Journal articles: 'Teacher-centered instruction'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Newton, Joanna. "Teachers as Learners: The Impact of Teachers’ Morphological Awareness on Vocabulary Instruction." Education Sciences 8, no. 4 (September 28, 2018): 161. http://dx.doi.org/10.3390/educsci8040161.

Full text

Abstract:

Academic vocabulary knowledge is central to reading and academic achievement. Largely based in the lexicons of Latin and Greek, academic vocabulary comprises morphemic structures. Many teachers devote little time to focused instruction in this area because they may lack pertinent morphological and pedagogical knowledge. This article reports findings from a broader three-year longitudinal qualitative case study that explored the experiences of three elementary teachers who engaged in professional development that included study of the morphemic features of academic vocabulary and instructional techniques. This article describes changes teachers made to practice because of their deeper understanding of Latin and Greek morphology and how to teach it. Data sources included in-depth and semistructured interviews, direct observations of classroom practice, and analysis of instructional artifacts. Data analysis revealed that all three participants moved from teacher-centered, definitional approaches towards instruction that was student-centered and focused on developing metalinguistic awareness. Instructional shifts reflected participants’ new understandings about metalinguistic awareness, student-directed problem-solving, and collaborative talk in vocabulary learning. Instructional shifts address metalinguistic awareness, morphology, word consciousness, and Spanish–English cognate instruction—areas that may be overlooked in many classrooms.

APA, Harvard, Vancouver, ISO, and other styles

12

Kassem, Hassan M. "The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement." English Language Teaching 12, no. 1 (December 15, 2018): 134. http://dx.doi.org/10.5539/elt.v12n1p134.

Full text

Abstract:

This study explored the relative effect of student- and teacher-centered instruction on EFL freshmen’s affect (anxiety, motivation, attitude, autonomy, self-efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t-test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student-centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher-centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t-test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement.

APA, Harvard, Vancouver, ISO, and other styles

13

Turan, Serife, and Shirley M. Matteson. "Middle School Mathematics Classrooms Practice Based on 5E Instructional Model." International Journal of Education in Mathematics, Science and Technology 9, no. 1 (December 13, 2020): 22–39. http://dx.doi.org/10.46328/ijemst.1041.

Full text

Abstract:

The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a teacher-centered approach to a student-centered approach were identified as challenges of the teachers. The findings of this study inform educators about the difficulty’s teachers have in implementing the 5E model with fidelity. Also, the researchers elaborate on what phases need to be addressed specifically when teachers are provided professional development regarding lesson instruction.

APA, Harvard, Vancouver, ISO, and other styles

14

Turan, Serife, and Shirley M. Matteson. "Middle School Mathematics Classrooms Practice Based on 5E Instructional Model." International Journal of Education in Mathematics, Science and Technology 9, no. 1 (December 13, 2020): 22–39. http://dx.doi.org/10.46328/ijemst.1041.

Full text

Abstract:

The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a teacher-centered approach to a student-centered approach were identified as challenges of the teachers. The findings of this study inform educators about the difficulty’s teachers have in implementing the 5E model with fidelity. Also, the researchers elaborate on what phases need to be addressed specifically when teachers are provided professional development regarding lesson instruction.

APA, Harvard, Vancouver, ISO, and other styles

15

Şen, Şenol, Ayhan Yılmaz, and Ömer Geban. "THE EFFECTS OF PROCESS ORIENTED GUIDED INQUIRY LEARNING ENVIRONMENT ON STUDENTS' SELF-REGULATED LEARNING SKILLS." Problems of Education in the 21st Century 66, no. 1 (August 25, 2015): 54–66. http://dx.doi.org/10.33225/pec/15.66.54.

Full text

Abstract:

Teaching and learning trend has shifted gradually from a teacher-centered approach to a student-centered approach. Many educational researchers have suggested that teachers must use student-centered learning approaches, such as Process Oriented Guided Inquiry Learning (POGIL). POGIL is an instructional approach combining guided inquiry and cooperative learning in which students are involved in the learning process. The purpose of this study was to investigate the effect of POGIL method compared to traditionally designed chemistry instruction (teacher-centered approach) method on 11th grade students' Self-Regulated Learning Skills. The study was conducted during 2014-2015 spring semester. Participants were 115 students from one high school in Turkey. Non-equivalent control group design was used. Two experimental groups and two control groups were randomly selected. Experimental groups were instructed with POGIL, while control groups received traditionally designed chemistry instruction. Achievement Goal Questionnaire (AGQ) and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as pre-test and post-test to determine students' self-regulated learning skills. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of POGIL on the dependent variables. Results revealed that POGIL improved students' mastery approach, task value, control of learning beliefs, self-efficacy for learning and performance, critical thinking, help seeking, peer learning, metacognitive self-regulation, effort regulation, time/study environmental management. The results showed that POGIL was superior to the traditionally designed chemistry instruction on students’ self-regulated learning skills. Thus, POGIL is helpful for development of students’ self-regulated learning skills. Key words: achievement goals, motivation, learning strategies, POGIL, self-regulated learning skills.

APA, Harvard, Vancouver, ISO, and other styles

16

Lambert, Judy. "Using Model-Centered Instruction to Introduce GIS in Teacher Preparation Programs." Journal of Geoscience Education 55, no. 5 (November 2007): 387–95. http://dx.doi.org/10.5408/1089-9995-55.5.387.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Golightly, Aubrey. "Microteaching to Assist Geography Teacher-Trainees in Facilitating Learner-Centered Instruction." Journal of Geography 109, no. 6 (November 23, 2010): 233–42. http://dx.doi.org/10.1080/00221341.2010.509512.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Sesen, Burcin Acar, and Leman Tarhan. "Active-learning versus teacher-centered instruction for learning acids and bases." Research in Science & Technological Education 29, no. 2 (July 2011): 205–26. http://dx.doi.org/10.1080/02635143.2011.581630.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Newell, George E. "Reader-Based and Teacher-Centered Instructional Tasks: Writing and Learning about a Short Story in Middle-Track Classrooms." Journal of Literacy Research 28, no. 1 (March 1996): 147–72. http://dx.doi.org/10.1080/10862969609547914.

Full text

Abstract:

This study describes how and what 2 classes of middle-track 10th-graders wrote and learned when their teacher employed reader-based and teacher-centered instructional tasks for discussing and writing about a short story. The students wrote an analytic essay in response to the story and completed 3 posttests of story understanding. Retrospective interviews of 4 case-study students were analyzed to examine the students' thinking and reasoning, and to explore their perceptions of the ground rules and teacher expectations as they wrote analytically about the story. The reader-based tasks enabled the students in developing both textual and experiential knowledge about and a thoughtful stance toward the short story. These patterns suggest why the reader-based tasks permitted students to attain significantly higher posttest scores than did the teacher-centered tasks. Reader-based tasks to reading and writing may enable teachers to rethink literature instruction in classrooms with middle-track students.

APA, Harvard, Vancouver, ISO, and other styles

20

Verbeeten, Marja J. "Learner-Centered? It's Just a Click Away…" Journal of Educational Technology Systems 30, no. 2 (December 2001): 159–70. http://dx.doi.org/10.2190/jlnf-p8uh-x2tn-mhm4.

Full text

Abstract:

There are two revolutions sweeping through higher education today: the first one is the move from teacher- to learner-centered education. The second one is the move from the traditional to the virtual classroom. This article examines the most recent literature on Web-based instruction by looking at authors who, based on their own personal experiences, take a positive approach to Web-based education, and who feel that Web-based instruction is learner-centered. Characteristics of learner-centeredness as related to Web-based education are: access anywhere and any time, and student engagement. Student engagement is accomplished through the creation of active learning modules, collaboration among students, and close teacher-student interaction. Virtual classes are effective since they address different learning styles. The article concludes that assessment of learning outcomes is a topic that needs to be addressed in future research.

APA, Harvard, Vancouver, ISO, and other styles

21

Hodge, Emily M. "“Common” Instruction? Logics of Ability and Teacher Decision Making Across Tracks in the Era of Common Standards." American Educational Research Journal 56, no. 3 (October 20, 2018): 638–75. http://dx.doi.org/10.3102/0002831218803328.

Full text

Abstract:

This article investigates the interaction between the Common Core State Standards and curricular tracking by examining instructional decision making across tracks in a large metropolitan district. This study draws on institutional logics as a framework to analyze 106 instructional decisions from 24 participants involved in middle school literacy instruction. In lower-track classes, participants often adapted the curriculum and adopted a more teacher-centered approach. About half of the rationales for those decisions reflected a logic of tracking, less than a fifth reflected a logic of differentiation, and almost a third reflected elements of both logics. These findings demonstrate that despite common standards, a tracked school structure continues to serve as a powerful signal about the curriculum and instruction seen as appropriate for different groups of students.

APA, Harvard, Vancouver, ISO, and other styles

22

Kranzfelder, Petra, Jennifer L. Bankers-Fulbright, Marcos E. García-Ojeda, Marin Melloy, Sagal Mohammed, and Abdi-Rizak M. Warfa. "Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies." BioScience 70, no. 10 (July 29, 2020): 901–13. http://dx.doi.org/10.1093/biosci/biaa077.

Full text

Abstract:

Abstract Reform efforts in undergraduate science, technology, engineering, and mathematics (STEM) instruction often emphasize student-centered teaching approaches, but relatively little attention is paid to the way STEM teachers use discourse when interacting with their students. In the present study, we examined the instructional and discourse behaviors of biology faculty members (N = 20) teaching in undergraduate biology classes. Although we found that the biology teachers spent most of their time guiding student learning in active learning activities and less time presenting, an analysis of their classroom communicative approaches showed that the participants mostly used authoritative and not dialogic discourse to teach biology content. Similarly, we found a strong positive correlation between biology teachers guiding student learning and authoritative, interactive approaches, suggesting that these teachers mostly asked the students to recall facts or basic concepts rather than asking them to collaboratively build knowledge. We describe the implications of these findings and our results for undergraduate biology instruction.

APA, Harvard, Vancouver, ISO, and other styles

23

Zahriani, Zahriani. "Kontektualisasi Direct Instruction Dalam Pembelajaran Sains." Lantanida Journal 2, no. 1 (June 26, 2014): 95. http://dx.doi.org/10.22373/lj.v2i1.667.

Full text

Abstract:

Direct Instruction is one teacher teaching model is centered on the center or teacher. This learning model emphasizes the delivery of content is done verbally by the teacher to the learner. In the implementation of this model has the characteristic form of the five phases of a very important activity in the form of submission of the learning objectives, demonstrate knowledge and skills, guiding the training, checking understanding and provide feedback and provide advanced training and implementation. Research conducted on the use of the model of Direct Instruction in science learning so far shown significant results to increase students' understanding of science concepts. Direct Instruction is still relevant models used to study the science of materials that explain concepts and procedural and can be combined with other learning models, the use of the media is to help the implementation of the Direct Instruction model study

APA, Harvard, Vancouver, ISO, and other styles

24

Ernomo, Zandi. "Language Learning Strategies (LLS) Instruction to Help Students Become Better Language Learners." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (August 31, 2018): 79. http://dx.doi.org/10.30587/jetlal.v2i2.2466.

Full text

Abstract:

Based on act of The Republic of Indonesia number 20, year 2003 on National Education System, learners should be active participants and able to develop their full potential. From the statement, the paradigm in educational field has changed from teacher centered learning to student-centered learning. Teaching language learners to learn so that they will be effective learners is a major issue in language teaching nowadays. A way to do that is by conducting strategy instruction. So, the purpose of this paper is to find out the definition of LLS, factors affecting the choice of LLS, classification of LLS, characteristics of LLS instruction, and models of LLS instruction.

APA, Harvard, Vancouver, ISO, and other styles

25

Iserbyt, Peter, Bob Madou, Lieven Vergauwen, and Daniel Behets. "Effects of Peer Mediated Instruction with Task Cards on Motor Skill Acquisition in Tennis." Journal of Teaching in Physical Education 30, no. 1 (January 2011): 31–50. http://dx.doi.org/10.1123/jtpe.30.1.31.

Full text

Abstract:

This study compared the motor skill effects of a peer teaching format by means of task cards with a teacher-centered format. Tennis performance of eighth grade students (n = 55) was measured before and after a four week intervention period in a regular physical education program. Results show that peer mediated learning with task cards accomplishes motor goals almost as well as a teacher-centered format in a technical sport like tennis. In addition, it is discussed that peer mediated learning settings with task cards could offer a powerful learning environment, emphasizing social as well as motor goals in physical education.

APA, Harvard, Vancouver, ISO, and other styles

26

Hahm, Myung-Sik. "A Study on the Task-Centered Instructional Design for the Library-Based Instruction of Teacher-Librarians." Journal of the Korean Society for information Management 25, no. 4 (December 31, 2008): 347–61. http://dx.doi.org/10.3743/kosim.2008.25.4.347.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Greeson, Larry E. "College classroom interaction as a function of teacher- and student-centered instruction." Teaching and Teacher Education 4, no. 4 (January 1988): 305–15. http://dx.doi.org/10.1016/0742-051x(88)90030-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Kumar, David, and Robert Sherwood. "Hypermedia in Science and Mathematics: Applications in Teacher Education, Problem Solving and Student Testing." Journal of Educational Computing Research 17, no. 3 (October 1997): 249–62. http://dx.doi.org/10.2190/g67v-3km5-ujkh-tgdd.

Full text

Abstract:

A review of selected hypermedia applications in teacher education, problem solving, and student testing is presented. In science teacher education, hypermedia provides opportunities for preservice teachers to gain an indepth view of classroom episodes, analyze models of instruction such as discovery learning, and contrast effective and ineffective instructional strategies. Reported outcomes include significant differences in student-centered instruction, mostly in favor of the video groups among student teachers, and in favor of the baseline groups among practicum students. Also, significant improvements were reported for student teachers over practicum students in most paired observation ratings. In mathematics problem solving, hypermedia provides an environment for anchoring instruction in video-based macrocontexts for students to gain control over the problem situation, and helps to improve student ability to solve complex problems. In student testing, the role of the hypermedia is only emerging. The hypermedia seems to provide a convenient tool for developing and administering science tests with outcomes such as increased achievement levels, correctness, number of attempts, and time-on-task. More research is needed before establishing hypermedia as a viable tool for testing in science.

APA, Harvard, Vancouver, ISO, and other styles

29

Aydin, Sevgi, Patricia M. Friedrichsen, Yezdan Boz, and Deborah L. Hanuscin. "Examination of the topic-specific nature of pedagogical content knowledge in teaching electrochemical cells and nuclear reactions." Chem. Educ. Res. Pract. 15, no. 4 (2014): 658–74. http://dx.doi.org/10.1039/c4rp00105b.

Full text

Abstract:

The purpose of this study was to examine experienced chemistry teachers' pedagogical content knowledge (PCK) for two different topics in chemistry to better understand how PCK is specific to topic, including whether all components of PCK are topic-specific and to what degree. To explore the topic-specific nature of PCK, we examined two experienced teachers' PCK using a case study methodology. Multiple data collection strategies were used, including a card-sorting activity, Content Representation (CoRe), semi-structured interviews, observations, and field notes. The data collected were analyzed both deductively and inductively. Results revealed that the teachers used more content-based and teacher-centered instruction to teach electrochemistry, whereas their instruction was less teacher-centered, and included Science–Technology–Society–Environment discussions and implicit NOS instruction to teach nuclear reactions. The teachers also varied in the extent of their knowledge of learners and curriculum in comparing their PCK for each topic. In regard to assessment, the teachers' assessment practices were at the general PK level; they lacked topic-specific PCK for either topic. We provided recommendations for professional development programs, pre-service teacher education programs, and curriculum developers to support teachers in developing topic-specific PCK.

APA, Harvard, Vancouver, ISO, and other styles

30

Wood, Terry, and Patricia Sellers. "Deepening the Analysis: Longitudinal Assessment of a Problem-Centered Mathematics Program." Journal for Research in Mathematics Education 28, no. 2 (March 1997): 163–86. http://dx.doi.org/10.5951/jresematheduc.28.2.0163.

Full text

Abstract:

Longitudinal analyses of the mathematical achievement and beliefs of 3 groups of elementary pupils are presented. The groups consist of those students who had received 2 years of problem-centered mathematics instruction, those who had received 1 year, and those who had received textbook instruction. Comparisons are made for the groups using a standardized norm-referenced achievement test from first through fourth grade. Next, student comparisons are made using instruments developed to measure conceptual understanding of arithmetic and beliefs and motivation for learning mathematics. The results of the analyses indicate that after 2 years in problem-centered classes, students have significantly higher achievement on standardized achievement measures, better conceptual understanding, and more task-oriented beliefs for learning mathematics than do those in textbook instruction. In addition, these differences remain after problem-centered students return to classes using textbook instruction. Comparisons of pupils in problem-centered classes for only 1 year reveal that after returning to textbook instruction, these students' mathematical achievement and beliefs are more similar to the textbook group. Also included are exploratory analyses of the pedagogical beliefs held by teachers before and after teaching in problem-centered classes, and those held by teachers in textbook classes. The results of the student and teacher analyses are interpreted in light of research on children's construction of nonstandard algorithms and the nature of classroom environments.

APA, Harvard, Vancouver, ISO, and other styles

31

McCoy, Lise, Robin K. Pettit, Charlyn Kellar, and Christine Morgan. "Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051876513. http://dx.doi.org/10.1177/2382120518765135.

Full text

Abstract:

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

APA, Harvard, Vancouver, ISO, and other styles

32

Diningrat, Syaiputra Wahyuda Meisa, Punaji Setyosari, Saida Ulfa, and Utami Widiati. "Integrating PBI in the flipped classroom: A framework for effective instruction." World Journal on Educational Technology: Current Issues 12, no. 2 (April 30, 2020): 117–27. http://dx.doi.org/10.18844/wjet.v12i2.4662.

Full text

Abstract:

The existence of the flipped classroom has gained attention among scholars and teachers, particularly in higher education. This instructional model appeals much concern due to its capability not only to shift the instructional process from teacher-centered to student-centered but also to transform university classrooms into an active learning environment where students have the opportunity to apply concepts to solve the problems. However, the current pieces of evidence showed that teachers implementing the flipped classroom instructional model still encounter issues that raise additional concerns, such as technical difficulty, design gaps between pre-class and in-class learning activity, and little study on robust frameworks have been developed for this instructional. Consequently, teachers generate an inadequate learning activity design in the flipped classroom. Therefore, this study aims to develop a vigorous framework for the flipped classroom model by integrating problem-based instructional strategy. After reviewing relevant theories and empirical findings, the result of the study provides a foundation framework for the flipped classroom design. This framework consists of two circles of learning activity design that coherence between pre-class and in-class. The theoretical framework provided in this study is considered as initial study, thus, further researches are highly suggested for future scholars to explore its effectiveness. Keywords: flipped classroom, instructional framework, effective instruction;

APA, Harvard, Vancouver, ISO, and other styles

33

Guzzetta, Christine A. "Learning method preferences in a steel drum classroom: Exploring a learner-centered pedagogy through composition, peer teaching, and student-led Modern Band projects in a middle school setting." International Journal of Music Education 38, no. 2 (October 21, 2019): 267–82. http://dx.doi.org/10.1177/0255761419877575.

Full text

Abstract:

This action research discovers the learning preferences of middle school students enrolled in an advanced steel drum class in central Florida, specifically their attitudes toward the learner-centered approach while composing and learning music. Sixteen participants compare the traditional teacher-led formal instruction to student-led informal learning across three projects: composition, peer teaching, and student-led small group with the introduction of Modern Band instruments. Students are given creative freedom to choose their own friendship groups, instruments, and songs. Ease, enjoyment, and success rates are measured through questionnaires, video recording, field notes, and interviews. Student preferences toward teacher-directed and peer-directed learning change throughout the study, from student-led learning to teacher-led instruction as the tasks become more difficult. In addition, preferred learning techniques of the steel drum are found to be reading notation, listening to the music, and demonstrating how to play the instrument through kinesthetic means. Music teachers can successfully implement a more learner-centered classroom by planning lessons that are in line with student ability and background knowledge, while incrementally increasing challenges.

APA, Harvard, Vancouver, ISO, and other styles

34

Thompson, S. E., I. Ngambeki, P. A. Troch, M. Sivapalan, and D. Evangelou. "Incorporating student-centered approaches into catchment hydrology teaching: a review and synthesis." Hydrology and Earth System Sciences 16, no. 9 (September 13, 2012): 3263–78. http://dx.doi.org/10.5194/hess-16-3263-2012.

Full text

Abstract:

Abstract. As hydrologists confront the future of water resources on a globalized, resource-scarce and human-impacted planet, the educational preparation of future generations of water scientists becomes increasingly important. Although hydrology inherits a tradition of teacher-centered direct instruction – based on lecture, reading and assignment formats – a growing body of knowledge derived from engineering education research suggests that modifications to these methods could firstly improve the quality of instruction from a student perspective, and secondly contribute to better professional preparation of hydrologists, in terms of their abilities to transfer knowledge to new contexts, to frame and solve novel problems, and to work collaboratively in uncertain environments. Here we review the theoretical background and empirical literature relating to adopting student-centered and inductive models of teaching and learning. Models of student-centered learning and their applications in engineering education are introduced by outlining the approaches used by several of the authors to introduce student-centered and inductive educational strategies into their university classrooms. Finally, the relative novelty of research on engineering instruction in general and hydrology in particular creates opportunities for new partnerships between education researchers and hydrologists to explore the discipline-specific needs of hydrology students and develop new approaches for instruction and professional preparation of hydrologists.

APA, Harvard, Vancouver, ISO, and other styles

35

Ngambeki, I., S. E. Thompson, P. A. Troch, M. Sivapalan, and D. Evangelou. "Engaging the students of today and preparing the catchment hydrologists of tomorrow: student-centered approaches in hydrology education." Hydrology and Earth System Sciences Discussions 9, no. 1 (January 13, 2012): 707–40. http://dx.doi.org/10.5194/hessd-9-707-2012.

Full text

Abstract:

Abstract. As hydrologists confront the future of water resources on a globalized, resource-scarce and human-impacted planet, the educational preparation of future generations of water scientists becomes increasingly important. Although hydrology inherits a tradition of teacher-centered direct instruction – based on lecture, reading and assignment formats – a growing body of knowledge derived from engineering education research suggests that modifications to these methods could firstly improve the quality of instruction from a student perspective, and secondly contribute to better professional preparation of hydrologists, in terms of their abilities to transfer knowledge to new contexts, to frame and solve novel problems, and to work collaboratively in uncertain environments. Here we review the theoretical background and empirical literature relating to adopting student-centered and inductive models of teaching and learning. Models of student-centered learning and their applications in engineering education are introduced by outlining the approaches used by several of the authors to introduce student-centered and inductive educational strategies into their university classrooms. Finally, the relative novelty of research on engineering instruction in general and hydrology in particular creates opportunities for new partnerships between education researchers and hydrologists to explore the discipline-specific needs of hydrology students and develop new approaches for instruction and professional preparation of hydrologists.

APA, Harvard, Vancouver, ISO, and other styles

36

Kelly-McHale, Jacqueline. "The Influence of Music Teacher Beliefs and Practices on the Expression of Musical Identity in an Elementary General Music Classroom." Journal of Research in Music Education 61, no. 2 (May 14, 2013): 195–216. http://dx.doi.org/10.1177/0022429413485439.

Full text

Abstract:

The purpose of this qualitative collective case study was to examine the ways an elementary general music teacher’s curricular beliefs and practices influence the expression of music in identity and identity in music for second-generation students. In addition to the music teacher, participants were 4 students whose families had immigrated to the United States from Mexico and who were attending the midwestern suburban school within the United States where the study took place. This research was designed to provide an understanding of the interactions between the roles of music instruction, cultural responsiveness, and musical identity. Within-case and cross-case analysis generated specific and broad themes that addressed the purpose of the study. The findings revealed that the role of the teacher’s view of the self as musician and educator, combined with the choice of instructional approach, created a music classroom environment that successfully met the teacher-directed goals for sequence-centered instruction. Nonetheless, the data revealed that the choice of instructional approach resulted in an isolated musical experience that did not support the integration of cultural, linguistic, and popular music experiences and largely ignored issues of cultural responsiveness.

APA, Harvard, Vancouver, ISO, and other styles

37

Agee, Jane. "What is Effective Literature Instruction? a Study of Experienced High School English Teachers in Differing Grade- and Ability-Level Classes." Journal of Literacy Research 32, no. 3 (September 2000): 303–48. http://dx.doi.org/10.1080/10862960009548084.

Full text

Abstract:

This study examined how experienced high school English teachers defined and gauged effective literature instruction as well as how their perspectives affected their students' experiences with literature. The research focused on 3 questions: (a) How did these teachers define effective literature instruction? (b) What kinds of evidence did they look for to gauge their effectiveness? and (c) How did their perceptions of effective literature instruction inform their decisions about texts and ways of reading them with students in different grade- and ability-level classes? Profiles of 5 teachers showed that they used differing models for literature instruction against which they gauged their effectiveness. Flexible, student-centered models allowed teachers to address differences among students. Inflexible, teacher-centered models often limited teachers' ability to address student needs effectively. The kinds of models the teachers used determined whether or not they were willing to listen to feedback from students and to use it to make changes in their literature curriculum.

APA, Harvard, Vancouver, ISO, and other styles

38

Bhandari, Laxman Prasad. "Teaching writing through task-based instruction: Exploring English teachers’ experiences." International Journal of Language and Literary Studies 2, no. 4 (December 26, 2020): 177–86. http://dx.doi.org/10.36892/ijlls.v2i4.466.

Full text

Abstract:

As educationists and policymakers have been concerned much in increasing the English proficiency of their citizens, educational policies on curriculums and syllabuses have moved increasingly towards various versions of learner-centered teaching approaches including task-based language teaching. TBLT is one of the widely discussed learner-centered approaches for the last few decades. It aims at developing students’ communicative skills through their active engagement in various tasks focusing more on meaning than on form. The study aims to explore English teachers’ experiences in teaching writing with respect to the intent of the secondary level English curriculum prescribed by the Curriculum Development Center, Ministry of Education, Nepal. The study is qualitative where five teacher participants were interviewed. The data were analyzed based on the taxonomy of task types by Willis and Wills (2007). The findings showed that the teacher participants are theoretically aware of TBLT, especially in teaching writing, and the intent of the prescribed curriculum; however, they are not able to fully bring their knowledge and skills into practice to meet the objective of the curriculum. Thus, the study purposes a way forward to strengthen teachers’ ability to bring TBLT theory into practice through training, workshops, research, and higher studies.

APA, Harvard, Vancouver, ISO, and other styles

39

Wen, Qiufang. "The production-oriented approach to teaching university students English in China." Language Teaching 51, no. 4 (April 7, 2016): 526–40. http://dx.doi.org/10.1017/s026144481600001x.

Full text

Abstract:

The production-oriented approach (POA) has been developed over ten years to overcome the weaknesses in English instruction in tertiary education in Mainland China. The POA tries to integrate the strengths of Western instructional approaches with Chinese contextual features and consists of three components: (a) teaching principles; (b) teaching hypotheses; and (c) teacher-mediated teaching processes. The teaching principles include ‘learning-centered’, ‘learning-using integration’, and ‘whole-person education’, and the teaching hypotheses are ‘output-driven’, ‘input-enabled’, and ‘selective learning’. The teaching processes contain three phases, each mediated by the teacher: motivating, enabling, and assessing. The three principles set guidelines for the other two components; the three hypotheses serve as a theoretical basis for the teaching process; the three-phase teaching process reflects and illustrates the principles while testing the hypotheses.

APA, Harvard, Vancouver, ISO, and other styles

40

Owens, David C., Cindi Smith-Walters, and Angela T. Barlow. "Enhancing Motivation To Learn In A Biology Laboratory Course Through Gaming." International Journal of Designs for Learning 10, no. 1 (May 10, 2019): 53–63. http://dx.doi.org/10.14434/ijdl.v10i1.24111.

Full text

Abstract:

In this design case, we describe our work to develop a gameful learning design for use in an introductory, under-graduate biology laboratory course for science majors. Our design team included three university-based mathematics and science educators and a biologist responsible for the management of curriculum and instruction in the course under study. The gameful learning design was employed during the four weeks of plant evolutionary life history in-struction. Key challenges to the design and implementation of gameful learning included the adaptation of instruction from teacher-centered to student-centered and establishing novel learning conditions in the eight laboratory sections so as to determine the value of two different elements of game design, repeat-testing and leaderboard with badges.

APA, Harvard, Vancouver, ISO, and other styles

41

Sandhu, Rizwan Saleem, and Sajid Hussain. "Role of Faculty Development Forums in Virtual Teaching Environment: A Case Study of Marketing Research & Case Group." Open Praxis 8, no. 4 (December 21, 2016): 325. http://dx.doi.org/10.5944/openpraxis.8.4.314.

Full text

Abstract:

The online learning has broadened the teaching spectrum from Face-to-Face to virtual environment, and this move has brought traditional teacher-centered instruction to learner-centered instruction. This paradigm shift appears to place demands on faculty to modify faculty’s instruction roles that are different from those encountered in Face-to-Face teaching. This study explores the role of faculty development forum in improving the virtual teaching skills of academic staff members in an online university. The study has used single holistic case study approach, and the data from nine respondents have been collected through an interview schedule divided into four sections of 1) Basic Information, 2) Presentation Skills, 3) Subject Knowledge and 4) Research Orientation as per the objectives of the study. It can be theorized from the findings of the study that in virtual environments where faculty members lack the learning opportunities and exposure available in the conventional environments such forums prove to be very effective in capacity building of the faculty.

APA, Harvard, Vancouver, ISO, and other styles

42

Woods, Marianne, Grace Goc Karp, and Elizabeth Escamilla. "Preservice Teachers Learning about Students and the Teaching-Learning Process." Journal of Teaching in Physical Education 20, no. 1 (October 2000): 15–39. http://dx.doi.org/10.1123/jtpe.20.1.15.

Full text

Abstract:

This study engaged 26 preservice teachers (PTs) in research focused on students in a secondary methods course who had early field experience (EFE). The purposes of the study were (a) to determine what PTs learned about students in an early field experience (EFE) that engaged them in a structured teacher research project and (b) to examine how the teacher research process was used by PTs. Results indicated that questions about students became more refined and focused through the research process and that there were fluctuations between student-centered and teacher-centered questions during the EFE. The prevailing themes indicated that PTs came to know more about student motivation and interests, characteristics, and peer interactions. More importantly, much of their data challenged previous beliefs and assumptions about students, as PTs began making connections between their newfound knowledge of students and its implications for curriculum, instruction, and management decisions.

APA, Harvard, Vancouver, ISO, and other styles

43

Haruna, Hussein, Asad Abbas, Zamzami Zainuddin, Xiao Hu, Robin R. Mellecker, and Samira Hosseini. "Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions." Information and Learning Sciences 12, no. 5/6 (April 2, 2021): 383–408. http://dx.doi.org/10.1108/ils-05-2020-0162.

Full text

Abstract:

Purpose This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition. Design/methodology/approach This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis. Findings The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions. Research limitations/implications As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses. Originality/value The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.

APA, Harvard, Vancouver, ISO, and other styles

44

Kim, Min Kyeong, Janet M. Sharp, and Ann D. Thompson. "Effects of Integrating Problem Solving, Interactive Multimedia, and Constructivism in Teacher Education." Journal of Educational Computing Research 19, no. 1 (July 1998): 83–108. http://dx.doi.org/10.2190/tl44-5llg-wrfl-7ghk.

Full text

Abstract:

Research on mathematics teacher education indicates that offering an appropriate constructivist-based teaching model of mathematics instruction to preservice elementary teachers enhances their teaching abilities and confidence in future teaching. The purpose of this study was to investigate preservice elementary teachers' decisions about teaching strategies and their attitudes toward mathematics and computer-related technologies in a constructivist-centered methods course which included the use of problem solving multimedia. The treatment consisted of six hours of multimedia-enhanced instruction over two weeks. This study focused on three mathematics education topics taught to each group of students: problem-solving, technology, and ratios/proportions. The results indicated that constructivist-based instruction using multimedia helped the participants develop more positive attitudes toward computer-related technologies and influenced their decisions to plan more constructivist-based teaching strategies than those participants in the comparison groups.

APA, Harvard, Vancouver, ISO, and other styles

45

Brutt-Griffler, Janina. "English in the multilingual classroom: implications for research, policy and practice." PSU Research Review 1, no. 3 (November 28, 2017): 216–28. http://dx.doi.org/10.1108/prr-10-2017-0042.

Full text

Abstract:

Purpose The shift in the function of English as a medium of instruction together with its use in knowledge construction and dissemination among scholars continue to fuel the global demand for high-level proficiency in the language. These components of the global knowledge economy mean that the ability of nations to produce multilinguals with advanced English proficiency alongside their mastery of other languages has become a key to global competitiveness. That need is helping to drive one of the greatest language learning experiments the world has ever known. It carries significant implications for new research agendas and teacher preparation in applied linguistics. Design/methodology/approach Evidence-based decision-making, whether it pertains to language policy decisions, instructional practices, teacher professional development or curricula/program building, needs to be based on a rigorous and systematically pursued program of research and assessment. Findings This paper seeks to advance these objectives by identifying new research foci that underscore a student-centered approach. Originality/value It introduces a new theoretical construct – multilingual proficiency – to underscore the knowledge that the learner develops in the process of language learning that makes for the surest route to the desired high levels of language proficiency. The paper highlights the advantages of a student-centered approach that focuses on multilingual proficiency for teachers and explores the concomitant conclusions for teacher development.

APA, Harvard, Vancouver, ISO, and other styles

46

Tamah, Siti. "The Effect of Collaborative Strategic Reading on Grade Six Students’ Reading Achievement." IJEE (Indonesian Journal of English Education) 2, no. 1 (June 25, 2015): 17–27. http://dx.doi.org/10.15408/ijee.v2i1.1501.

Full text

Abstract:

One of the language skills to master by Indonesian EFL learners is reading. In order to assist learners comprehend reading texts, teachers are challenged to apply various teaching strategies. As this paper focuses on teaching reading, two teaching strategies dealing with reading instruction are compared. To be specific, in this paper the writers conduct a study to find the difference between Collaborative Strategic Reading (CSR) and teacher-centered teaching strategy (by applying skimming and scanning). This study was a quasi experimental, which was conducted upon the sixth graders of an elementary school. The finding showed that reading achievements of the students who are taught using CSR and teacher-centered teaching strategy are not significantly different. Nevertheless, this study using Cohen’s d formula finds that CSR gave a small effect on students’ reading achievement.

APA, Harvard, Vancouver, ISO, and other styles

47

Hsu, Amy, and Fran Malkin. "Shifting The Focus From Teaching To Learning: Rethinking The Role Of The Teacher Educator." Contemporary Issues in Education Research (CIER) 4, no. 12 (December 1, 2011): 43. http://dx.doi.org/10.19030/cier.v4i12.6661.

Full text

Abstract:

This article will discuss the traditional college format and its recent transformation. It will address the changing role of both the college professor and the 21st century college learner. As society evolves, curriculum develops and new standards are introduced, there is a call for a shift from teacher-directed instruction to student-centered learning. This article specifically highlights strategies for empowering students to take charge of their own learning within the higher education classroom. These techniques include examples for teacher educators to employ as they serve as models to the pre-service teachers they instruct.

APA, Harvard, Vancouver, ISO, and other styles

48

Eyring, Janet L. "What's an Objective Anyway?" TESL Canada Journal 15, no. 2 (July 1, 1998): 24. http://dx.doi.org/10.18806/tesl.v15i2.699.

Full text

Abstract:

Teacher trainers (and thus teacher trainees) can often be confused by the array of terminology used for describing goals and objectives in classroom/program planning. With the popularity of learner-centered and task-based learning, is it possible or even necessary to specify objectives when holistic "communicative competence" is the target of instruction? This article acknowledges the controversy among various language experts with regard to the definition and value of objectives. It also confirms the important role that various types of objectives can play in the second language classroom.

APA, Harvard, Vancouver, ISO, and other styles

49

Marbach-Ad, Gili, and Carly Hunt Rietschel. "A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching." CBE—Life Sciences Education 15, no. 4 (December 2016): ar62. http://dx.doi.org/10.1187/cbe.16-06-0196.

Full text

Abstract:

In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions.

APA, Harvard, Vancouver, ISO, and other styles

50

Nagy, Emese K. "Developing Undergraduate Students’ Teaching Competences." Acta Educationis Generalis 10, no. 2 (August 1, 2020): 133–49. http://dx.doi.org/10.2478/atd-2020-0014.

Full text

Abstract:

AbstractIntroduction:The goal of this paper is to show how the undergraduate students are able to differentiate among learning-centered, learner-centered, feedback-centered and community-centered knowledge acquisitions. We wanted them to recognize which method is used by the teacher and how each method influences the primary school pupils’ knowledge acquisition.Methods:We chose the video analyzing technique to make the students recognize different learning organizational methods.Results:The results of the study suggest that the observation helped the undergraduate students understand the aims, tasks and techniques of teaching and organizing classroom work. They realized that this type of analysis helps them develop their own teaching strategies.Discussion:Drawing on the results it is not possible to be a “good teacher” without obtaining and continuously maintaining a high level of professional knowledge, whose important element might be the Complex Instruction method and the recognition of the knowledge acquisition methods in the classroom.Limitations:This study was limited to only undergraduate students who attended the study voluntarily. The sampling was confined to 46 participants.Conclusion:The students are able to spot the teacher’s activities that support pupils’ learning. They recognized the positive impact of generating debate among the pupils on the development of their skills.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Teacher-centered instruction'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles