Teaching Style and Learning in a Quantitative Classroom

Autor/inn/en	Giles, Jan; Ryan, Daniel A. J.; Belliveau, George; De Freitas, Elizabeth; Casey, Ryan
Titel	Teaching Style and Learning in a Quantitative Classroom
Quelle	In: Active Learning in Higher Education: The Journal of the Institute for Learning and Teaching, 7 (2006) 3, S.213-225 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787406069055
Schlagwörter	Teaching Styles; Learning Processes; Classroom Environment; Educational Research; Student Centered Curriculum; Research Design; Teaching Methods; Cognitive Style; Program Effectiveness; Data Collection; Statistical Analysis; Scores; Introductory Courses; Statistics + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Learning process; Lernprozess; Klassenklima; Unterrichtsklima; Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Data capture; Datensammlung; Statistische Analyse; Einführungskurs; Statistik
Abstract	Education research over the last few decades has focused on the debate over which classroom pedagogies best encourage learning: teacher-centred or student-centred. Although research appears to support the philosophy that student-centred teaching provides for better learning, the supporting research is frequently limited to observational studies or limited in experimental design. Despite this, the trend has been to encourage teachers to adopt a more student-centred approach both in the teaching of the course material and as a model for future teachers. A pilot study was conducted in an introductory university statistics course using a Latin Square Design to experimentally collect both quantitative and qualitative data pertaining to student performance. The purpose of this study was to examine the impact of teaching style on learning, assess these approaches in quantitative courses, and establish protocols for such studies using a statistically controlled design. (Contains 3 tables.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10