohorts specifically. Educators should claim appropriate authority, discourage inappropriate entitlement, and encourage empathy, service to others, and decentered perspectives.
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Hogan, Robert P., and Mohini Devi. "A Synchronous Pedagogy to Improve Online Student Success." International Journal of Online Pedagogy and Course Design 9, no. 3 (2019): 61–77. http://dx.doi.org/10.4018/ijopcd.2019070105.
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Despite continuous advances in the Internet and educational technology, the primary online pedagogy remains asynchronous chat, posted learning materials, and video clips. Blended learning was one approach universities have added to improve student success in online courses. The purpose of this 3-year pilot study was to evaluate the benefit of fusing weekly video classes within an online doctoral program as an alternative to on-campus classes. The sessions incorporated an interactive, student-centered pedagogy formulated to strengthen research and writing skills, increase student motivation, and reduce isolation. The level of student-student and student-teacher interaction was equivalent to face-to-face learning. Findings indicated that student satisfaction, motivation, skills, and scholarship increased. As personal bonds developed among students and faculty, student isolation decreased. The results of this preliminary study suggest that online video classes may be a cost-effective alternative to blended learning.
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Mcdaniel, Dominique Skye. "Supporting Justice-Oriented English Instruction through Teens’ Digital Activist Literacies." English Journal 113, no. 1 (2023): 49–57. http://dx.doi.org/10.58680/ej202332630.
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Digital activist literacies centered around the positive social impact of online spaces shift English teaching and learning by opening justice-oriented possibilities for student experiences of culturally digitized pedagogy.
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Wang, Lichao. "The Impact of Student-Centered Learning on Academic Motivation and Achievement: A Comparative Research between Traditional Instruction and Student-Centered Approach." Journal of Education, Humanities and Social Sciences 22 (November 26, 2023): 346–53. http://dx.doi.org/10.54097/ehss.v22i.12463.
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This research explores the shift in the modern educational system towards student-centered learning based on its comparison to the traditional educational methods in standard classroom settings, emphasizing its distinctive factors and significance in creating intrinsic motivation and academic capabilities essential for success. The research underlines the crucial part that student-centered learning plays in developing intellectual capacity and intrinsic drive, both of which are necessary for academic success. The study, grounded in the theoretical underpinnings of creative pedagogy, emphasizes the value of student-centered learning while simultaneously exploring the impact of outside influences, particularly educators' perspectives, attitudes, teaching methods, and evaluation procedures. In order to fill in any gaps, the research explores the complex interplay of these factors within the framework of student-centered learning. The study urges the evolution of instructional strategies to fit the needs of the modern learning environment by emphasizing the importance of embracing and putting into practice student-centered tactics. The study reviews earlier research on student-centered learning and discusses how it might improve student motivation and performance. Additionally, it analyzes the methodology and theoretical framework that support student-centered approaches, including elements like personalization, active learning, and self-directed learning. It further states the importance of generating a supportive learning environment for students with a student-centered approach, emphasizing autonomy, motivation, and relatedness.
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Barlow, Daniel. "Composing Post-Multiculturalism." College Composition & Communication 67, no. 3 (2016): 411–36. http://dx.doi.org/10.58680/ccc201628066.
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Drawing from cultural studies and social justice education, this essay argues for the productive potential of racial inquiry in composition scholarship and pedagogy. Ethical imperatives facing rhetoric and composition are also pedagogical opportunities:to rethink multiculturalism, politicize student affect, and develop student-centered writing processes predicated upon deliberative critical inquiry.
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McDaniel, Carl N., Bradford C. Lister, Michael H. Hanna, and Harry Roy. "Increased Learning Observed in Redesigned Introductory Biology Course that Employed Web-enhanced, Interactive Pedagogy." CBE—Life Sciences Education 6, no. 3 (2007): 243–49. http://dx.doi.org/10.1187/cbe.07-01-0003.
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Our Introduction to Biology course (BIOL 1010) changed in 2004 from a standard instructor-centered, lecture-homework-exam format to a student-centered format that used Web-enhanced, interactive pedagogy. To measure and compare conceptual learning gains in the traditional course in fall 2003 with a section of the interactive course in fall 2004, we created concept inventories for both evolution and ecology. Both classes were taught by the same instructor who had taught BIOL 1010 since 1976, and each had a similar student composition with comparable biological knowledge. A significant increase in learning gain was observed with the Web-enhanced, interactive pedagogy in evolution (traditional, 0.10; interactive, 0.19; p = 0.024) and ecology (traditional, −0.05; interactive, 0.14; p = 0.000009) when assessment was made unannounced and for no credit in the last week of classes. These results strengthen the case for augmenting or replacing instructor-centered teaching with Web-enhanced, interactive, student-centered teaching. When assessment was made using the final exam in the interactive course, for credit and after studying, significantly greater learning gains were made in evolution (95%, 0.37, p = 0.0001) and ecology (143%, 0.34, p = 0.000003) when compared with learning gains measured without credit or study in the last week of classes.
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Brown, Christopher, and Sachi Sekimoto. "Engaging Critical Pedagogy in the Classroom: A Student-Centered Approach to Advertising Education." Journal of Advertising Education 21, no. 2 (2017): 18–24. http://dx.doi.org/10.1177/109804821702100207.
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In this article, we explore the ways in which diversity education in advertising can be transformed through a critical pedagogical approach. Critical pedagogy is a student-centered learning approach, rooted in critical self-reflexivity and an understanding of how one's social location is a source of knowledge. This article refocuses attention to the classroom as a space for fostering students' critical consciousness about issues of identity and cultural difference. Approaching the classroom as a microcosm of society, we incorporate critical pedagogy as a means to educate future advertising professionals in an increasingly diverse society. We argue that recruiting and retaining students from underrepresented groups involve not only setting up a so-called “pipeline for success,” but also fostering a classroom environment that accounts for their lived experiences.
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Jane F. Nakato, Chidinma I. Onyeibor, and Chinyere E. Ekanem. "Rethinking learner-centered teaching in early education: Lessons from a global practice perspective." International Journal of Management & Entrepreneurship Research 7, no. 5 (2025): 413–20. https://doi.org/10.51594/ijmer.v7i5.1929.
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This paper examines learner-centered pedagogy in early education from a global practice perspective, with particular focus on Uganda and other low- and middle-income contexts. Learner-centered teaching – grounded in constructivist theories of Piaget and Vygotsky – emphasizes active learning, collaboration, and student autonomy. Its relevance for early childhood lies in fostering problem-solving, creativity, and social-emotional skills from a young age. We synthesize international literature and field reports to map the current landscape of learner-centered approaches in early grades, noting examples from Africa, Asia, and Europe. In Uganda, the 2007 “thematic” curriculum reform explicitly aimed to deliver learner-centered instruction in local language but faced implementation barriers and yielded no clear learning gains. Common challenges across low-resource settings include large class sizes, inadequate materials, and weak teacher preparation. Innovative strategies – such as community-based preschool models in Kenya and policy supports for play-based learning – show promise in addressing these barriers. We conclude with policy implications for the United States, highlighting the need for robust teacher training, culturally responsive pedagogy, and equity-oriented early learning initiatives, supported by evidence from international research. Keywords: Learning centered Pedagogy, Early Childhood Education, Education Policy Reform, Global Comparative Education.
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Sherwood, Travis. "Evolving the Master-Apprentice Tradition: A Pathway Back to a Student-Centered Pedagogy." Journal of Singing 80, no. 1 (2023): 13–22. http://dx.doi.org/10.53830/gtoj3285.
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This article explores one of the oldest structures of formal education, the master-apprentice tradition, and how it has both persisted and evolved in the Western classical singing community in both name and practice. By studying the history of the master-apprentice tradition, contemporary pedagogues may contextualize their current practices while considering modifications that may yield a more student-centered pedagogy. The master-apprentice tradition is rooted in the experiences of the master. This teacher-centered pedagogy establishes a clear hierarchy of power in the teacher-student relationship. From an inferior position, students may become dependent on their teachers and ultimately silence their own technical and artistic instincts. Student and teacher interaction play a crucial role in the development of a student’s concept of self and their agency to embrace autonomy. Teachers and students often assume the dependent relationship of the master-apprentice tradition as it allows them to fulfill roles they understand, and earnestly continue to honor traditions established by the singers and pedagogues of the past. The period from the late nineteenth to the early twentieth century is often regarded as the “golden age” of Western classical singing. During this time, Manuel Garcia II, Mathilde Marchesi, the Lamperti’s, among others, codified much of the bel canto technique that continues to resonate throughout voice studios today. Much of the research concerning these revered pedagogues focuses on what they taught, but not how they taught. However, writings of the “golden age” pedagogues and their students infer that their primary focus was on the individual and independent development of each student. The teacher often relinquished the traditional role of “master,” and assumed the role of mentor and co-learner. By examining the how, contemporary pedagogues may realize adjustments in their teaching that honor and build upon the knowledge and experiences of students, ultimately devising a more student-centered pedagogy.
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Emenyeonu, Ogadimma C. "Student-Centered Learning in Oman: Challenges and Pitfalls." International Journal of Learning and Development 2, no. 5 (2012): 243. http://dx.doi.org/10.5296/ijld.v2i5.2549.
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Student-centered learning (SCL) is aimed at developing pedagogy that probes into students learning in regard to what they experience and how they engage in the learning context or environment. This paper aims to review what is meant by student-centered learning in the context of Oman, and how this can be achieved. It goes further to explore challenges that tend to deter the implementation of SCL with a view to providing recommendations to improve and enhance SCL in Oman. Following data collected from the focus group discussions, the study reveals that language, culture, lack of student exposure, exported teaching materials, poor perception of SCL by students, among others, is they major obstacles facing SCL in Oman. Based on the findings, the author recommends that for SCL to take root in Oman there should be attitudinal change on the part of students with regard to a better understanding of what SCL is and why it is desirable, and students of opposite genders should be encouraged to work together to articulate their ideas in a disciplined social process of inquiry.
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Cedillo, Christina V., and Phil Bratta. "Relating Our Experiences: The Practice of Positionality Stories in Student-Centered Pedagogy." College Composition & Communication 71, no. 2 (2019): 215–40. http://dx.doi.org/10.58680/ccc201930421.
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Based in instructors’ embodied perspectives, positionality stories are a critical methodology that opens space for students to consider academic counternarratives that contest educational conditions and assumptions. Sharing two stories here, we illustrate how educators might use these to help students from marginalized communities develop connections with teachers and navigate academia.
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Almasi, Mustapha, Susan Mwangu Rumulika, Johari Hakimu, and Justine N. Mbukwa. "TEACHERS' BELIEFS AND CONSTRAINTS IN ADOPTING LEARNER-CENTERED PEDAGOGY; AN ANALYSIS OF TEACHER-CENTERED METHODS IN TANZANIAN TEACHER TRAINING COLLEGES." PEDAGOGIK: Jurnal Pendidikan 11, no. 2 (2024): 249–63. https://doi.org/10.33650/pjp.v11i2.9291.
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Modern teaching prioritizes student-centered learning, yet teacher-centered methods (TCM) still exist in many contexts, including Tanzanian colleges. This study investigates the factors that motivate the continued use of TCM in selected teacher training institutions in Tanzania. Using a quantitative approach, data were collected from 150 college teachers through structured questionnaires, analyzed with the Relative Importance Index (RII) to rank the motivational factors. The research findings reveal three main factors driving the use of TCM, which consist of teachers' belief in its effectiveness, poor student cooperation perception, and low student learning ability. Additional but less significant factors include class size, resource limitations, and standardized testing demands. This study concludes that deeply rooted teacher beliefs and contextual classroom challenges reinforce the use of TCM, despite policy changes advocating for student-centered methods. (LCM). This study recommends enhancing teacher training programs that focus on fostering student engagement and addressing student ability perceptions to align teaching practices with modern educational goals.
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Zhienbayeva, N. B., and U. M. Abdigapbarova. "The mechanism of transformation of student-centered learning." Pedagogy and Psychology 47, no. 2 (2021): 120–28. http://dx.doi.org/10.51889/2021-2.2077-6861.12.
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This article touches upon the mechanism and significance of the transformation of student-centered learning ( SCL), an innovative learning technology of the 21st century, which aims teachers to transform traditional initiatives in the modern digital sphere. Having promoted educational change, it is important to understand the role of digital technologies, which can be an accelerator for effective student-centered learning. The research is focused on determining the impact of the transformation of student-centered learning on the academic performance of future teachers. In this regard, the ascertaining experiment was conducted at the Institute of Pedagogy and Psychology, Abai Kazakh National Pedagogical University. The research sample consisted of 157 students and it was carried out using the statistical software package SPSS. Student-centered learning has been found to have a significant impact on academic performance. Taking into account the achieved results, this research can be used in the development of constructive techniques and methods of SCL to help teachers improve their approaches to learning and increase the academic achievements of students. The results of the research may be of interest to those who work in the field of university education.
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Toquero, Cathy Mae Dabi, and Joel Paco Toquero. "Pandemic pedagogy conceptualizations of university students during emergency remote education." Mediterranean Journal of Social & Behavioral Research 7, no. 3 (2023): 177–82. http://dx.doi.org/10.30935/mjosbr/13403.
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During the spike of the global health crisis, literature has conceived pandemic pedagogy in a broad sense of meaning based on pedagogical assumptions. Few studies explore the conceptualizations of students regarding pandemic pedagogy. Based on state university students’ reflections and insights during emergency remote learning, this study examined pandemic pedagogy through the content analysis of 37 learning modules. The student teachers conceptualize pandemic pedagogy as encompassing six approaches to mitigate learning during emergency remote education in the context of the Philippines. Pandemic pedagogy encapsulates the pedagogical concepts of personalized learning, human centered pedagogy, pedagogy of care, active learning pedagogy, game-based learning, and contextualized online pedagogy. Through a better understanding of how students choose to learn, teachers can improve online course plans to sustain students’ engagement in emergency online or remote learning.
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Sa'adah, Fiki, Sumaryanto Sumaryanto, Subagyo Subagyo, and Komarudin Komarudin. "PEDAGOGI PENDIDIKAN JASMANI." MAJORA: Majalah Ilmiah Olahraga 27, no. 2 (2021): 60–70. http://dx.doi.org/10.21831/majora.v27i2.47125.
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Pendidikan jasmani sebagai perwujudan konsep yang memperluas gerakan tubuh. Penelitian tentang pembelajaran dan perwujudan yang memiliki berbagai fokus, termasuk aspek sosiologis sebagai pengalaman siswa. Penelitian ini adalah tinjauan literatur studi yang memiliki tujuan untuk mengeksplorasi penelitian yang pernah dilakukan tentang pedagogi perwujudan dalam pendidikan jasmani. Penelitian literatur riview ini ditemukan ciri perwujudan pedagogi dalam pendidikan jasmani, dan aplikasi untuk pengajaran dan pembelajaran pendidikan jasmani. Tinjauan analisis tematik empat puluh dua studi yang memenuhi kriteria, terdapat dua tema utama yang muncul. Pertama, pendidikan jasmani telah berkontribusi pada pengembangan keterampilan siswa untuk berpikir kritis tentang gender, kesehatan, dan tujuan pendidikan jasmani. Kedua, siswa menunjukkan eksplorasi gerakan baru yang dapat berkontribusi pengembangan kesadaran pengalaman aktivitas fisik yang bermakna. Pendidikan jasmani mengajarkan prinsip-prinsip pedagogi yang melibatkan pendekatan induktif mengajar berpusat pada siswa. Pendekatan yang memberikan kesempatan kepada siswa untuk memilih kegiatan secara terfokus. Pedagogi bagian perwujudan yang fokus pada pentingnya refleksi dalam kegiatan pendidikan jasmani. Oleh karena itu, pedagogi dapat memfasilitasi pembelajaran sebagai perwujudan, pemberdayaan, dan pengalaman siswa terhadap aktivitas fisik dalam pendidikan jasmani. Penelitian selanjutnya diharapkan dapat menyelidiki kemungkinan pedagogi perwujudan untuk guru dan siswa terkait potensi yang menantang pedagogi tradisional yang dapat dikembangkan.PEDAGOGY OF PHYSICAL EDUCATIONAbstractsPhysical education as an embodiment of concepts that expand body movement. Research on learning and realization that has a variety of foci, including sociological aspects of student experience. This research is a literature review study with the aim of exploring the research that has been done on embodiment pedagogy in physical education. This literature review research found the characteristics of the embodiment of pedagogy in physical education, and its application to teaching and learning physical education. In a review of the thematic analysis of forty-two studies that met the criteria, two main themes emerged. First, physical education has contributed to the development of students' skills to think critically about gender, health, and the goals of physical education. Second, students demonstrate exploration of new movements that can contribute to the development of an awareness of meaningful physical activity experiences. Physical education teaches pedagogical principles involving an inductive approach to student-centered teaching. An approach that provides opportunities for students to choose activities in a focused manner. Pedagogy is the embodiment section that focuses on the importance of reflection in physical education activities. Therefore, pedagogy can facilitate learning as a manifestation, empowerment, and student experience of physical activity in physical education. Future research is expected to investigate the possibility of embodiment pedagogy for teachers and students regarding the potential that challenges traditional pedagogy that can be developed.
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Richardson, Leah, and Holly Dugan. "A Pedagogy of Possibility." Canadian Journal of Academic Librarianship 9 (December 19, 2023): 1–26. http://dx.doi.org/10.33137/cjal-rcbu.v9.40961.
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Using our work together on an upper-level undergraduate English course as an example, we illustrate that a just combination of librarian and faculty skills and labor, made visible to each other and to students, creates the conditions to enact a transformative student-centered pedagogical approach with special collections as a site of learning and activism. However, we first had to recognize, reflect on, and reject the power dynamics that pervade librarian-faculty collaboration. We will expound on our shared critique of power within the neoliberal corporatized academy that helped us get beyond the conventional librarian-faculty teaching partnership to experiment with critical pedagogies of possibility and enact a feminist praxis; modeling and cultivating interdependent confidence and vulnerability to empower students to be free and creative thinkers.
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Nugraheni, Endang. "PERAN DAN KOMPETENSI GURU DALAM E-LEARNING." Jurnal Pendidikan 10, no. 2 (2009): 95–104. http://dx.doi.org/10.33830/jp.v10i2.614.2009.
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 E-learning has been growing rapidly despite its pros and cons. Good e-learning is based on principles and pedagogy similar to other type of leaming. Align with the shift of educafional paradigm from teacher-centered to student-centered, sooner or later teachers should adapt themselves to the new roles. This article discusses teachers' roles and competencies related to e-learning.
 
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Stanton, Christine Rogers, Brad Hall, and Veronica Willeto DeCrane. ""Keep it Sacred!": Indigenous Youth-Led Filmmaking to Advance Critical Race Media Literacy." International Journal of Multicultural Education 22, no. 2 (2020): 46. http://dx.doi.org/10.18251/ijme.v22i2.2245.
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Due to the influence of digital media, today’s educators encounter unique challenges—and possibilities—surrounding efforts to advance civic dialogue and critical literacy. This case study, which focuses on two projects with rural Indigenous communities, describes student-led research and filmmaking as teaching pedagogy and research methodology within formal and informal educational spaces. Findings demonstrate the potential for Indigenous counter-narratives to support place conscious and culturally revitalizing media education; increased learner motivation through student-centered pedagogy, anti-colonial education and civic engagement; and expanded intercultural dialogue and intergenerational understanding. The study offers implications for educators, researchers, and community partners.
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Schultz, Jennifer L., Joel R. Wilson, and Kenneth C. Hess. "Team-based Classroom Pedagogy Reframed: The Student Perspective." American Journal of Business Education (AJBE) 3, no. 7 (2010): 17–24. http://dx.doi.org/10.19030/ajbe.v3i7.455.
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Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five pro-team thematic perspectives of team learners’ views including better deliverables, increased ideas, improved learning experiences, reduced workload, and collective security. Responses from students who preferred to work autonomously resulted in three themes centered on self-sufficiency, social loafing, and schedule challenges. Two situational student responses were identified regarding how and why faculty should utilize group and team projects in consideration of individual efficiency and assignment objectives and outcomes conflicts. This study concludes with research-based recommendations for teaching, learning, and further research.