From Comprehensive to Singular: A Latent Class Analysis of College Teaching Practices

From Comprehensive to Singular: A Latent Class Analysis of College Teaching Practices While decades of research on college teaching has investigated several forms of classroom practices, much of this research approaches teaching as falling into mutually exclusive paradigms (e.g., active learning vs. lecturing). This paper enters inside the college classroom using external raters to understand patterns of pedagogical practices embedded in heterogeneous groups of courses. The study used quantitative observation and draws on data from a multi-institutional study of 587 courses across nine institutions to understand the patterns of teaching practices within courses. Latent class analyses demonstrated that there were five patterns of seven course practices that cluster around active learning, lecturing, and cognitively responsive practices: Comprehensive, Traditional Lecture, Active Lecture, Integrative Discussion, and Active Only. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Research in Higher Education Springer Journals

From Comprehensive to Singular: A Latent Class Analysis of College Teaching Practices

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Publisher
Springer Netherlands
Copyright
Copyright © 2016 by Springer Science+Business Media New York
Subject
Education; Higher Education
ISSN
0361-0365
eISSN
1573-188X
D.O.I.
10.1007/s11162-016-9440-0
Publisher site
See Article on Publisher Site

References

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