NDLI: Relationship between perceived and observed student-centred learning environments in Qatari elementary mathematics and science classrooms

Content Provider	Springer Nature Link
Author	Knight, Stephanie L. Parker, Dawn Zimmerman, Whitney Ikhlief, Atman
Copyright Year	2014
Abstract	Recently, Qatar established educational reform in charter (independent) schools focusing on curriculum standards, student-centred teaching, standards-based assessment, English as the language of instruction, and extensive professional development. A primary area of emphasis was the creation of student-centred mathematics and science classrooms characterised by inquiry and active student participation. The purpose of this study was to investigate differences in the learning environments of Qatari mathematics and science classrooms at two levels: in higher- and lower-performing Qatari schools implementing the recent Education for a New Era reform elements; and in classes of teachers who experienced professional development focused on student-centred teaching strategies and those who did not. Participants included teachers and students in 47 grade 3 and 4 mathematics and science classrooms. Classroom observations were conducted and student learning environment surveys were administered at the beginning and end of the semester. Results indicated low levels of student-centred instruction, despite significant improvement over time. Few differences by level of school performance or professional development participation existed. However, Personalisation emerged as a key learning environment variable related to teachers’ implementation of student-centred instruction.
Starting Page	29
Ending Page	47
Page Count	19
File Format	PDF
ISSN	13871579
Journal	Learning Environments Research
Volume Number	17
Issue Number	1
e-ISSN	15731855
Language	English
Publisher	Springer Netherlands
Publisher Date	2014-01-28
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Classroom observation Curriculum reform learning environments Professional development Student-centred instruction Educational Technology Sociology of Education Learning & Instruction
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology E-learning Communication

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning

Classroom environments and student empowerment: An analysis of elementary and secondary teacher beliefs

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Convergence of observer ratings and student perceptions of reform practices in sixth-grade mathematics classrooms

A unified model of student engagement in classroom learning and classroom learning environment: one measure and one underlying construct

Technology-supported learning environments in science classrooms in India

Supporting Kindergarten Teachers’ Mathematics Instruction and Student Achievement Through a Curriculum-Based Professional Development Program

Empowerment and relationships: A classroom model to enhance student motivation

A typology of chemistry classroom environments: Exploring the relationships between 10th grade students’ perceptions, attitudes and gender

Relationship between perceived and observed student-centred learning environments in Qatari elementary mathematics and science classrooms

Similar Documents

Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning

Classroom environments and student empowerment: An analysis of elementary and secondary teacher beliefs

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Convergence of observer ratings and student perceptions of reform practices in sixth-grade mathematics classrooms

A unified model of student engagement in classroom learning and classroom learning environment: one measure and one underlying construct

Technology-supported learning environments in science classrooms in India

Supporting Kindergarten Teachers’ Mathematics Instruction and Student Achievement Through a Curriculum-Based Professional Development Program

Empowerment and relationships: A classroom model to enhance student motivation

A typology of chemistry classroom environments: Exploring the relationships between 10th grade students’ perceptions, attitudes and gender

Relationship between perceived and observed student-centred learning environments in Qatari elementary mathematics and science classrooms