Relevant bibliographies by topics / Teacher-centered instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teacher-centered instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Teacher-centered instruction"

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Hashim, Yusup. "Learner Evaluation on the Use of Collaborative Instructional Method and Instructional Media." Journal of Educational Technology Systems 25, no. 4 (June 1997): 363–72. http://dx.doi.org/10.2190/70qc-tatl-920p-107n.

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We have heard of instruction being teacher-directed, giving less learner participation in the teaching-learning process. This article examines the roles of teacher-facilitator and students in classroom instruction. Inservice teachers enrolled in an educational technology course took over the classroom instruction while the class teacher managed the instructional process. Throughout the course, students worked together to prepare their lessons and the instructional media and method to be used in instruction. At the end of the course, participants evaluated the media and method used during instruction. Results of the evaluation showed in-service teachers preferred the learner-centered and collaborative approach. The collaborative method helped them to learn the use of instructional data.
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Morrow, M. Earnest, and Dabae Lee. "Implementing Individualized Learning in a Legacy Learning Management System." International Journal of Designs for Learning 10, no. 1 (July 10, 2019): 131–44. http://dx.doi.org/10.14434/ijdl.v10i1.22500.

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Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to sup-port and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered on-line courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.
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Granger, E. M., T. H. Bevis, Y. Saka, S. A. Southerland, V. Sampson, and R. L. Tate. "The Efficacy of Student-Centered Instruction in Supporting Science Learning." Science 338, no. 6103 (October 4, 2012): 105–8. http://dx.doi.org/10.1126/science.1223709.

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Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students’ understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students’ understanding of models and evidence and the self-efficacy of teachers.
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Ward, Cherry D. "Under Construction: On Becoming a Constructivist in View of the Standards." Mathematics Teacher 94, no. 2 (February 2001): 94–96. http://dx.doi.org/10.5951/mt.94.2.0094.

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Since the beginning of time, trends in the philosophy and methods of pedagogy have come and gone, with only minor variations from traditional instructional methods. These trends have included progressive movements, essentialist movements, teacher-centered instruction as opposed to studentcentered instruction, drill and practice, projectbased instruction, discovery learning, and many other movements (Cuban 1993). In his studies, however, Cuban found that teachers have basically taught the same way, with little variation, despite these instructional trends.
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Minter, Mary Kennedy. "Learner-Centered (LCI) Vs. Teacher-Centered (TCI) Instruction: A Classroom Management Perspective." American Journal of Business Education (AJBE) 4, no. 5 (April 26, 2011): 55–62. http://dx.doi.org/10.19030/ajbe.v4i5.4225.

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Teacher education should incorporate management and leadership training with an emphasis on student audience analysis. Macro perspectives of teaching are needed for a workable approach to the management of education.
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Urion, David K., and Neil A. Davidson. "STUDENT ACHIEVEMENT IN SMALL-GROUP INSTRUCTION VERSUS TEACHER-CENTERED INSTRUCTION IN MATHEMATICS." PRIMUS 2, no. 3 (January 1992): 257–64. http://dx.doi.org/10.1080/10511979208965668.

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Yamagata, Satoshi. "Comparing core-image-based basic verb learning in an EFL junior high school: Learner-centered and teacher-centered approaches." Language Teaching Research 22, no. 1 (July 16, 2016): 65–93. http://dx.doi.org/10.1177/1362168816659784.

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The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card game. By contrast, the teacher-centered approach involved explicit instruction from the teacher explaining how several definitions of the basic target verbs are interrelated. A total of 241 Japanese EFL (English as a foreign language) junior high school students acted as participants in this comparative study to determine the superior approach. At the end of the treatment period, a short questionnaire was distributed. A two-way repeated measures analysis of variance (ANOVA) revealed that the learner-centered approach was more effective than the teacher-centered approach with regard to both retention rates for learned definitions and accuracy rates for novel definitions of the basic target verbs. The results of paired t-tests for the questionnaire also support these findings. Considering the results, it can be argued that basic verbs may be best taught through a learner-centered collaborative approach, with conventional teacher-centered explicit instruction as a supplement.
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Waxman, Hersholt C., and Shwu-Yong L. Huang. "Classroom Instruction Differences by Level of Technology Use in Middle School Mathematics." Journal of Educational Computing Research 14, no. 2 (March 1996): 157–69. http://dx.doi.org/10.2190/60lv-pwdj-2l9p-3tqn.

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This study examined whether 1) classroom interaction, 2) selection of activities, 3) instructional activities, 4) organizational setting of the classroom, and 4) student on-task and off-task behaviors in the classroom significantly differs according to the degree of implementation of technology in mathematics classrooms. The subjects in the present study were 2,189 middle school students who were randomly chosen from a multi-ethnic school district located within a major metropolitan city in the south central region of the United States. The results indicate that there are significant differences in classroom instruction by the amount of technology used. Instruction in classroom settings where technology was not often used tended to be whole-class approaches where students generally listened or watched the teacher. Instruction in classroom settings where technology was moderately used had much less whole-class instruction and much more independent work. These findings are quite similar to previous research that supports the notion that technology use may change teaching from the traditional teacher-centered model to a more student-centered instructional approach. Another important finding from the present study is that students in classrooms where technology was moderately used were also found to be on task significantly more than students from the other two groups.
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Sabouri, Taraneh, Chris Cale, Sunddip Panesar-Aguilar, and Michelle McCraney. "Exploring the Use of Learner-Centered Instruction with English Language Learners in Social Studies Classrooms." World Journal of Educational Research 8, no. 2 (March 14, 2021): p36. http://dx.doi.org/10.22158/wjer.v8n2p36.

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Despite English Language Learner (ELL) supplemental instruction on Saturdays and evenings and professional development for teachers, learner-centered instructional strategies in social studies are currently ineffective in meeting the learning needs of the ELL population in an urban school in the northeastern United States. The instructional approaches being used to deliver curriculum have a marginal effect on learning for ELL students, and the local school board supports the importance of exploring this problem. The purpose of this instrumental case study was to explore the learner-centered instructional practices used at the study site and how teachers are using Weimer’s framework to engage ELLs in social studies. Guided by Weimer’s learner-centered instruction theory, the research questions focused on exploring how teachers use Weimer’s learner-centered instructional strategies and how teachers plan their instruction for ELLs and social studies using Weimer’s framework. As a case study, this qualitative research involved gathering data during 1 academic year through observations and interviews of 10 teacher participants. Research data collected through observations and interviews were coded into an Excel document to assign and filter codes. A 3-day professional development opportunity and monthly follow-up sessions were the results of the analysis of data collected from interviews and classroom observations of 10 ELL social studies teachers in Grades 9-12. The results of this study may lead to positive social change if social studies teachers modify their learner-centered instructional approaches to increase students’ motivation and satisfaction in learning.
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Tractenberg, Rochelle E. "The Assessment Evaluation Rubric: Promoting Learning and Learner-Centered Teaching through Assessment in Face-to-Face or Distanced Higher Education." Education Sciences 11, no. 8 (August 18, 2021): 441. http://dx.doi.org/10.3390/educsci11080441.

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It is common to create courses for the higher education context that accomplish content-driven teaching goals and then develop assessments (quizzes and exams) based on the target content. However, content-driven assessment can tend to support teaching- or teacher-centered instruction. Adult learning and educational psychology theories suggest that instead, assessment should be aligned with learning, not teaching, objectives. To support the alignment of assessments with instruction in higher education, the Assessment Evaluation Rubric (AER) was developed. The AER can be utilized to guide the development and evaluation/revision of assessments that are already used. The AER describes, or permits the evaluation of, four features of an assessment: its general alignment with learning goal(s), whether the assessment is intended to/effective as formative or summative, whether some systematic approach to cognitive complexity is reflected, and whether the assessment (instructions as well as results) itself is clearly interpretable. Each dimension (alignment, utility, complexity, and clarity) has four questions that can be rated as present/absent. Other rating methods can also be conceptualized for the AER’s 16 questions, depending on the user’s intent. Any instructor can use the AER to evaluate their own assessments and ensure that they—or new assessments in development—will promote learning and learner-centered teaching. As instructors shift from face-to-face toward virtual or hybrid teaching models, or as they shift online instruction (back) to face-to-face teaching, it creates an ideal opportunity to ensure that assessment is optimizing learning and is valid for instructional decision-making.
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Dissertations / Theses on the topic "Teacher-centered instruction"

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Heard, John Marlon. "My Experiences Incorporating Constructivist Teaching Strategies within an Art Education Classroom." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/14.

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A reliance on a teacher-centered model of instruction presented the foundation for my research. I chose to investigate constructivist theory and to implement constructivist teaching practices within my art education classroom to determine if constructivist teaching practices would facilitate a shift to a more student-centered learning environment, and to determine if constructivist strategies positively impact student learning. I collected my raw data using autoethnographic recording, documenting my results over a two month period in January and February of 2007 from my experiences as an art educator at a public, Metro-Atlanta elementary school. A positive impact on student learning was observed and the constructivist teaching strategies did produce student-centered learning environments. Based on my experiences constructivist teaching strategies may be beneficial to the creation of student-centered learning environments and assist in broadening student inquiry and investment with lessons.
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Scarrow, Ronda. "Pedagogical Methods Used by Probationary Elementary Teachers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3322.

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Heeding current best practice, many teachers prioritize student-centered instruction as the most effective pedagogy to achieve student learning. However, preservice teachers at a small, southeastern U.S. university have expressed reservations in executing student-centered instructional methods when they become lesson facilitators. The purpose of this qualitative study was to determine whether probational elementary teachers have the knowledge and skill set to execute student-centered instruction and identify the characteristics of this method based on their preservice experiences. The conceptual framework consisted of constructivist, humanism, and social learning, theories . The four research questions focused on participants' understanding of student-centered and teacher-centered pedagogical methods, whether or not their understandings changed in practice, and what factors influenced those changes. Purposeful sampling provided 5 probationary elementary teachers who had graduated from the same university. Data included 3 semistructured interviews, 2 classroom observations, and a review of instructional materials. Data were inductively coded and analyzed throughout the collection process. Findings revealed that each participant practiced and could theoretically identify the characteristics of both student-centered and teacher-centered methods; however, they could not identify these characteristics consistently in their own practices. Findings indicated that preservice teachers needed more exposure to student-centered pedagogy. Teachers who develop proficiency with student-centered pedagogy may be better able to empower students to solve problems, make decisions, advocate, and negotiate relationships with others. These characteristics are the foundation for active citizenship making positive social change possible.
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Aalharbi, Anwar Has. "Ways of Understanding and Perceiving Learner-Centered Education in Technology- Based Classes Among Faculty Members in a College of Education." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554125737020589.

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關菜芳 and Choi-fong Kwan. "The effects of computer-assisted versus teacher-centered instruction in enhancing time telling skill of children with mild mental handicap." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962993.

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Kwan, Choi-fong. "The effects of computer-assisted versus teacher-centered instruction in enhancing time telling skill of children with mild mental handicap." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24840117.

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Jiménez, i. Bargalló Isabel. "Preservice teacher knowledge application: from model-centred instruction to lesson plan design." Doctoral thesis, Universitat de Vic, 2016. http://hdl.handle.net/10803/386063.

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Aquesta recerca analitza la capacitat que tenen els estudiants de mestre per posar en pràctica els seus aprenentatges referents a les teories d’ensenyament i aprenentatge de les ciències basades en la modelització (EACBM). Per assolir aquest objectiu: (i) s’ha dissenyat i implementat un programa de formació inicial de mestres d’educació primària basat en l’EACBM; (ii) s’han comparat 71 unitats didàctiques realitzades abans, durant i al final del programa de formació. L’anàlisi de dades ha suposat la creació d’un nou instrument d’anàlisi que pren com a referència la interactivitat, aprofundint en els processos d’ensenyament-aprenentatge al llarg dels temps, sense deixar de fer referència a aquells aspectes específics del contingut. Els resultats indiquen millores referents a l’exploració dels models inicials de l’alumnat així com a la planificació d’activitats per recollida de dades/evidències. També s’identifiquen limitacions específiques referents a l’adquisició de coneixements referents a EACBM i es suggereixen aspectes de millora per a la formació docent.
This study explores preservice teachers’ challenges to achieve the required skills to put Model-Centred Instruction (MCI) into practice. To this end: (i) specific MCI for preservice primary university courses has been designed and performed; (ii) a total amount of 71 lesson plan designs done prior; through and at the end of instruction have been compared. A new instrument for data analysis has been established. This instrument pretends to deepen the teaching-learning process through time while making reference to specific aspects of the content and taking the join activity as a reference. Findings indicate significant pedagogical gains related to the exploration of students’ prior models and the collection of data/evidence within inquiry activities. Specific constraints for the adequate acquisition of MCI have been identified. Based on these results, areas of focus to improve teacher education have been suggested.
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Chang, Pearl. "A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5002.

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Taiwan English teachers in secondary schools are facing a new challenge of having to teach listening comprehension skills to their students. Many instructors are not equipped to deliver adequate listening instruction although listening comprehension has become a benchmark for senior high students aspiring to enter a tertiary institution and earn a college degree. Instructors, students, parents, administrators, and members of the Ministry of Education agree that there is a need to meet the demands of the National English Curriculum Standards. Weimar's approach of learner-centered teaching served as the conceptual foundation for this study since the focus was on ways teachers could work collaboratively to learn evidence-based strategies for teaching listening comprehension skills. Guided by 4 research questions, the study investigated the perspectives of 4 teacher-participants at a Northern District Senior High regarding the process of teaching listening comprehension. In this qualitative study, an inductive analysis was used to define themes and concepts to discern any patterns and relationships connected with the data collected: interviews, classroom observation and unobtrusive measures. The findings showed that teacher-led peer coaching, via collegial collaboration, led to the building of teaching communities and more effective use of evidence-based strategies for improving the teaching of listening comprehension. This improved teacher pedagogy may lead to a positive social change whereby teachers have skills for teaching listening comprehension and students are better prepared for further schooling. Components of the project also can be used by other school districts and educational organizations where the administration can use the model to further advance similar workforce capacity in teaching L2 learners listening instruction.
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Hillard, Wonda Y. "An Art Educators' Perception of an Art Professional Development Workshop." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6578.

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There are no guidelines in South Carolina for developing workshops that reflect the needs of art educators, and there are no tools to evaluate and support their professional development. The problem is a lack of informative, substantive, and academically oriented art inservices that are standards-based and focused on the enhancement of pedagogy, teaching strategies, and content. The purpose of this case study was to explore participants' perceptions of an art professional development workshop as an approach to examining art standards, instructional strategies, and policy changes. Dewey's experiential theory served as the conceptual framework. A purposeful sample of 10 art educators who attended a district-sponsored professional development workshop participated in this study. After the workshop, data about educators' perceptions of the inservice were collected through a beta test and a focus group with 2 participants, 1 open-ended questionnaire with 8 participants, and a workshop observation with 20 participants. Data were analyzed using comparative analysis to identify patterns in the data. Member checking and triangulation were used to verify the data and control bias. Five themes emerged from the data: adult-centered hands-on learning, professional development experiences, grants, collaboration and networking, and best practices. This study contributes to social change by showing the importance of on-going adult-centered, research-based, hands-on professional development for educators addressing visual art standards, practice, instructional strategies, policy changes, and the facilitation of student-centered activities.
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Aguiton, Rhonda Lisa. "The Relationship Between Student Engagement, Recess and Instructional Strategies." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012.

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Aly, Geillan Dahab. "Students' Agency in an In-Class Computer-Centered Developmental Mathematics Classroom: The Best Laid Plans of Math and (Wo)men." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613129.

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Community colleges are tasked with helping all students regardless of their academic background to receive a degree, certificate, or other form of education. Many of these students need support in learning the mathematical content necessary to take college-level courses. Since a large proportion of students in these developmental classes are students of color, and unlikely to be successful, developmental courses are not leveling the playing field of higher education. In-class computer-centered (ICCC) classes are a possible solution to this social justice issue because they provide students with flexible learning opportunities. Students can work independently on a schedule that matches their needs and can access the multiple learning tools embedded in the software in ways that make the most sense for their own learning. Research on ICCC mathematics courses has primarily compared success rates with those of traditional lecture classes. These quantitative studies provided a limited view of student activity in an ICCC class and did not demonstrate how students were navigating these courses or the nature of their experiences. This study uses a qualitative research design to explore student actions and their experiences relative to their success. In my analysis, I utilized Bandura's construct of agency, defined as the capacity to understand, predict and alter the course of one's life's events (Bandura, 2008). My framework also considers agency as a temporal phenomenon residing in the past, present, and future (Emirbayer & Mische, 1998). Agency is operationalized temporally and by using four characteristics, intention, forethought, reflection, and reaction. This study uses case study research design where students are interviewed and observed in an ICCC class. In it I illustrate the various forms of agency students bring and leverage in the ICCC mathematics classroom in their attempts to be successful. Findings indicate that the students who were successful were most adept at leveraging a variety of resources to help them work towards their goals. There is the assumption that students need flexibility and individualized learning in developmental courses; these needs are addressed by ICCC and are a way in which the ICCC format perfects the traditional lecture. However, this research demonstrates that the question of how to best help developmental students remains open.
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Books on the topic "Teacher-centered instruction"

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Goeke, Jennifer L. Explicit instruction: A framework for meaningful direct teaching. Upper Saddle River, N.J: Merrill, 2009.

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Cornelius-White, Jeffrey H. Learner-centered instruction: Building relationships for student success. Thousand Oaks: Sage Publications, 2009.

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Direct Instruction Strategies. Allyn & Bacon, 2008.

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Learner-centered Instruction: Building Relationships for Student Success. Sage Pubns, 2008.

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Conway, Colleen M. Teaching Music in Higher Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.001.0001.

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This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.
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Book chapters on the topic "Teacher-centered instruction"

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Chen, I.-An. "Preparing pre-service EFL teachers to design issue-centered English instruction." In Competency-Based Teacher Education for English as a Foreign Language, 142–55. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212805-10.

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Swanson, Karen Weller, and Geri Collins. "Teacher Directed Instruction for Student Engagement." In Encyclopedia of E-Leadership, Counseling and Training, 771–81. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch056.

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This article will define teacher directed instruction in light of a trend toward more learner-centered classroom experiences for 21st century students. The authors will identify the danger in creating an either/or paradigm but rather discuss what researchers have determined to be best practices in the teacher-centered context. Also, Hoyt and Perera (2000) surveyed faculty as to which type of instruction approach they incorporated into their practice. Forty-five percent identify some combination which used lecture as a primary approach. Thus the discussion of best practice will broaden the current conversation beyond what is good or bad but rather what supports student outcomes. Specific successful pedagogical strategies will be outlined including development of an engaging lecture, cooperative learning designed to enhance reading assignments, purposeful questioning, and using the Socratic Method.
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Estes, Judi Simmons. "Teacher Preparation Programs and Learner-Centered, Technology-Integrated Instruction." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 85–103. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch005.

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Integrating technology with instruction using a learner-centered pedagogy, enhances student engagement with learning. Effective technology-integrated instruction involves providing high-quality lesson design, with opportunities for inquiry-based learning, while building a community of learners within a technology-rich classroom (e-MINTS, 2016). For first-year teachers to enter a PK-12 classroom with the knowledge, skills, experiences, and resulting self-efficacy to implement technology-integrated instruction, they must have experienced modeling from teacher preparation faculty and a course of study with relevant experiences (Zhao, 2007). This chapter examines four components of effective technology-integrated, learner-centered instruction as well as the influential role of teacher preparation programs in providing a model and experiences for teacher candidates.
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Coleman, Howard V., Jeremy Dickerson, and Dennis Dotterer. "Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age." In Teacher Education, 27–46. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch002.

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This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.
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Katz, Anne, Tricia Muldoon Brown, and Jackie HeeYoung Kim. "A Professional Development Framework for the Flipped Classroom Model." In Teacher Education, 286–314. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch015.

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A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.
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Robertson, Shawn L. "Interactive Digital Instruction." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, 166–80. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch011.

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This chapter explores the concepts of pedagogy and its development in the typical higher education classroom as a lecture-focused activity, to how improvements could be made to the process of teaching students from a critical perspective utilizing constructivist principles. The author details the process of moving from a teacher-focused closed system of learning to a student-centered digital pedagogy that engages the student in uniquely rigorous ways utilizing varied technologies. The author describes the development of the process from its inception to the most advanced stages and offers critiques and insights for others to follow utilizing TPACK.
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Thornton, Natasha A. "Culturally Relevant Literacy Instruction." In Handbook of Research on Teacher Education and Professional Development, 308–36. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch017.

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This study works toward addressing a very critical educational problem in that it seeks to understand how gaining conceptual and pedagogical understandings of culturally relevant pedagogy (CRP) impact shifts in teachers' beliefs and practices. Rather, than considering the impact of CRP on students' educational success, this study examined teachers' changing beliefs and practices as they engaged in professional development on issues related to CRP and literacy instruction. Formative experiment was conducted and continuous, teacher-centered professional development focused on CRP served as the intervention for the study. Findings indicate that theoretical learning, critical self-reflection, collaboration, and longevity are integral to support shifts in teachers' beliefs and practices around CRP. Findings also show that the shifting process is dynamic and complex and occurs differently for individuals. The outcomes of this study suggest that professional learning should considers teachers' beliefs, experiences, and work context during the learning process.
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Gheyssens, Esther, Júlia Griful-Freixenet, and Katrien Struyven. "Differentiated Instruction as a Student-Centered Teaching Approach in Teacher Education." In The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education, 254–68. Routledge, 2020. http://dx.doi.org/10.4324/9780429259371-19.

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Coleman, Howard V., Jeremy Dickerson, and Dennis Dotterer. "Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 462–81. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch021.

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This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.
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Butler, Janice W. "Grappling with Change." In Developing Technology-Rich Teacher Education Programs, 135–50. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch010.

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Technology is not a panacea for educational reform, but the use of technology in the classroom can enable teachers to engage today’s students in learning content. While some believed that new, young teachers would bring technology to the PK-12 classroom, this clearly has not happened. Since teacher educators generally do not model technology integration and instead use primarily teacher-centered instruction, many new teachers do not know how to integrate technology, particularly Web 2.0 technologies, into instruction. To encourage teacher educators to learn about these easy-to-use technologies, this chapter examines wikis as a low-threshold Web 2.0 tool. This chapter will discuss the power of using these technology tools.
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Conference papers on the topic "Teacher-centered instruction"

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Allen, Tania, Sara Queen, Maria Gallardo-Williams, Lisa Parks, Anne Auten, and Susan Carson. "Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9536.

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Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.
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Narayanan, Mysore. "A Learner-Centered Student Course Portfolio." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56861.

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In this short paper the author tries to explain how a learner-centered student course portfolio has helped him to document the educational outcomes. The author has taught and is currently teaching the subject matter of Hydraulics, Hydrology and Fluid Mechanics at an undergraduate level. Here the author tries to correlate the assessment of student learning to the assessment of instructor teaching methodologies. It is well known that industry is in need of employees that are committed to long-term development and continuous improvement. The key element here is to recognize the fundamental concept that teaching and learning are connected and therefore it is essential that the interaction between the instructor and learner is properly documented in the portfolio. (Cerbin, 1994). While addressing these issues, the author raises five questions: 1. What should be counted as appropriate goals in an undergraduate engineering course that has a significant laboratory component? 2. Are the teaching practices utilized by the instructor in this course providing reasonably acceptable paths toward accomplishing the specified learning goals? 3. What do students actually accomplish in the course and the laboratory exercises and how does the instructor’s teaching methodologies contribute to students’ intellectual development and progress? 4. How does the instructor respond to students’ learning difficulties? Does the teacher revise the teaching strategies to address such problems? 5. What impact does this type of teaching have on students’ life-long learning attitudes? Are they able to “learn, how to learn.” A course portfolio is deemed as a specified document that represents the specific accomplishments of the student and is structured to explain what, how and why the students learnt in that particular course. The portfolio shall include everything that was accomplished in that particular course. It should contain a teaching statement that provides a flow-chart. (Knapper, 1995). Further, an assessment analysis of student learning should be supported by class work, problem sets, quizzes, examinations, research reports, term papers, examinations, laboratory reports, etc. An analysis of student feedback is essential to document teaching effectiveness. Finally, a comprehensive course summary. The summary should describe the strengths and weaknesses of the course in terms of students’ learning. (Richlin, 1995).
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