Student-centered Practices Research Articles

Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts

AbstractWhile scholars and public figures have positioned the COVID-19 pandemic as an opportunity for school reform, the response to this potential for change by teachers remains underexplored. In turn, we attend to the following research question: how do teachers at project-based learning high schools conceptualize the changes to education that have occurred in response to the COVID-19 pandemic? In analyzing temporally dispersed interviews with eight teachers from four different schools in the United States between 2020 and 2022, we found that participants recognized changes in the pedagogies, curricula, assessments, and structures in their school systems. In particular, teachers conceptualized these educational shifts through the lenses of technological change, a push for student-centered practices, and an embrace of real world applications of learning. However, they also described a reversal of these changes once in person schooling returned, illustrating an inability of the pandemic to affect the “grammar of schools” (Tyack & Tobin, 1994).

Exploring the teaching methods used in graduate teaching assistant-led calculus recitations

ABSTRACT Many universities offer recitation sections taught by graduate teaching assistants (GTAs) as a way to supplement their large enrolment calculus courses. While some mathematics departments have revamped their calculus recitations to feature more evidence-based teaching practices, other departments rely on GTAs to decide how to run the recitation and what content to cover. In this latter context, more needs to be learned about the teaching practices of GTA recitation leaders and their impact on different student outcomes. As such, this study examines the teaching methods that twelve GTAs chose to implement in their calculus recitation sections. The goal of this study was twofold: (1) to examine whether GTAs utilised evidence-based teaching practices such as student-centred instruction and conceptually-oriented instruction, and (2) whether these practices were related to calculus students' attitudes toward the recitation, student engagement in the recitation, and students' expected final course grades. Using quantitative dominant mixed-methods, findings demonstrate that GTAs used a range of student-centred practices; however, they primarily emphasised the procedural aspects of calculus. Student-centred instructional practices were found to have a positive relationship with students' course attitudes, engagement, and predicted final examination grades. Focusing on concepts, had less of a relationship with these outcomes.

The Relationship between Self-Efficacy and Self-Regulated Learning Strategies of EFL College Students

The research examines the facets of student-centred practices that students believe to be most advantageous. We focus specifically on the self-efficacy and self-regulated learning (SRL) techniques of English as a foreign language (EFL) college students since these strategies support students' progress in learning the language. In Mongolian English classes, teacher-centred instruction—in which teachers instruct pupils in a foreign language—remains the most common method. It is discouraged for students to focus on their learning strategies and content understanding. The purpose of this study is to investigate the relationship between self-efficacy and SRL strategies of Mongolian EFL college students. A correlation analysis between variables was used to investigate the inter-relationship between self-efficacy and SRL strategies in L2 speaking of EFL students. The findings indicate that students who are driven to learn English are more likely to manage their time and exertion in the process of self-learning, based on the major findings of this study. Because the results clearly show that English instruction at Mongolia's higher education level has improved, the findings are especially noteworthy.

Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints

BackgroundDespite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health. AimsThis study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES). SampleThe analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system. MethodsEmploying structural equation modelling techniques, we analyze a dataset comprising students’ cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education. ResultsTeacher-centered practices are positively associated with academic achievements but lack robust links with mental health complaints. Conversely, student-centered practices are positively associated with academic achievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students' mental health. ConclusionsThe results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.

Los Entornos Innovadores de Aprendizaje como respuesta a los retos educativos del siglo XXI

This article reflects on the opportunity presented by Innovative Learning Environments (ILEs) in addressing the challenges of the 21st century. To achieve this, it outlines the characteristics of these learning contexts based on various international and national studies and initiatives, correlating them with the challenges identified in different institutional documents. Innovative Learning Environments represent an educational context designed for pedagogical innovation. While there is no universal definition, they are highlighted as spaces that combine innovative design with student-centered educational practices. Emphasis is placed on flexibility as a key attribute that allows spaces to be adapted for both individual and collective learning, fostering interactivity and creativity. Digital technology, present in these environments, takes on a discrete yet essential role as a resource to support learning. The relationship between Innovative Learning Environments and the educational challenges of the 21st century is highlighted, primarily identifying five of these challenges: global citizenship education, promoting inclusion, developing student-centered educational programs, utilizing multidisciplinary collaborative practices, and fostering well-being in educational environments. In conclusion, Innovative Learning Environments represent an innovative pedagogical approach that incorporates flexibility, discreet technology, and student-centered practices to address current educational challenges, promoting personalized, competency-based, inclusive, and collaborative learning, all within the framework of well-being.

Centering Student Voice in Developing Learning Analytics and Artificial Intelligence–Embedded Supports

Accelerating advancements in learning analytics and artificial intelligence (AI) offers unprecedented opportunities for improving educational experiences. Without including students’ perspectives, however, there is a potential for these advancements to inadvertently marginalize or harm the very individuals these technologies aim to support. This article underscores the risks associated with sidelining student voices in decision-making processes related to their data usage. By grounding data use within a social justice framework, we advocate for a more equitable and holistic approach. Drawing on previous research as well as insights we have gathered from a student panel, we outline effective methods to integrate student voices. We conclude by emphasizing the long-term implications for the institutional research field, arguing for a shift toward more inclusive and student-centric practices in the realm of learning analytics and AI-embedded supports.

Promoting Inclusivity in Physical Education and Health With the Theory of Multiple Intelligences

By integrating Howard Gardner’s theory of multiple intelligences (MI theory) into health and wellness education, we can honor student uniqueness, promote inclusivity in the learning space, and increase the adoption of positive health behaviors. The MI theory proposes that every individual possesses unique strengths and weaknesses for learning that are characterized within eight intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic. Wellness educators can center these intelligences and structure materials in a way that offers opportunities to engage more of the intelligences through student-centered practices. Doing so employs individual student strengths and fosters development in areas of weaknesses. Utilizing this theory in the planning of health and physical education content has an opportunity to increase understanding and enjoyment of lessons by establishing inclusive spaces for all students to engage in learning.

Limited or complete? Teaching and learning conceptions and instructional environments fostered by STEM teaching versus research faculty

BackgroundAn instructor’s conceptions of teaching and learning contribute to the establishment of learning environments that may benefit or hinder student learning. Previous studies have defined the continuum of teaching and learning conceptions, ranging from limited to complete, as well as the instructional practices that they help to inform (instructor-centered to student-centered), and the corresponding learning environments that these conceptions and practices establish, ranging from traditional to student-centered. Using the case of one STEM department at a research-intensive, minority serving institution, we explored faculty’s conceptions of teaching and learning and their resulting instructional practices, as well as uncovered their perspectives on the intradepartmental faculty interactions related to teaching. The study participants were drawn from both teaching-focused (called Professors of Teaching, PoTs) and traditional research (whom we call Research Professors, RPs) tenure-track faculty lines to identify whether differences existed amongst these two populations. We used interviews to explore faculty conceptions and analyzed syllabi to unveil how these conceptions shape instructional environments.ResultsOverall, PoTs exhibited complete conceptions of teaching and learning that emphasized student ownership of learning, whereas RPs possessed intermediate conceptions that focused more on transmitting knowledge and helping students prepare for subsequent courses. While both PoTs and RPs self-reported the use of active learning pedagogies, RPs were more likely to also highlight the importance of traditional lecture. The syllabi analysis revealed that PoTs enacted more student-centered practices in their classrooms compared to RPs. PoTs appeared to be more intentionally available to support students outside of class and encouraged student collaboration, while RPs focused more on the timeliness of assessments and enforcing more instructor-centered approaches in their courses. Finally, the data indicated that RPs recognized PoTs as individuals who were influential on their own teaching conceptions and practices.ConclusionsOur findings suggest that departments should consider leveraging instructional experts who also possess a disciplinary background (PoTs) to improve their educational programs, both due to their student-centered impacts on the classroom environment and positive influence on their colleagues (RPs). This work also highlights the need for higher education institutions to offer appropriate professional development resources to enable faculty to reflect on their teaching and learning conceptions, aid in their pedagogical evolution, and guide the implementation of these conceptions into practice.

An analysis of the learning styles and attitudes of foreign students in a post-baccalaureate medical education program

In a scenario of ongoing changes in the theory and methodology of teaching, student-centered practices are crucial in improving teaching and learning outcomes. This study aimed to evaluate whether the learning styles and attitudes (connected and separate knowing) associated with the curriculum differ among medical students. The research subjects consisted of 43 first- and second-year medical students attending a post-baccalaureate medical education program exclusively for foreign students at a comprehensive university in Kaohsiung City, Taiwan. A self-administered Attitudes Toward Thinking and Learning Survey (ATTLS) was used to assess the differences in learning styles and attitudes among grades, gender, and nationality of these post-baccalaureate medical students. The reliability value of Cronbach Alpha coefficients for all items of ATTLS was 0.93. These medical students reported significantly higher connected knowing styles than separate knowing. The average score of the connected knowing for first-year students taking the "International Health" course is significantly higher than that of second-year students taking the "Population Health and Sustainable Development" course. There is no difference in the separate knowing between these two curricula. The learning styles and attitudes of students participating in the teaching process showed no difference in grade, gender, and nationality. The evidence that there is a significant interaction effect of grade, gender, and nationality examined with the separate knowing, rather than the connected knowing, suggests that this heterogenicity of learning methodology needs to be considered and integrated into future teaching methods.

Relations between Australian primary teachers’ approaches to student choice and their reported science teaching efficacy beliefs and teaching practices

ABSTRACT As a myriad of student-centred practices in primary science education have been established as valuable, effective cornerstones of teachers’ repertoires, there is now space to further consider student choice in science education. This paper seeks to examine the role of student choice in primary science education by exploring the relationship between primary teachers’ attitudes towards student-choice (minimal, emergent, and planned) and their science teaching efficacy beliefs and reported science teaching practices. A sample of 206 Australian primary teachers responded to a digital quantitative survey comprised of items that included professional demographics, the Science Teaching Efficacy Belief Instrument A (STEBI-A), science teaching approaches, and student-choice in science teaching. Descriptive statistics, T-tests, ANOVAs and Chi Squares were used in data analysis. The results showed that teachers who reportedly embraced student-choice were more efficacious and reported more expansive arrays of science teaching approaches than those who purported to minimise choice. Although there is a need for follow-up proximal research to elucidate these findings, some speculative interpretations and recommendations are discussed.

Flipped Classroom Practices in Improving Economic Skills and Social Learning

The study was conducted to identify the significant relationship on utilizing flipped classroom in improving the economic skills and social learning of grade 9 students. With the use of descriptive-quantitative research design wherein information was gathered about the variables without changing the environment, the study was conducted with 108 students of a public national high school in the Philippines. A researcher-made questionnaire was formulated to gather the responses of the participants. The study was conducted to identify the significant relationship between utilizing Flipped Classroom Practices to improve the academic achievement of grade 9 students in Araling Panlipunan. In relation to this, the study gained the responses of 108 Grade 9 learners through the cluster sampling method. Furthermore, the study utilized descriptive quantitative for its research design, focusing on the Grade 9 learner’s. In relation to the academic achievement of grade 9 students, the teachers were able to get the interest of the students, collaboration was promoted among the students, and the learning environment helped the student to achieve more academically. It was also concluded that the student-centered flipped classroom practices were able to affect the economic skills of the students in terms of analyzing hence, implying that the student-centered practices were helpful in improving the economic skills of the students in terms of analyzing. Moreover, the flipped classroom practices were also able to affect the social learning of the students, wherein the flipped classroom practices were able to improve the student’s social learning. For this reason, teachers may provide other means of making the student more engaged in the lessons being discussed, such as providing an assessment on every finished lesson to keep the students more focused during discussions.

Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

BackgroundLearning assistants (LAs) increase accessibility to instructor–student interactions in large STEM lecture classes. In this research, we used the Formative Assessment Enactment Model developed for K-12 science teachers to characterize LA facilitation practices. The Formative Assessment Enactment Model describes instructor actions as eliciting or advancing student thinking, guided by their purposes and the perspective they center as well as by what they notice about and how they interpret student thinking. Thus, it describes facilitation practices in a holistic way, capturing the way purposes, perspectives, noticing, interpreting, and actions are intertwined and working together to characterize different LA actions. In terms of how perspectives influence actions, eliciting and advancing moves can be enacted either in authoritative ways, driven by one perspective that has authority, or in dialogic ways, driven by multiple perspectives. Dialogic practices are of particular interest because of their potential to empower students and center student thinking.ResultsOur analysis of video recordings of LA–student interactions and stimulated recall interviews with 37 introductory physical science lectures’ LAs demonstrates that instead of as a dichotomy between authoritative and dialogic, LA actions exist along a spectrum of authoritative to dialogic based on the perspectives centered. Between the very authoritative perspective that centers on canonically correct science and the very dialogic perspective that centers the perspectives of the students involved in the discussion, we find two intermediary categories. The two new categories encompass a moderately authoritative perspective focused on the LA’s perspective without the claim of being correct and a moderately dialogic perspective focused on ideas from outside the current train of thought such as from students in the class that are not part of the current discussion.ConclusionsThis spectrum further adds to theory around authoritative and dialogic practices as it reconsiders what perspectives can drive LA enactment of facilitation other than the perspective of canonically correct science and the perspectives of the students involved in the discussion. This emerging characterization may be used to give LAs and possibly other instructors a tool to intentionally shift between authoritative and dialogic practices. It may also be used to transition towards more student-centered practices.

The recontextualisation and cultural compatibility of student-centred education: the case of the United Arab Emirates

This article examines the purposeful introduction of the pedagogy of student-centred education (SCE) in one educational institution in the United Arab Emirates (UAE) to consider its cultural compatibility. The study was undertaken in the largest higher education (HE) institution in the country where a key element of the institution’s two strategic plans over a nine-year period was to blend traditional and innovative teaching methods, including student centred approaches, into programmes of study. Interpretative phenomenological analysis is used to analyse the perspectives of seven non-citizen, Western teachers, as they recontextualise their practice. Drawing on Heidegger, the study explores the philosophical nature and significance of place as a way of thinking about the world. Findings revealed aspects of the teachers’ student-centred practice are challenging; the universal value of SCE is understood in relative rather than absolute terms with an overall need to diversify universal imaginings of pedagogy. Centralised curricula, high stakes final assessments and individualised performance management models ultimately determined learning experiences, leaving little room for any sustained inquiry into the recontextualisation of SCE. The study concludes that pedagogy is inescapably situated: practiced in terms of place orientated thinking. Transformation necessitates an epistemic institution where change is a public endeavour and teachers are positioned inside participatory processes with possibilities to renegotiate, rearticulate and resignify pedagogy.

The faces behind the numbers: pathways for strengthening student learning progress and recovery by engaging in continuous improvement

This article delineates the success of a leadership plan that one middle school in Center Point, Alabama implemented as a response to a Comprehensive School Improvement (CSI) designation due to performing in the bottom 5% of all middle schools across the state. School leadership, in partnership with coaching from Studer Education, worked tirelessly to improve school culture and engage in continuous improvement to benefit student achievement. Prioritizing student-centered practices and learning progression allowed leaders to identify barriers to student progress and shifted the focus away from isolated performance. Drawing on three effective execution practices (individual accountability, reliability, and consistency) aided in the middle school’s ability to utilize transparent data to implement strategic continuous improvement. Moreover, leadership partnered with the school community and launched mentoring programs designed to support students with varying social and academic needs. This school’s commitment to continuous improvement speaks to the transformation the school achieved during and post-pandemic.

Formative feedback in a multicultural classroom: a review

ABSTRACT The increase in student mobility world-wide and the globalization of teaching and learning practices has resulted in the prevalence of multicultural classrooms. However, knowledge on how cultural differences interact with increasingly student-centered practices is scarce. This is especially relevant for the provision of effective formative feedback, which as any form of dialogue, is bound to be affected by cultural customs and expectations. This rigorous literature review aims to examine the current knowledge on the role of culture in the provision of formative feedback in higher education: cultural differences, potential conflicts, and mitigation strategies. The results highlight three main themes of variation: perception of formative feedback, feedback as communication, and the affective/interpersonal domain. Three strategies to address potential clashes derived from these cultural differences are provided, and their applicability discussed. Finally, some issues and concerns are raised about current practices on studying cultural differences in the provision of formative feedback.

Regression Analysis on Perceived Stressors and Teaching Practices of Teachers Towards Teaching Performance

Stress is inevitable as everyone faces it as a normal part of life. A certain amount of stress is unavoidable, and an appropriate level might serve as a challenge to increase instructors’ efficiency. A descriptive-correlational design was utilized in this study, which employs statistical data to ascertain the strength of a relationship between two or more variables. It determined the levels of teachers’ educational practice, stress factors, teaching performance, and their relationships. The research locale of the study was the four campuses of Davao De Oro State College (DDOSC). Results revealed that the level of educational practices of teachers is very high. This suggests the very high manifestation of communication, relationship, and organization to the greatest extent or almost always. Correspondingly, the level of the perceived stressors of the teachers is sometimes manifested in terms of demand, control, relationship, role, change, and support. On the other hand, teaching performance obtained an overall mean of 4.11, described as high. The Pearson correlation coefficient showed that educational practices are not statistically correlated with perceived stressors given its p-value which is above the set level of significance. Further, the perceived stressor is statistically not correlated with teaching performance. Hence, it is recommended to give rewards or incentives to improve their education and have professional development for increasing teachers’ adoption of student-centered practices and improved activities. Keywords: Teaching Practices; Teaching Performance; Stressors; Regression Analysis; Philippines

The effect of student-centered practices on academic achievement in life science course: A meta-analysis study

The aim of this study was to determine the effect of student-centered practices in a life science course at the national level. In line with this purpose, searches were conducted in the identified databases. This meta-analysis study employed 39 experimental studies (48 comparison data sets). Upon completing the analysis, it was observed that the studies exhibited heterogeneity. Therefore, a random effects model was employed. Hedge's g effect size was calculated for each dataset, and overall effect levels and significance values were examined. Cohen's (1988) classification was used to interpret the effect size. Data related to the studies included in the meta-analysis were entered into the Comprehensive Meta-Analysis (CMA) software program and analyzed. According to the results of the Funnel plot, Rosenthal Safe N, Duval and Tweedie tests, no publication bias was found in the analyzed studies. Additionally, the type of publication, grade level, week of implementation, and geographical region where the studies took place were analyzed as moderator variables that might affect the effect size. The analysis revealed that student-centered practices in the life science course had a large effect (Hedge's g=0.911). Furthermore, the effect size varied based on publication type, grade level, and geographical region but not on the implementation week. Consequently, student-centered practices and activities are recommended to enhance student achievement in the life science course.

Examining Prospective Teachers’ Metacognitive Learning Strategies and Self-Regulated Online Learning Levels During Covid-19 Pandemic

By Covid-19 pandemic online or distance learning came to foreground to resolve the educational crisis. Student-centred practices were recommended by educators to weather the storm. That’s why including self-regulated learning (SRL) and metacognitive learning strategies (MLS) to the online learning are considered necessary. Thus, this study aimed at investigating the use of self-regulated online learning (SROL) and MLS levels of students, the relationship between them, how the use of MLS predicts Turkish prospective teachers’ online SRL capacity through the time of emergency remote education, and contributing to the new educational paradigm after the pandemic. The study was designed as a correlational survey model including 567 prospective teachers at Fırat University Faculty of Education in Turkey. The data were collected by MLS determining scale and SROL questionnaire for prospective teachers. The data were analyzed by t-test, ANOVA and simple linear regression. The results revealed that the participants have high levels of SROL and use MLS frequently. While SROL and MLS levels of participants do not differ in terms of gender; they differ with regard to participants’ departments, class levels and time of self-study. Lastly the use of MLS was a positive predictor of SROL.

Examining Pre-Service Teachers’ Perceptions About Virtual Classrooms in Online Learning

Using a descriptive research design, this study explored pre-service teachers’ perceptions of synchronous virtual classrooms and Web camera use in online learning. The study sample consisted of 256 pre-service teachers from the education faculty of a university in Turkey, and data was collected using a survey. The results showed that most pre-service teachers did not want to open their own Web cameras, due to reasons such as unsuitable physical environment, unsuitable appearance, and distractions on the screen. In addition, they stated that instructors’ gestures, facial expressions, and verbal-visual emphases were essential, and they wanted instructors to be visible on screen. They also suggested that student-centered practices and question-answer activities should be carried out to increase the effectiveness of virtual classrooms. In addition, sessions should not be scheduled in the early hours of the day, and should be of short duration.

The Effects of Studies in the Field of Science on Scientific Process Skills: A Meta-Analysis Study

In this research, a meta-analysis study was conducted to determine the effect of student and teacher-centered practices in science lessons on students' scientific process skills. To this end, the literature related to the studies conducted in Turkey and abroad was searched. For this purpose, articles, master's, and doctoral theses published between 1999-2020 in national and international databases were scanned. As a result of the literature review, it was deemed appropriate to include a total of 100 studies in the meta-analysis. In the meta-analysis study, subgroup analysis was performed in the fields of science, publication year, education levels, sample size, application period and publication types. As a result of the meta-analysis, it was determined that student-centered practices had a positive effect on students' SPS in science lessons compared to teacher-centered ones. It was also found out that 93 of the 100 studies included in the study had a positive effect size and 7 had a negative effect size value. Of the positive studies, 6 were at the level of weak effect, 23 at the level of small effect, 21 at the level of medium effect, and 43 at the level of large effect. In light of the findings obtained, student-centered practices in science education appear to have a stronger effect on developing students' scientific process skills than teacher-centered practices.