Students' Perceptions of Types of Teacher's Controlling Behaviors Used during Learning Classroom Activities (original) (raw)
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The shift in the role of teachers in the learning process
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.This article describes the use and validation of the Pedagogical Practices Inventory, which uses student perceptions arranged into five subscales to measure teacher activities concerning the regulation of student learning in secondary education. To determine the reliability and validity of the instrument, an inventory study (N = 2128) and a study in which observational data (N = 11) and inventory data (N = 201) were combined, were carried out. Analysis of the inventory data showed internal subscale reliabilities between .83 and .90, indicating consistency of the PPI subscale scores. Correlations between inventory and observational data showed significant relations for three of the five subscales, indicating that the PPI is suitable to tap teacher regulating activities in classroom contexts. ß
Students' Cognitive Processes While Learning from Teaching. Final Report (Volume One)
1983
Research is reported on the cognitive mediational Oaradigm which' postulates that teachers influence Atudents' learning by causing them to think and behave in particular ways during teaching Four studies are reported. The first.describes five teachers and their students and exploreS, in classroom lessons, the cognitive processes students used in response to teaching and the cognitive processes their teachers` intended them to use The second and third studies employ analogs of classroom teaching in the form of :short videotaped lessons. These sought to determine if elethentary school students could be trained to perceive and iact on common instructional stimuli and whether these operationt would facilitate learning. The fourth study constituted an extension of the :second and third studies to regular classroom environments. Three major conclusionS are offered: (1)-Students and teachers Opera'.;e-in waysthat reflect the mediating role of students' cognition in classroom ,learning; (2) Students can be trained to discriminate instructional stimuli and respond with prearranged cognitre.strptegies; and (3) Students' achievement is partly a fiinction-of,cognitive strategies they activate in response to instructional stimuli/perceived during teaching. Methodological issues attendant to the studies are disCussed. (Author/JD) * from the original document.
Theories of Teaching and Learning
Introduction Learning is a change in behavior or having the capacity to capacity to change in a certain manner after practicing of after gaining an experience (Gibbony,2006).Behavioral, cognitive and humanistic theories are some are some of the learning theories in relation to education. A teacher can use one or a combination of the theoretical approaches to enhance learning in the learning environment. Behavioral learning theory Behaviorists focused on learning which was affected by changes in behavior because they believed that only observable, measurable, outward behavior is worthy of scientific inquiry which led to the conclusion that all students given the right environment are able to have similar understanding (Weeger and Diego, 2012).The theory of behavioral learning also contends that repetitive reinforcements whether positive or negative are essential to the learning processes The teachers duty according to behaviorists learning theory is to use reinforcement either positive or negative to strengthen or reward the wanted behavior while the negative to punish or end the unwanted behavior (Salvin, 2003). Students are required to respond actively as a responder for example, following an occurrence of the desirable behavior like high grades for effort in assessment or presentation of negative stimulus following unwanted behavior like students fail for plagiarized work (Learn and Signer, 2010).The students will more likely to work harder because they know they will receive a desired reward for their work. This theory is meant to ensure that the students have rapid and decisive response when dealing various strains of diseases in a more notable manner to effect an incisive outcome. Constructivist learning theory Constructivist view learning as search for meaning because they believed that knowledge is constructed by the learner and the learner develops his or her own understanding through experiences. They are used on observation and scientific study about how people learn and construct their own understanding and knowledge of the world by experiencing things and reflecting on those experiences. Constructivist teachers therefore encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies students in the constructionist classroom ideally become expert learners. Teacher's role is to encourage this learning and reflection process. For example groups of students in clinical medicine class are discussing a problem in anatomy; though the teacher knows the answer to the problem she focusses on helping the students restate their questions in useful ways. She prompts each student to reflect and examine his or her knowledge. Constructivist teacher provides tools like problem solving and inquiry based learning activities the students formulate and test their ideas, draw conclusions and inferences and convey their knowledge in collaborative learning (Tobias and Duffy, 2009).The implicit role alluded by the constructivist learning theory is to remit opportunities for students to handle the hectic circumstances in case diagnosis and management, in order to explore the associated ramifications to further their knowledge and skills. Cognitive theory of learning Cognitive theorist believes that learning involves the integration of events in active storage system comprised of organizational structures which are termed as schema (Tobias and Duff, 2009). Individuals interact by their world by constantly collecting and organizing information. The cognitive theory also contends that people are in control of their own learning and as we organize the information in the brain
Theories of Learning and Studies of Instructional Practice
"Though there have been numerous calls for educational researchers to attend more closely to the details of how teaching is actually done, instructional practice remains an inadequately studied topic. 'Theories of Learning and Studies of Instructional Practice' seeks to remedy this by helping construct a foundation for a practice-based science of instruction. It focuses on the fundamental question, what roles should theories of learning play in the study of instructional practice? In educational research, learning theories represent alternative conceptualizations of what we take learning to be. This volume examines three contemporary theories of learning with particular relevance to the study of practice, namely, situated learning, dialogic theory (or dialogism), and Deweyan transactionalism. Drawing upon a panel of internationally-prominent social scientists, psychologists, philosophers of education and teacher educators, the book critically evaluates the potential contributions of each of these three theories to a science of instructional practice. Rather than considering these matters in the abstract, chapter authors illustrate their positions by applying the different treatments of learning to selected samples of instructional practice. The data analyzed come from a particular fifth-grade classroom in which an innovative way of teaching math was being tested. Extensive transcripts, images and exhibits are provided, enabling the reader to follow and evaluate the analytic arguments being presented. This collection, therefore, delivers precisely on the book's title—it provides both an articulation of current theories of learning and a series of carefully constructed studies of instructional practice, seeking to explore the relationship between the two. In so doing it offers no easy answers. The purpose of the book, rather, is to bring areas of controversy and confusion to the surface. For researchers and graduate students in the learning sciences, this provocative volume opens the door to the next crucial round of dialogue and debate."