Learner-centered principles in teacher-centered practices?

Schuh, Kathy L.

doi:10.1016/j.tate.2004.09.008

Cited by 62 publications

(65 citation statements)

References 11 publications

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“…When these same rules were provided to the children in an autonomysupportive way (with explanatory rationales, with the acknowledgment of the children's perceptive and feelings), however, children showed no decrease in engagement compared to the children in the control group and greater engagement than children who received the rules presented in a controlling way. Beyond rules, other research has shown essentially the same effects for other elements of structure-including communications, goals, expectations, rewards, and feedback (Deci, Koestner, & Ryan, 1999;Grolnick & Ryan, 1987;Jang, 2009;Ryan, Mims, & Koestner, 1983;Schuh, 2004)-namely, that any element of structure can be presented in either an autonomy-supportive or controlling way and, also, that student outcomes are enhanced when the element of structure is presented in an autonomy-supportive way, yet diminished when the element of structure is presented in a controlling way (Sierens et al, 2009). …”

Section: Structurementioning

confidence: 87%

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Jang¹,

Reeve²,

Deci³

2010

Journal of Educational Psychology

1,179

930

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We investigated 2 engagement-fostering aspects of teachers' instructional styles-autonomy support and structure-and hypothesized that students' engagement would be highest when teachers provided high levels of both. Trained observers rated teachers' instructional styles and students' behavioral engagement in 133 public high school classrooms in the Midwest, and 1,584 students in Grades 9 -11 reported their subjective engagement. Correlational and hierarchical linear modeling analyses showed 3 results: (a) Autonomy support and structure were positively correlated, (b) autonomy support and structure both predicted students' behavioral engagement, and (c) only autonomy support was a unique predictor of students' self-reported engagement. We discuss, first, how these findings help illuminate the relations between autonomy support and structure as 2 complementary, rather than antagonistic or curvilinear, engagement-fostering aspects of teachers' instructional styles and, second, the somewhat different results obtained for the behavioral versus self-report measures of students' classroom engagement.

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Section: Structurementioning

confidence: 87%

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Jang¹,

Reeve²,

Deci³

2010

Journal of Educational Psychology

1,179

930

View full text Add to dashboard Cite

show abstract

“…In fact, belief system seems to consist of an eclectic mix of rules of thumb, generalisations, opinions, values, and expectations grouped in a more or less structured way (Lowyck, 1994;Rokeach, 1976). In primary education, examples of belief systems are reflected in teacher-centred and learner-centred approaches towards teaching (e.g., Jackson, 1986;Schuh, 2004).…”

Section: The Concept Of Teacher Beliefsmentioning

confidence: 99%

The impact of primary school teachers’ educational beliefs on the classroom use of computers

Hermans

Tondeur

Braak

et al. 2008

Computers & Education

489

278

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For many years, researchers have searched for the factors affecting the use of computers in the classroom. In studying the antecedents of educational computer use, many studies adopt a rather limited view because only technology-related variables, such as attitudes to computers and computer experience were taken into account. The present study centres on teachers' educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of computer use, while controlling for the impact of technology-related variables (computer experience, general computer attitudes) and demographical variables (sex, age). In order to identify differences in determinants of computer use in the classroom, multilevel modelling was used (N = 525). For measuring primary teachers' use of computers to support the leaching or learning process a modified version of the 'Class Use of Computers' scale of van Braak et al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407-422] was used. The present article supports the hypothesis that teacher beliefs are significant determinants in explaining why teachers adopt computers in the classroom. Next to the impact of computer experience, general computer attitudes and gender, the results show a positive effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a negative impact on the classroom use of computers.

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“…The teacher's role is to transfer knowledge to the students once it has been previously defined and organized from the teacher or expert's perspective. The teacher decides what is required for the learner from a perspective outside the learner, by defining characteristics of instruction, curriculum, assessment, and management [7], [9]. The teacher-centered methodology usually leads to rote learning and the stifling of critical and creative thinking [10]- [12].…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, learner-centered practices move the focus from the teacher to the student, paying more attention to the learning performance rather than the instruction methodology. Instruction based on a learner-centered framework provides opportunities for learners to draw on their own experiences and interpretations of the learning process [7], [9], [13]. Learner-centered practices regard learning as a life-long process rather than as a process which takes place only through youth-adulthood.…”

Section: Introductionmentioning

confidence: 99%

Addressing Learner Satisfaction Outcomes in Electronic Instrumentation and Measurement Laboratory Course Organization

et al. 2007

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Abstract-This paper proposes and details a course organization methodology based on learner satisfaction achievement. The approach follows the prevailing tendency in modern university reforms which are primarily concerned about "how people learn." As a consequence, the learner has been placed as the main actor of the teaching-learning process. Nevertheless, the current learning literature has not addressed the measurement of learner satisfaction within laboratory and practical subjects. This study develops a general and comprehensive methodology for learner satisfaction measurement in practical subjects. As a case example, the proposed methodology has been applied to an electronic instrumentation and measurement course, confirming the variables with a significant influence on learner satisfaction and becoming the starting point for curriculum redesign based on the learner satisfaction approach. To assess the improvement of the proposed course organization methodology, a comparison with previous academic years has been performed showing the students' rated score evolution. Results fully confirm the validity of the technique and the novel course organization.Index Terms-Course organization, educational technology, electronic engineering, electronic instrumentation and measurement lab, learner satisfaction.

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Learner-centered principles in teacher-centered practices?

Cited by 62 publications

References 11 publications

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

The impact of primary school teachers’ educational beliefs on the classroom use of computers

Addressing Learner Satisfaction Outcomes in Electronic Instrumentation and Measurement Laboratory Course Organization

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