Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles

Factors that Influence Students’ Learning: An observation on Vocational College students

“…In addition, the relationship between teachers and students must be in good condition for the implementation of a good relationship this will make students more comfortable and confident to ask questions that are not understood. The teacher teaching style in the classroom can have an impact on student learning and academic achievement (Broadbent & Poon, 2015;Han, Capraro, & Capraro, 2015;Kikas, Silinskas, Jõgi, & Soodla, 2016).…”

Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia

“…The previous literature has typically focussed on child-centred and teacher-directed practices when analysing the role of instructional approaches in children's skill development Pressley et al, 2003). Recently, child-dominated practices also have been under investigation (Kikas, Peets, & Hodges, 2014;Kikas, Silinskas, Jõgi, & Soodla, 2016). Childcentred practices, which are based on the constructivist theories of learning and teaching (Piaget, 1985;Vygotsky, 1978; for an overview, see Bransford, Brown, & Rodney, 2000), are based on the assumption that children are active learners who construct knowledge based on Teaching Practices and Reading Skills in Primary School 6 their prior understanding and experiences.…”

“…In child-centred practice and in teacher-directed practices the teachers' role is active in guiding and instructing children. By contrast, in child-dominated practices, teachers provide children with little direction, control or feedback (Kikas et al, 2014(Kikas et al, , 2016Stipek & Byler, 2005). The classroom rules are often unclear and there are no systematically designed learning tasks present.…”

“…Instead of employing predominantly one practice, they may use a combination of different practices (Pressley et al, 2003;Rasku-Puttonen et al, 2011). The predominant use of a specific teaching practice or combinations of different teaching practices can be described as teaching styles (Kikas et al, 2016). Teaching styles refer to patterns or profiles of teaching practices.…”

Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach

“…Although it has been argued that teachers focus more on the nature of classroom activities that engage students to enact a reasoning process and high‐order thinking rather than on either teacher‐oriented and/or student‐oriented instructions (Boston & Smith, ), three broad concepts are widely used to describe teaching practice. They include the teacher‐centred approach, student‐centred approach, and ‘student–teacher interaction’ approach (Cuban, ; Kember, ; Kikas, Silinskas, Jogi, & Soodla, ; Tang et al ., ). Comparatively, teacher‐centred approaches focus more on the content, the time, and the conditions of teaching.…”