Classroom Change in Developing Countries

Guthrie, Gerard

doi:10.4324/9781351130479

Cited by 20 publications

(15 citation statements)

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“…It is therefore important to consider not only the degree of LCP implementation, but also the outcomes of implementation. Here, the review's findings would seem to differ greatly from those reported by Guthrie (2021a). Indeed, while Guthrie (2021a) argued that there were only 1.8% (8) 'methdologically tighter' (p. 249) experimental studies linking achievement to progressivist pedagogy, our review found a higher proportion of successful outcomes.…”

Section: Discussioncontrasting

confidence: 71%

“…Here, the review's findings would seem to differ greatly from those reported by Guthrie (2021a). Indeed, while Guthrie (2021a) argued that there were only 1.8% (8) 'methdologically tighter' (p. 249) experimental studies linking achievement to progressivist pedagogy, our review found a higher proportion of successful outcomes. For example, in terms of students' learning outcomes, we found 31 texts that reported positive outcomes, and only 9 texts that reported limited or negative outcomes.…”

Section: Discussioncontrasting

confidence: 71%

“…Another extensive review was carried out by Guthrie (2021aGuthrie ( , 2021b. Based on 1112 publications found through internet searches, Guthrie surveyed trends of classroom pedagogies in 142 countries.…”

Section: Pre Vious Re Vie Ws Of Rese Arch On Lcp In Low-and Middle-in...mentioning

confidence: 99%

“…As stated earlier, some of these constraints may be too difficult or inappropriate to change in the short or medium term, whereas some may be more realistic (for example, providing more closely aligned textbooks; providing clearer policy messages; providing more meaningful, practical and consistent teacher training opportunities). If, upon critical examination, it is found that it is unfeasible to reduce such contextual constraints, then there would appear to be two options: (1) abandon LCP and focus on improving teachercentred instruction, as recommended by Guthrie (2021aGuthrie ( , 2021b; or (2) adapt the focus of LCP to those characteristics that are more likely to be implemented (as mentioned earlier, 'active participation' might be a good place to start). Importantly, there needs to be an understanding and acceptance that (1) 'complex' educational changes like this take considerable time to begin to come to fruition; and (2) that ideal or theoretical conceptions of LCP are unlikely to be implemented in absolute terms.…”

Section: Key Lessons From Lcp Implementation -The Need For Contextual...mentioning

confidence: 99%

“…For example, this study did not include texts relating to pre-school, higher or further education, and high-income countries were not included. Moreover, the study was limited to academic journal articles, potentially missing opportunities for other resources and 'grey literature' (although the study of Guthrie, 2021aGuthrie, , 2021b is comprehensive in this regard). Studies about LCP in languages other than English may provide an interesting comparative dimension.…”

Section: Gaps In the Literature Limitations And Opportunities For Fut...mentioning

confidence: 99%

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A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

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This article provides a comprehensive descriptive overview of the implementation of learner‐centred pedagogy (LCP) in low‐ and middle‐income countries. Considerable time, money, and resources have been invested in LCP in many countries worldwide, and yet we still lack a comprehensive body of evidence regarding its implementation and outcomes. This systematic review aimed at going beyond the limitations of individual studies, confined by time, context and samples, in order to offer stronger applicability and generalisability to wider contexts. The dataset for analysis consisted of 94 journal articles published between January 2001 and December 2020, selected based on explicit inclusion/exclusion criteria. A team of three researchers utilised EPPI‐Reviewer and QSR NVivo to import, screen, and analyse the texts. The literature on LCP implementation was mapped by key variables such as country, educational setting, study participants, and methods. Firstly, the study found that despite LCP being explicitly promoted in numerous contexts, most classrooms were still predominately teacher‐centred. Secondly, the review identified a wide range of constraints and enablers of LCP implementation, spanning across the individual, classroom, school, policy, and wider society levels. Thirdly, although several positive and negative outcomes of LCP emerged from the study, the review found that the objective evidence on LCP outcomes was somewhat limited, indicating that there is an urgent need for additional research to evaluate LCP outcomes. A conceptual framework of LCP implementation is presented, and implications for policy and future research are discussed. The video abstract for this article is available at https://youtu.be/57EsnDUe_QQ. Rationale for this study Despite the worldwide spread of learner‐centred pedagogy (LCP), we currently lack a comprehensive body of evidence regarding its implementation and outcomes. Why the new findings matter The findings will help educational stakeholders decide whether and how LCP‐related reforms should continue, based on the enablers, constraints, and outcomes of LCP implementation identified in the review. Implications for educational researchers and decision‐makers Firstly, educational researchers will benefit from having a clear summary of existing research which identifies opportunities to further enhance our knowledge; in particular, there is an important gap in the literature in terms of research on the outcomes of LCP implementation over time. Secondly, educational decision‐makers will be better placed to decide (a) the extent to which they should continue to allocate limited resources towards the implementation of LCP‐related reforms; and (b) how they may learn from the cumulative findings of existing case studies to increase the chances of successful implementation.

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Section: Discussioncontrasting

confidence: 71%

Section: Discussioncontrasting

confidence: 71%

Section: Pre Vious Re Vie Ws Of Rese Arch On Lcp In Low-and Middle-in...mentioning

confidence: 99%

Section: Key Lessons From Lcp Implementation -The Need For Contextual...mentioning

confidence: 99%

Section: Gaps In the Literature Limitations And Opportunities For Fut...mentioning

confidence: 99%

See 3 more Smart Citations

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Sakata¹,

Bremner

Cameron

2022

Review of Education

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Literature Review: Clustering as a Strategy to Collect and Select Relevant Publications

Caçador,

Lopes,

Galupa

et al. 2024

Lecture Notes in Networks and Systems

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Introduction: The Changing World of Pedagogy in Diverse Cultural Contexts

Dobson,

Svoen

2024

Sustainable Development Goals Series

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In this book we are interested in how learning inclusion in a digital age can lead to an enhanced voice and sense of belonging for all participants. We are also interested in how this entails the establishment of what we would call cultures of learning inclusion. The emphasis is upon culture; we mentioned the Norwegian anthropologist Frederik Barth in the Preface who highlighted the importance of the weave of individuals in social relationships as a foundation for inclusion. This weave gives rise to different forms of community, digital or otherwise and, by extension, accompanying cultures with different markers that offer ways of expressing and understanding others, setting expectations and making possible a sense of belonging and voice for participants. Cultures of inclusion are shared ways of being together through the weave of activities taking place. But what might culture mean in an educational sense for cultures of learning inclusion? Let us consider some examples.

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Classroom Change in Developing Countries

Cited by 20 publications

References 0 publications

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

A systematic review of the implementation of learner‐centred pedagogy in low‐ and middle‐income countries

Literature Review: Clustering as a Strategy to Collect and Select Relevant Publications

Introduction: The Changing World of Pedagogy in Diverse Cultural Contexts

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