Learner-Centered Teaching in Higher Education: Formative Assessment Study Turns Classroom into Research Lab

Steckol, Karen F.

doi:10.1044/leader.ae2.12052007.14

Cited by 5 publications

(3 citation statements)

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“…Studies show that implementing andragogic principles in education results in higher motivation of students, grades, a sense of belonging to school and connectedness (e.g. Steckol, 2007;Weimer, 2002;Wells & Jones, 2005;Wohlfarth et al, 2008). This is especially the case with vulnerable groups of students such as potential ESLers.…”

Section: Resultsmentioning

confidence: 99%

“…Studies (e.g. Cornelius-White, 2007;Steckol, 2007;Weimer, 2002;Wells & Jones, 2005;Wohlfarth et al, 2008) also confirm that using a more collaborative teaching style and formative assessment, working in small groups, encouraging personal portfolios and student-driven classroom experience result in greater learning motivation, grades and self-directed learning. Students also reported that they, like adults, enjoyed being treated as competent individuals who can be trusted with the learning experience.…”

Section: The Learner-centred Approach and Esl Preventionmentioning

confidence: 96%

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Early School Leaving: Training Perspectives

Štremfel¹

2019

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We would like to express our gratitude to the many people who institutionally and personally supported us in preparing this monograph: to all those who talked things over, read, wrote, offered comments and assisted in the editing, proofreading and design. Special thanks go to our children Tija, Zarja and Jan for giving us the inner strength to start and complete this project. Review of existing (good) practices An analysis of existing (good) policies and practices and measures in order to expose 'what works' when tackling ESL in different environments and which approaches are worthwhile learning from when developing new (school, local, national) approaches to ESL. Data for the analysis are gathered by different sources (mainly the DG EAC and EACEA websites, ESL project websites, national reports etc.). While the focus of the TITA scientific base is ESL in the EU, we also refer to practices outside Europe, which strengthens the evidence base, and suggest alternative solutions. has already been done on ESL, NESSE (2010) identified the need for a more comprehensive review of what is known about ESL. The TITA scientific base is an attempt to respond to that need. Scientific review articles, published as chapters of this monograph, are published also at the website of the TITA project (http:// titaproject.eu). Design of the website enables searching and reading the articles interactively. References Council of the European Union (2011). Council Recommendation on policies to reduce early school leaving. Brussels: Council of the European Union. Dale, Roger (2010). Early school leaving. Lessons from research for policy makers. An independent expert report submitted to the European Commission. Brussels: Network of Experts on Social Aspects of Education and Training. Edwards, Anne and Downes, Paul (2013). Alliances for Inclusion: Cross-sector policy synergies and interprofessional collaboration in and around schools. An independent report authored for the European Commission. Brussels: Network of Experts on Social Aspects of Education and Training. European Commission (2007). Commission staff working document. Towards more knowledge-based policy and practice in education and training. Brussels: European Commission. European Commission (2011). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions: Tackling early school leaving: A key contribution to the Europe 2020 Agenda. Brussels: European Commission. European Parliament (2011). Study on reducing early school leaving in the EU. Brussels: European Parliament. Thematic Working Group on Early School Leaving (2013). Reducing early school leaving: Key messages and policy support. Brussels: European Commission. Over the past decade, relational competence has become part of professional development interventions (Sabol & Pianta, 2012) and initial teacher education training (Nielsen, 2017). Thus, the topic of teachers' relational competence is emerging as relevant for quality educatio...

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Section: Resultsmentioning

confidence: 99%

Section: The Learner-centred Approach and Esl Preventionmentioning

confidence: 96%

Early School Leaving: Training Perspectives

Štremfel¹

2019

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“…Nevertheless, small scale quasi-experimental studies suggest positive outcomes. For example, Steckol (2007) introduced student-generated quizzes and one-minute papers as formative assessment tools in a learner-centered class and measured the impact of these innovations on student learning. Students in this class scored significantly higher on the final exam compared to those in a control group.…”

Section: Learner-centered Pedagogymentioning

confidence: 99%

The Challenges of Adopting a Learner-Centered Approach to On-Line English Teacher Education: A Teacher-Research Study on Jigsaw Reading and PeerTeaching in Cambodia

Kheng,

Newton

2023

CEJER

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In Cambodia, the shift to on-line learning due to Covid-19 reinforced an already overly teacher-centric approach to education, leading to the risk of greater learner disengagement. To address this problem, I3 embarked on a research project involving the redesign of the on-line delivery of a final year English teacher education course on ‘School and Society’, in which all lectures were replaced with jigsaw reading (JR) and peer teaching (PT) tasks. To track the impact of this innovation, I recorded class sessions, kept observation logs, and obtained data from students’ reflective journaling, interviews, and a focus group. This paper reports on the design principles behind the innovation and its impact on student motivation and engagement. The research has implications for on-line teacher education and the introduction of learner-centered pedagogies in global south contexts.

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Understanding How Students Learn: Preparing Students to Become Professionals

Stevens

2009

Sig10 Perspectives

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The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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Learner-Centered Teaching in Higher Education: Formative Assessment Study Turns Classroom into Research Lab

Cited by 5 publications

References 1 publication

Early School Leaving: Training Perspectives

Early School Leaving: Training Perspectives

The Challenges of Adopting a Learner-Centered Approach to On-Line English Teacher Education: A Teacher-Research Study on Jigsaw Reading and PeerTeaching in Cambodia

Understanding How Students Learn: Preparing Students to Become Professionals

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