Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms
| Main Author: | |
|---|---|
| Language: | English |
| Published: |
University of Dayton / OhioLINK
2016
|
| Subjects: | |
| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496 |
| id |
ndltd-OhioLink-oai-etd.ohiolink.edu-dayton1481057369924496 |
|---|---|
| record_format |
oai_dc |
| spelling |
ndltd-OhioLink-oai-etd.ohiolink.edu-dayton14810573699244962021-08-03T06:39:23Z Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms Neal, Diane A. Education Education Policy Educational Evaluation Educational Leadership Educational Tests and Measurements Educational Theory Learner-Centered Instructional Practices Student Growth Teacher Reflection Practices Student Surveys and Teacher Effectiveness Education has undergone numerous reforms efforts throughout the past century. In the 1990s, a Presidential Task Force was commissioned with the American Psychological Association (APA) to recommend education reform based upon years of research and study. The APA study reviewed one hundred years of educational research to determine what practices consistently demonstrated positive results. At the end of the APA research study, a list of 14 learner-centered psychological principles was provided as recommendations for districts and classroom teachers to operate by and to guide future reform efforts. Due to the increased focus on student growth relative to school and teacher effectiveness ratings in current educational reform efforts, the focus of this research was to determine whether learner-centered or non-learner-centered practices have an influence on students’ academic growth in reading and math. This research differs from previous studies related to learner-centered practice effectiveness because of the access to and use of student growth measures instead of student academic achievement measures. The researcher used a mixed methodological approach in the study. Student and teacher perception surveys and student growth data in reading and math were used for data collection in the quantitative phase of the study. Two prototypical teachers (one learner-centered; one non-learner-centered) were interviewed using unstructured interview questions to analyze beliefs and behaviors about their instructional practices during the qualitative phase of the study.This study has the potential to provide information that could guide policy-makers, district administrators, and teachers relative to educational policy, educational reform efforts, and classroom instructional practices. The results from this study could also assist with the professional growth of teachers along with improving how teachers engage in reflection about teaching practices. 2016 English text University of Dayton / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496 http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Education Education Policy Educational Evaluation Educational Leadership Educational Tests and Measurements Educational Theory Learner-Centered Instructional Practices Student Growth Teacher Reflection Practices Student Surveys and Teacher Effectiveness |
| spellingShingle |
Education Education Policy Educational Evaluation Educational Leadership Educational Tests and Measurements Educational Theory Learner-Centered Instructional Practices Student Growth Teacher Reflection Practices Student Surveys and Teacher Effectiveness Neal, Diane A. Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms |
| author |
Neal, Diane A. |
| author_facet |
Neal, Diane A. |
| author_sort |
Neal, Diane A. |
| title |
Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms |
| title_short |
Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms |
| title_full |
Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms |
| title_fullStr |
Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms |
| title_full_unstemmed |
Student Growth in Learner-Centered and Non-Learner-Centered Reading and Math Teachers’ Classrooms |
| title_sort |
student growth in learner-centered and non-learner-centered reading and math teachers’ classrooms |
| publisher |
University of Dayton / OhioLINK |
| publishDate |
2016 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1481057369924496 |
| work_keys_str_mv |
AT nealdianea studentgrowthinlearnercenteredandnonlearnercenteredreadingandmathteachersclassrooms |
| _version_ |
1719440920366022656 |