Dissertation/Thesis Abstract

Student Centered Learning: Why it is Not Fully Implemented
by Pruett, Linda, Ed.D., Missouri Baptist University, 2011, 117; 3491257
Abstract (Summary)

This is a single-case qualitative study in which the eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) model of student-centered learning was examined and participants were surveyed, observed, and interviewed to gain a better understanding of why the model was not fully implemented within a single school district.

Analysis of the data resulted in the development of six themes: (a) time, (b) additional support, (c) pressure of MAP (Missouri Assessment Program), (d) technology woes, (e) pressure from administration, and (f) teaching philosophies. Conclusions of the study included the following: While the eMINTS model of professional development was an adequate training model, it lacked ongoing sustainability because of a lack of time for preparation and implementation and the pressures of MAP. Additionally, frustrations with non-functional technology and pressures from the administrative staff provided reasons for not using the model as taught during the professional development. Finally, teaching philosophies impeded the full use of the eMINTS model.

Recommendations for the study were made for current eMINTS graduates, for future eMINTS participants, and for further research. One included providing additional support to eMINTS graduates through refresher workshops and the instructional specialist. Another recommendation was to closely work with the IT department to ensure technology is working appropriately. Next, the recommendation was to provide more professional development to the administrators on the eMINTS model so that they can provide better support to classroom teachers. Finally, it was recommended that the district postpone eMINTS professional development until after the teacher has completed the second year of employment.

Indexing (document details)
Advisor: Vitale, Cynthia
Commitee: Beglau, Monica, Morris, Doug
School: Missouri Baptist University
Department: Education Division
School Location: United States -- Missouri
Source: DAI-A 73/05, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Instructional Design, Teacher education, Educational technology
Keywords: Inquiry-based learning, Project-based learning, Student-centered learning, Technology
Publication Number: 3491257
ISBN: 9781267131843
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest