The Impact of Student-Centered Learning through Use of Peer Feedback in the Dance Technique Classroom

Autor/in	Brown, Laura M.
Titel	The Impact of Student-Centered Learning through Use of Peer Feedback in the Dance Technique Classroom
Quelle	In: Journal of Dance Education, 23 (2023) 2, S.144-154 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Laura M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-0824
DOI	10.1080/15290824.2021.1932911
Schlagwörter	Student Centered Learning; Peer Evaluation; Feedback (Response); Dance Education; High School Students; Cooperative Learning; Instructional Effectiveness; Direct Instruction; Intervention + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Dance; Education; Tanzerziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kooperatives Lernen; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	This study compares two methods of teaching a dance technique class to determine which yields a greater increase in high school students' technical skills. The historic, widely accepted method of teaching a dance technique class is through direct, teacher-centered instruction. However, current research, largely on undergraduate college students, suggests that student-centered instruction may be more effective. In this experimental study a group of high school students (n = 23) received standard, direct instruction, while the intervention group (n = 24) received student-centered instruction. All students took pre- and post-performance assessments and were scored on a skill rubric. Analysis of these assessment scores indicated a statistically significant increase in students' technical abilities in both the direct instruction group and the intervention group, however, the experimental group was not found to be more successful than the control group. The results of this study found that future research on this topic should include teaching students how to give and receive feedback before entering a student-centered curriculum structure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01