You are previewing Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development.
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Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development

Book Description

Education in the 21st century is shifting focus from accessing and sharing information to designing active and collaborative learning environments which foster student engagement and critical thinking skills. Active learning features a hands-on, activity-based teaching approach during which students synthesize information and take joy in new discovery. The Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development presents a comprehensive look into the methodologies and strategies necessary to establish classroom climates in which students feel free to question their preconceptions and express opinions. Featuring chapters from international researchers, this book is ideal for administrators, teachers, policy makers, and students of education.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. Foreword
    1. REFERENCES
  7. Preface
    1. REFERENCES
  8. Acknowledgment
  9. Chapter 1: A Learner-Centered Approach to Technology Integration
    1. ABSTRACT
    2. INTRODUCTION
    3. SIGNIFICANCE, PERSPECTIVES, AND CONTRIBUTIONS
    4. METHOD
    5. RESULTS
    6. DISCUSSION
    7. IMPLICATIONS AND FUTURE STUDIES
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
  10. Chapter 2: Common Denominators to Learner-Centered Success
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL PERSPECTIVES
    4. UNDERGRADUATE STEM EDUCATION
    5. GRADUATE PROGRAMS IN ESL, BILINGUAL, AND WORLD LANGUAGE TEACHER EDUCATION
    6. AN ONLINE DOCTORAL PROGRAM IN EDUCATIONAL TECHNOLOGY LEADERSHIP
    7. IMPLICATIONS AND CONCLUSION
    8. ACKNOWLEDGMENT
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
    11. ENDNOTES
  11. Chapter 3: An Integral Analysis of One Urban School System's Efforts to Support Student-Centered Teaching
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CONCEPTUAL FRAMEWORK
    5. METHODS
    6. EXPLORING THE ISSUES
    7. IMPLICATIONS AND CONCLUSION
    8. RECOMMENDATIONS FOR PRACTICE
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  12. Chapter 4: Placing Technology in Learner-Centered Design through Blended Learning in Post-Secondary Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. MAIN FOCUS OF THE CHAPTER
    5. RESEARCH DESIGN
    6. COURSE DESIGN AND TECHNOLOGY USE
    7. DISCUSSIONS WITH COLLEAGUES
    8. DESIGNING THE BLENDED LEARNING ACTIVITIES
    9. BLENDING TECHNOLOGY AND LEARNER CENTERED OPPORTUNITIES
    10. FINDINGS
    11. CONCLUSION
    12. REFERENCES
    13. KEY TERMS AND DEFINITIONS
  13. Chapter 5: Teacher Preparation Programs and Learner-Centered, Technology-Integrated Instruction
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. COMPONENTS OF TECHNOLOGY-INTEGRATED TEACHING
    5. TEACHER PREPARATION PROGRAMS AND TECHNOLOGY INTEGRATION
    6. TEACHING TECHNOLOGY KNOWLEDGE AND SKILLS
    7. THE DEVELOPMENT OF PEDAGOGY AND SELF-EFFICACY
    8. BENEFITS AND CHALLENGES OF TECHNOLOGY INTEGRATION
    9. CONCLUSION
    10. REFERENCES
    11. ADDITIONAL READING
    12. KEY TERMS AND DEFINITIONS
  14. Chapter 6: Scaffolding Digital Writing and Storytelling in Online-Only Teacher Education Courses
    1. ABSTRACT
    2. INTRODUCTION
    3. FRAMEWORK: SOCIOCULTURAL PERSPECTIVES
    4. SUPPORT IN ONLINE WRITING PEDAGOGY COURSES: PEGGY’S VOICE
    5. DIGITAL STORYTELLING: DANA’S VOICE
    6. OPTIONS FOR AUDIENCE THROUGH BLOGGING: MARLA’S VOICE
    7. DIGITAL WRITING WITH CLOUD COMPUTING: AMANDA’S VOICE
    8. CAVEATS FOR TEACHING ONLINE
    9. CONCLUSION
    10. REFERENCES
    11. KEY TERMS AND DEFINITIONS
    12. APPENDIX 1: RUBRIC FOR THE DIGITAL STORY (DANA OWENS)
    13. APPENDIX 2: CHECKLIST FOR PEER REVIEW OF MINI-RESEARCH REPORT (AMANDA HURLBUT)
  15. Chapter 7: Developing Pedagogical Skills for Teachers
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHOD
    5. RESULTS
    6. DISCUSSION
    7. CONCLUSION
    8. REFERENCES
    9. ADDITIONAL READING
    10. KEY TERMS AND DEFINITIONS
  16. Chapter 8: Teachers' and Students' Role in the Learner-Centered Classrooms
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE SOCIAL CONSTRUCTIVISM
    5. METHODS
    6. THE TEACHER’S ROLE IN A LEARNER-CENTERED CLASSROOM
    7. PERCEPTIONS OF STUDENTS’ ROLE IN LEARNER-CENTERED CLASSROOMS
    8. CONCLUSION
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  17. Chapter 9: Let the Learners Take the Lead for Their Lifelong Learning Journey
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. NEW LEARNING MODES IN THE DIGITAL ERA
    5. LEARNERS TAKING THE LEAD
    6. ROLE TRANSFERS: THE ROLES OF TEACHERS AND STUDENTS
    7. THE ROLE OF LEADERSHIP IN DIGITAL LEARNING ENVIRONMENTS
    8. DIGITAL SCHOLARSHIP
    9. CONTINUOUS DIGITAL PROFESSIONAL DEVELOPMENT: REQUIREMENTS FOR ACADEMICS
    10. THE END OF LINEAR TOP-DOWN EDUCATION
    11. DISCUSSION, RECOMMENDATIONS, AND CONCLUSION
    12. REFERENCES
    13. KEY TERMS AND DEFINITIONS
  18. Chapter 10: An Exploration of Learner-Centered Professional Development for Reluctant Math Teachers
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. METHODS
    5. EXPLORING THE ISSUES: INSIGHTS GAINED BY TWO FACULTY MEMBERS DURING THE PROFESSIONAL DEVELOPMENT WORKSHOP
    6. IMPLICATIONS AND CONCLUSION: GUIDELINES FOR DESIGNING PROFESSIONAL DEVELOPMENT FOR MATH TEACHERS
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  19. Chapter 11: Analyzing Prospective Mathematics Teachers' Development of Teaching Practices in Mathematics
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. LITERATURE REVIEW
    5. METHOD
    6. RESULTS RELATING TO IMPROVEMENT IN TEACHING PRACTICES
    7. RESULTS AND DISCUSSIONS
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  20. Chapter 12: Using Mayer's SOI Approach to Help Learners with ADHD Construct Knowledge
    1. ABSTRACT
    2. INTRODUCTION
    3. LITERATURE REVIEW
    4. METHODOLOGY
    5. DISCUSSION AND CONCLUSION
    6. RECOMMENDATIONS
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  21. Chapter 13: Students' Experiences in Using Chat Rooms as Virtual Classrooms
    1. ABSTRACT
    2. INTRODUCTION
    3. METHOD
    4. RESULTS
    5. DISCUSSION
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  22. Chapter 14: Best Practices for Authentic Assessments in Learner-Centered Classrooms
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. LEARNER-CENTERED CLASSROOM
    5. AUTHENTIC ASSESSMENTS DEFINED
    6. EVALUATION OF AUTHENTIC ASSESSMENTS
    7. BENEFITS OF AUTHENTIC ASSESSMENTS
    8. DISADVANTAGES OF AUTHENTIC ASSESSMENTS
    9. CREATIVE WAYS TO EVALUATE HARD AND SOFT SKILLS USING AUTHENTIC ASSESSMENTS
    10. CREATIVE WAYS TO EVALUATE KNOWLEDGE USING AUTHENTIC ASSESSMENTS
    11. FUTURE RESEARCH DIRECTIONS
    12. SUMMARY
    13. REFERENCES
    14. ADDITIONAL READING
    15. KEY TERMS AND DEFINITIONS
  23. Chapter 15: The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design
    1. ABSTRACT
    2. INTRODUCTION
    3. IMPLICATIONS AND CONCLUSION
    4. REFERENCES
    5. KEY TERMS AND DEFINITIONS
  24. Chapter 16: Learner-Centered Pedagogy in Technology Integrated Classrooms
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND OF THE STUDY
    4. BRIEF REPORT ON QUALITATIVE OBSERVATIONAL
    5. AN AGENDA FOR TEACHER PROFESSIONAL
    6. LEARNER-CENTERED TECHNOLOGY INTEGRATED ASSESSMENTS
    7. CONCLUSION AND RECOMMENDATION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  25. Chapter 17: Computer-Supported Collaborative Learning and Assessment
    1. ABSTRACT
    2. INTRODUCTION
    3. REVIEW OF METHODOLOGY
    4. DISCUSSION
    5. IMPLICATIONS FOR PRACTICE
    6. CONCLUSION
    7. RECOMMENDATIONS FOR FUTURE RESEARCH
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  26. Chapter 18: Experiential Learning in Postsecondary Education
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND: THEORETICAL PERSPECTIVES
    4. THE NEED FOR EXPERIENTIAL LEARNING
    5. EXPERIENTIAL LEARNING INTERNSHIP PROGRAM
    6. CHALLENGES FOR IMPLEMENTATION
    7. CONCLUSION
    8. REFERENCES
    9. KEY TERMS AND DEFINITIONS
  27. Chapter 19: Learner-Centered Approach with Educational Robotics
    1. ABSTRACT
    2. INTRODUCTION
    3. LEARNER-CENTERED APPROACH
    4. ROBOTICS IN EDUCATION
    5. LEARNER-CENTERED APPROACH AND LEARNING WITH EDUCATIONAL ROBTOICS
    6. CONCLUSION
    7. REFERENCES
    8. KEY TERMS AND DEFINITIONS
  28. Chapter 20: Learner-Centered Pedagogies
    1. ABSTRACT
    2. INTRODUCTION
    3. SCL PEDAGOGIES: HISTORICAL, PHILOSOPHICAL, AND THEORETICAL PERSPECTIVES
    4. TENETS/PRINCIPLES OF SCL PEDAGOGIES
    5. CONVENTIONAL AND NOT SO CONVENTIONAL SCL PEDAGOGIES
    6. IMPLICATIONS OF SCL TO SELECTED STAKEHOLDERS, LEARNING ENVIRONMENT, ASSESSMENT, AND LEARNING OUTCOMES
    7. MISCONCEPTIONS AND ADVANTAGES ASSOCIATED WITH SCL IN THE LIGHT OF LEARNERS AND INSTRUCTORS
    8. CONCLUSION AND RECOMMENDATIONS
    9. REFERENCES
    10. KEY TERMS AND DEFINITIONS
  29. Compilation of References
  30. About the Contributors