impact of student centered microteaching  practices
155228557
The impact of student centered microteaching practices on preservice science teachers' self efficacy beliefs
Bu arastirmanin amaci fen bilgisi ogretmen adaylarinin mikro ogretim deneyimlerinin fen ogretimine yonelik oz yeterlik inanclarina etkisini incelemektir. Calisma Ozel Ogretim Yontemleri dersini alan fen bilgisi ogretmenligi son sinif ogrencisi 50 ogretmen adayinin gonullu katilimi ile gerceklestirilmistir. Veriler 2016 2017 guz yariyilinda 14 haftalik sure zarfinda toplanmistir. Calisma nitel ve nicel yontemin birlikte kullanildigi karma arastirma deseni ile yurutulmustur. Riggs Enochs (1990) tarafindan gelistirilen ve Tekkaya, Cakiroglu Ozkan (2004) tarafindan Turkce'ye uyarlanan Fen Ogretimine Yonelik Oz yeterlik olcegi on test son test olmak uzere uygulama oncesinde ve sonrasinda iki kez kullanilmistir. Ayrica yari yapilandirilmis gorusmelerle ogretmen adaylarinin mikroogretim deneyimleri hakkinda bilgi edinilmistir. Calisma sonuclari mikro ogretim deneyimlerinin fen ogretmen adaylarinin oz yeterlik inanclari uzerinde olumlu etkisinin oldugunu gostermistir.
Dilek Karisan
150456818
The adoption of student centered teaching materials as a professional development experience for college faculty
ABSTRACT Efforts to promote the use of student centered learning environments in STEM education have been tempered by a lack of professional development strategies that help faculty overcome common barriers to reform. This study investigated the impact that adopting a suite of student centered teaching materials had on the teaching practices and beliefs of eight geoscience faculty at a variety of US institutions. Each instructor adopted 18 class lessons that were developed as part of the InTeGrate (Interdisciplinary Teaching about the Earth for a Sustainable Future) project into a semester long course. The Teaching Practices Inventory (TPI) and Reformed Teaching Observation Protocol (RTOP) were used to collect data on teaching practices whereas instructor beliefs were captured with the Teacher Beliefs Interview (TBI) Data were collected over three semesters, a control semester using traditional materials, a pilot semester using the new materials, and a final treatment semester. While the TPI survey showed no self reported changes in the practices, RTOP observations recorded the incorporation of more student centered teaching practices. TBI results confirm that most of the instructors also made at least moderate shifts toward more student centered beliefs about teaching and learning. These findings demonstrate that the adoption of well crafted, student centered instructional materials can have a positive impact on both the teaching practices and beliefs of college faculty.
International Journal of Science Education
Charles Doug Czajka David A McConnell
227162874
Supporting the shift to digital with student centered learning analytics
This paper is in response to the manuscript entitled "Student perceptions of privacy principles for learning analytics" (Ifenthaler and Schumacher, Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64 (5) 923 938, 2016) from a practice perspective. Learning analytics (the use of data science methods to generate actionable educational insights) have great potential to impact learning practices during the shift to digital. In particular, they can help fill a critical information gap for students created by an absence of classroom based cues and the need for increased self regulation in the online environment, However the adoption of learning analytics in effective, ethical and responsible ways is non trivial. Ifenthaler and Schumacher (2016) present important findings about students' perceptions of learning analytics' usefulness and privacy, signaling the need for a student centered paradigm, but stop short of addressing its implications for the creation and adoption of learning analytics tools. In this paper we address this limitation by describing the three specific shifts needed in current learning analytics practice for analytics to be accepted by and effective for students: (1) involve students in the creation of analytic tools meant to serve them; (2) develop analytics that are contextualized, explainable and configurable; and (3) empower students' agency in using analytic tools as part of their larger process of learning. These shifts are currently in different stages of maturity and adoption in mainstream learning analytics practice. The primary implication of this work is a call to action for researchers and practitioners to rethink and reshape how students participate in the creation, interpretation and impact of learning analytics.
Educational technology research and development ETR D
Xavier Ochoa Alyssa Friend Wise
151299650
INVESTIGATING THE IMPACT OF MICROTEACHING LESSON STUDY TO THE PROSPECTIVE ENGLISH TEACHERS' SELF EFFICACY
This study aims to investigate the English pre service teachers' self efficacy after experiencing a three week microteaching lesson study project. There were thirty nine pre service teachers participated in this study. In a group of five persons, they were assigned to do three times of thirty minutes microteaching practices. Microteaching lesson study model was used in this research. A questionnaire and an interview were distributed after the project was completed. The questionnaire measured the students' self efficacy while the interview explored the student teachers' perceptions toward the project. Results indicated that the microteaching lesson study has a good impact on the self efficacy of the prospective English teachers.
Wahyu Kyestiati Sumarno
207755724
Teaching Health Education Through the Development of Student Centered Video Assignment
The purpose of this study was to explore the ways in which a student centered video assignment enhanced student learning about developing and teaching a health education plan designed to address a complex public health problem. The objectives of the assignment included (1) to explore a complex public health problem, (2) practice developing a corresponding health education plan, and (3) develop and fully execute a multimedia video to deliver high impact health education and or promotion to a diverse audience. The assignment referred to as the student centered video assignment was developed and piloted at Grand Valley State University and included students participating in a 200 level undergraduate introductory public health course. Students working in groups of 3, worked through the project in multiple phases with corresponding elements: problem identification, problem solving, plan development and the creation of the video, which included four primary elements: Dig Deeper, Think, Discuss, and Watch. Upon completion of the video, students were asked to voluntarily complete a 10 question survey about the benefits of learning through a video creation assignment. A total of 15 students completed the survey with the majority either strongly agreeing or agreeing that the video assignment enhanced learning. Survey results suggest that the assignment is beneficial and favored over other assignment types. Additionally, students reported that the project was beneficial in learning the concepts and competencies associated with public health education. Finally, students indicated that the creation of videos as a means to explore and apply course concepts was favored as an assignment format in future coursework. Instructor assessment of learning outcomes occurred through ongoing grading of and feedback on the project elements. The findings reveal that students enjoyed the opportunity to engage in real world problem solving, gained insight, perspective and scope through group discussion and collaboration, and felt that they learned new skills in created the video.
Front. Public Health
Heather Wallace Julia VanderMolen
147200888
Implementing Student Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course
Informed by the latest research on how people learn, effective teachers address both aspects of the teaching learning equation they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student centered learning practices on students' perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5 point Likert scales and qualitative, open ended questions was used to determine students' (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean 4.34) microthemes (Mean 4.27) and quizzes (Mean 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student centered learning practices should be offered to future FSHN 101 students. Practical Application The terms teaching and learning are often used interchangeably. However, it is important to recognize that, ultimately, teaching is the responsibility of the teacher and learning is the responsibility of the student, since from a biological perspective, learning takes place via physical changes in the learner's brain. The purpose of this study was to evaluate the impact of student centered learning practices on students' perceptions of their ability to learn. Helping students learn how to learn will not only enhance their effectiveness as students, but should also enhance their effectiveness as future food industry employees.
Debra S Korte Nicholas Reitz Shelly J Schmidt
115973766
Technology and Teaching: Technology and Student Centered Pedagogy in 21st Century Classrooms
Teachers at a technology diverse school explored ways to shift toward a more studentcentered pedagogical practice. The project determined whether a shift in teacher practices could impact student engagement and success. The results were positive: many students had more academic success when student centered learning activities were incorporated into their schooling. In theory, this means student learning that includes non linear learning approaches can work in more generalizable settings than what have been expansively published in the current literature. In practice, the findings may help to inform schools dealing with current societal pressures to help their students find greater success through the use of pedagogically appropriate technology implementations and teacher support.
David Feist Doug Reid
145651317
Optimal foraging theory and the racecar driver The impact of student centered learning on anthropological pedagogy
This article contributes to the field of anthropological pedagogy, adding to recent articles regarding needed change in anthropology teaching methods. All have in common the practice of anthropology in the classroom. The author used the theory of optimal foraging to encourage students to operationalize human behavior. The economic benefit that students reaped warrants discussion. Students rapidly and measurably improved several areas of their lifestyle including health, finance, and home. Pursuing an anthropology degree thus becomes a personal journey.
Susan Mazur-Stommen
3712474
The importance of context: an exploration of factors influencing the adoption of student centered teaching among chemistry, biology, and physics faculty
BackgroundResearch at the secondary and postsecondary levels has clearly demonstrated the critical role that individual and contextual characteristics play in instructors' decision to adopt educational innovations. Although recent research has shed light on factors influencing the teaching practices of science, technology, engineering, and mathematics (STEM) faculty, it is still not well understood how unique departmental environments impact faculty adoption of evidence based instructional practices (EBIPs) within the context of a single institution. In this study, we sought to characterize the communication channels utilized by STEM faculty, as well as the contextual and individual factors that influence the teaching practices of STEM faculty at the departmental level. Accordingly, we collected survey and observational data from the chemistry, biology, and physics faculty at a single large research intensive university in the USA. We then compared the influencing factors experienced by faculty in these different departments to their instructional practices.ResultsAnalyses of the survey data reveal disciplinary differences in the factors influencing adoption of EBIPs. In particular, the physics faculty (n 15) had primarily student centered views about teaching and experienced the most positive contextual factors toward adoption of EBIPs. At the other end of the spectrum, the chemistry faculty (n 20) had primarily teacher centered views and experienced contextual factors that hindered the adoption of student centered practices. Biology faculty (n 25) fell between these two groups. Classroom observational data reflected these differences: The physics classrooms were significantly more student centered than the chemistry classrooms.ConclusionsThis study demonstrates that disciplinary differences exist in the contextual factors teaching conceptions that STEM faculty experience and hold, even among faculty within the same institution. Moreover, it shows that these differences are associated to the level of adoption of student centered teaching practices. This work has thus identified the critical need to carefully characterize STEM faculty's departmental environment and conceptions about teaching before engaging in instructional reform efforts, and to adapt reform activities to account for these factors. The results of this study also caution the overgeneralization of findings from a study focused on one type of STEM faculty in one environment to all STEM faculty in any environment.
Travis J Lund Marilyne Stains
229347607
Impact of microteaching training on prospective teachers' performance
This study observed the impact of microteaching training in comparison with traditional teaching on student teachers' performance while practicing teaching. Fifty student teachers of the Regional Institute for Teacher Education female Abbottabad comprised the sample of the study. Pre test post test equivalent group design was used for the experiment. For data collection valid and reliable observation sheet was adopted. Pre test post test data were analyzed. Pre test findings showed the same level of performance of student teachers of both control and experimental groups. Post test t test application indicated a significant difference between the performance of student teachers of the control and experimental group. Comparatively the performance of prospective teachers of the experimental group was better than the performance of student teachers of the control group in the use of set induction, presentation, questioning, and students' reinforcement skill. By the application of microteaching skills, the overall teaching performance of the student teachers gets better. Hence, it is suggested that inclusion of microteaching with its proper application may essentially be made. So, the student teachers may put into use microteaching skills in their professional careers for better teaching performance.
Iftikhar Ahmed Manzoor Hussain Shah Syed Raza Tirmizi