Effects of student-facilitated learning on instructional facilitators

Bonner, Sarah M.; Somers, Jennifer A.; Rivera, Gwendelyn; Keiler, Leslie S.

doi:10.1007/s11251-017-9410-8

Cited by 11 publications

(9 citation statements)

References 41 publications

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“…Only 10% of entering PERC students had achieved proficient or above on both their 8th grade math and ELA exams. TAS had similar pre-PERC performance data, with less than 55% of them scoring at proficient in math and less than 20% on ELA in the 8th grade (Bonner and Keiler 2015). These characteristics qualified the schools for participation in the PERC Program, which targeted high needs schools that had struggled to meet the needs of students underrepresented in STEM.…”

Section: Methodsmentioning

confidence: 93%

“…In the PERC Program, teachers and students collaborate to implement a novel instructional model that leads to improved STEM learning and performance (Thomas et al 2015) as well as increased college readiness (Bonner and Keiler 2015) for students in high needs urban schools. A typical PERC lesson begins with whole class instruction and ends with individual formative assessment, but the majority of class time every day is spent with students working in small groups of approximately four students led by a peer instructor and supervised by the teacher.…”

Section: Methodsmentioning

confidence: 99%

“…The PERC Program has demonstrated a range of impacts on participating students (Bonner et al 2017; Bonner and Thomas 2017; Gerena and Keiler 2012; Keiler 2011b; Thomas et al 2015). TAS are much more likely to exceed passing scores and meet proficiency standards for college readiness after participating as peer leaders.…”

Section: Methodsmentioning

confidence: 99%

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Teachers’ roles and identities in student-centered classrooms

2018

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BackgroundStudents and teachers in twenty-first century STEM classrooms face significant challenges in preparing for post-secondary education, career, and citizenship. Educators have advocated for student-centered instruction as a way to face these challenges, with multiple programs emerging to shape and define such contexts. However, the ways to support teachers as they transition into non-traditional teaching must be developed. The purpose of this study is to explore the impacts on educators of teaching in student-centered, peer-mediated STEM classrooms and preparing student peer leaders for their roles in these classes. Research questions examined how teachers think about themselves as they implement student-centered pedagogy, the difficulties they face as their roles and identities shift, and the ways they grow or resist growth. Qualitative research conducted at two urban secondary schools documents the diverse experiences and responses of teachers in an innovative, student-centered STEM instructional program. The experiences and perceptions of 13 STEM teachers illuminate the possibilities and challenges for teachers in student-centered classrooms.ResultsAll participating teachers described multiple benefits of teaching in a student-centered classroom and differences from traditional classrooms. Their transitions to this type of teaching fell into three major categories based upon past identities and current beliefs. Some teachers found the pedagogy consistent with preexisting identities and embraced it without radical change to their concepts of teaching. They described ways in which the model helped them become the teachers they had always wanted to be. Other teachers, who initially identified as deliverers of STEM content, had more difficult experiences adjusting to student-centered instruction. In one case, a teacher resisted change and exited the program, maintaining her identity and deciding not to become student-centered. Other participating teachers made dramatic shifts in their identities in order to implement the program. These teachers described significant learning curves as they shared responsibility for student learning with student leaders.ConclusionsThis study suggests that radically changing the learning environment can affect teachers’ identities and their approaches to teaching in predictable ways that can inform teacher education and professional development programs for STEM teachers, maximizing the success of teachers as they implement student-centered pedagogy.

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Section: Methodsmentioning

confidence: 93%

Section: Methodsmentioning

confidence: 99%

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Teachers’ roles and identities in student-centered classrooms

2018

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“…Don's practice, too, considers social constructivism theory, which holds that learning through social activities help learners to clarify ideas, gain skills and develop better understanding (Bonner et al, 2017). This is something that Don practices in his teaching.…”

Section: Constructivismmentioning

confidence: 99%

“…Don adds social cognitive theory to his practice, using observation (construction site visits), imitation (being a role model to learners) and modelling (practicing with building models in class) (Bonner et al, 2017;Camicia, 2017;Moon, 2004).…”

Section: Social Cognitive Theorymentioning

confidence: 99%