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Autor/inn/en | Peace, Terrell M.; Polka, Walter S.; Mete, Rosina E. |
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Titel | Assessing and Promoting Student-Centered Teaching and Learning Practices Using a Quantitative Educational Planning Tool: Results of 2016 Indiana Case Study |
Quelle | In: Educational Planning, 24 (2017) 2, S.23-39 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1537-873X |
Schlagwörter | Student Centered Learning; Educational Planning; Individualized Instruction; Teacher Surveys; Elementary School Teachers; Middle School Teachers; High School Teachers; Indiana Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsplanung; Individualisierender Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule |
Abstract | This article provides information about an Indiana regional quantitative research study conducted in 2016 as part of a comprehensive national study designed to promote reflections about contemporary teaching-learning practices using a discrepancy survey instrument. This Indiana case study contained data about the differences between the desired instructional practices of 111 contemporary classroom teachers and their actual practices related to differentiating instruction. The objective of the national research project is to promote educators' recognition and appreciation of the fact that many differentiation strategies, techniques, and activities are implemented on a frequent basis in several different teaching-learning contexts. The survey instrument used in this study serves as a valuable tool to measure the specific level of implementation and to assist educators in their respective planning activities for instructional improvement in diverse contexts. This Indiana case study provides valuable quantitative reference information to facilitate the promotion of greater differentiation in micro-local contexts as well as in regional and global settings. (As Provided). |
Anmerkungen | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |