Student Centered Curriculum: Elementary School

Autor/in	Rondone, Atria
Titel	Student Centered Curriculum: Elementary School
Quelle	(2014), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Student Centered Curriculum; Elementary School Curriculum; Outcomes of Education; Mixed Methods Research; Elementary School Teachers; Interviews; Quasiexperimental Design; Teacher Attitudes; Kindergarten; Grade 1; Grade 2; Grade 3; Young Children; Student Attitudes; Direct Instruction; California + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Lehrerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Frühe Kindheit; Schülerverhalten; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kalifornien
Abstract	Student-centered learning has an important place in education because it fosters student engagement and allows the traditional micromanaging teacher to transform into a guide. The current education model emphasizes teacher control and curriculum based on standardized testing, which stunts students' natural learning processes. This study investigates the positive outcomes of student-centered learning and how these practices can be included in mainstream, elementary classrooms. A review of the literature found that student-driven curriculum uses experiential knowledge and student choice to increase student responsibility and retention, while establishing effective techniques for self-regulation. It also exposes the difficulties in creating a student-centered environment for contemporary teachers due to the many political, financial and creative factors that affect decisions about classroom organization and lesson planning. This study follows a mixed method design using qualitative and quantitative data. Participants include four, female teachers between the ages 20 to 40 from an elementary setting. In addition, a pilot study was conducted in a mock classroom using selected students to participate and provide feedback about direct-instructional approach versus a student-motivated lesson. Results indicated that students prefer having a choice in the classroom. It was also shown that there are multiple ways to integrate student choice into a mainstream classroom. Appendices include: (1) Interview Questions; (2) A Questionnaire; and (3) Basic Lesson Plan Format-#3. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10