This study sought to determine the prevalence of teacher-centered or student-centered beliefs and practices based on grade taught and years of experience. The most prevalent concepts related to student-centeredness were individualization, collaboration, high expectations, and meaningfulness. The least prevalent concepts were in assessments, interpersonal relationships, and relevance of content. Teachers with less than six years of experience had slightly higher mean scores than those with more than six years, with no statistically significant difference between their mean performances. Teachers who taught grades 7 – 12 also had slightly higher mean scores than those who taught grades K – 6. There was no statistically significant difference between their mean performances. The findings shed light on both experienced and less experienced teachers. It also poses a different way of looking at teachers, no matter the grade level they teach. More research should be conducted, with the possibility of extending the sample regionally and nationally.
|School:||The University of Toledo|
|Department:||Educational Administration and Supervision|
|School Location:||United States -- Ohio|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Keywords:||Grade level taught, Student achievement, Student centered, Student centered learning, Teacher centered, Years of experience|
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