Theses and Dissertations
Issuing Body
Mississippi State University
Advisor
Davis, James
Committee Member
Johnson, Alex
Committee Member
Olinzock, Anthony
Committee Member
Wiseman, W. Martin
Date of Degree
12-11-2009
Document Type
Dissertation - Open Access
Major
Community College Leadership
Degree Name
Doctor of Philosophy
College
College of Education
Department
Department of Educational Leadership
Abstract
Faculty facing challenges of teaching students in a post-Katrina environment used learning-centered approaches to restore educational opportunities to its populations of hurricane-displaced students, the growing population of Hispanic students, and the business community. The study sought to determine if the faculty members had made progress toward implementing learning-centered activities and strategies into the classroom after attending seminars and workshops that covered the learning-centered principles. Additionally, the research sought to determine if there were differences among academic disciplines in the implementation of the learning-centered principles in the classroom at the college. The study used quantitative research methods. To collect the quantitative data, the researcher used a learning-centered rubric along with specialized worksheets. The rubric assessed the five learning-centered principles: (a) function of content, (b) role of the instructor, (c) responsibility for learning, (d) purpose and processes of assessment, and (e) balance of power. Participants had the option to assess themselves at four levels of implementation for each of the learning-centered principles. The four levels were (a) the use of learner-centered approaches, (b) higher level of transitioning, (c) lower level of transitioning, and (d) the use of instructor-centered approaches. The results of the study revealed that the majority of the faculty members were at the higher level of transitioning for four of the learning-centered principles. The study indicated that the majority of faculty members were at the lower level of transitioning in implementing the balance of power. The findings also indicated that there were differences in the way faculty members implemented the learning-centered principles across three disciplines.
URI
https://hdl.handle.net/11668/17067
Recommended Citation
Walters, Carmen Hawkins, "A Study On The Progress Toward Implementation Of Learning-Centered Approaches At A Large Urban Community College" (2009). Theses and Dissertations. 311.
https://scholarsjunction.msstate.edu/td/311