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ACADEMIC COACHES AND STUDENT SUCCESS IN HIGHER EDUCATION: A QUANTITATIVE STUDY
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In: School of Education Doctoral Projects (2022)
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| 42 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 43 |
How do L2 student moderators facilitate a peer-led discussion forum?
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| 44 |
Contributions of student organization experiences on leader capacity development
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| 45 |
What is Learner-Centered Education? A Qualitative Study Exploring the Perspectives of English Language Teachers in Colombia
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Abstract:
This is the final version. Available on open access from TESL-EJ Publications via the DOI in this record ; Despite a recent influx of conceptual studies on the topic of ‘learner-centered education’ (LCE), the term continues to be interpreted inconsistently by a wide range of stakeholders. This study develops previous quantitative work on teachers’ understandings of LCE by exploring the perspectives of 16 Colombian EFL teachers. The methods consisted of semi-structured interviews based on a pre-interview questionnaire, which included both ‘open response’ and ‘closed response’ components. The study found similarities between participants’ views and the findings of previous quantitative research. Participants considered LCE to be a multifaceted term, but placed more emphasis on ‘practical’ classroom-based aspects (‘Active participation’) than those aspects implying changes to teacher-student relationships and epistemology (‘Power sharing’ and ‘Higher order skills’). Certain interpretations of LCE were considered more important by the study participants than is typically evident in the literature (notably ‘Formative assessment’, ‘Metacognition’ and ‘Humanistic role’), suggesting that a wider range of aspects could be taken into account as part of a more flexible approach to defining LCE. Differences were also found between aspects mentioned in participants’ initial ‘open response’ definitions, compared to their later ‘closed response’ questions, which may have implications for future conceptual research exploring stakeholder perspectives.
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Keyword:
learner-centered education; learner-centred education; student-centered education; student-centered learning; student-centred education; student-centred learning
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URL: http://hdl.handle.net/10871/128315
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| 47 |
Autonomia intelectual de estudantes universitários : a investigação e a construção de um conceito
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| 48 |
Your success is our goal: An intervention for failing students
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In: Journal of University Teaching & Learning Practice (2022)
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| 49 |
Student video production within health professions education: A scoping review
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| 50 |
Culturally and Linguistically Responsive Care: An Exploration of Speech-Language Pathology Students' Training and Competence
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| 51 |
THE (MILLENNIAL) TIMES, THEY ARE A’CHANGIN’: UNDERSTANDING GEN Z’S EXPECTATIONS IN THE CLASSROOM
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In: Theses and Dissertations--Communication (2022)
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| 52 |
Relatório de estágio para obtenção de grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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| 53 |
Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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| 54 |
He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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| 55 |
“I Was Going to Work Full-Time at Roses Department Store”: The Need for College Readiness with Black and Latinx Students
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In: Journal of College Access (2022)
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| 56 |
Building a Positive Teacher and Student Identity in the Chinese DLI Context
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In: All Graduate Plan B and other Reports (2022)
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| 57 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 58 |
Involving foreign-language speaking simulated patients in medical interpreter training: A qualitative study
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 14, Iss 1, Pp 25-41 (2022) (2022)
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| 59 |
Using Pop-Culture to Engage Students in the Classroom
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In: ISSN: 0021-9584 ; Journal of Chemical Education ; https://hal.archives-ouvertes.fr/hal-03125040 ; Journal of Chemical Education, American Chemical Society, Division of Chemical Education, In press, ⟨10.1021/acs.jchemed.0c00233⟩ (2021)
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