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Translating theory into practice: Making meaning of learner centered education frameworks for classroom-based practitioners
ARTICLE

International Journal of Educational Development Volume 45, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This study provides a rich descriptive analysis of two mathematics lessons in secondary school classrooms in Kenya in order to identify the discrete instructional practices that distinguish learner-centered educational environments. The two classrooms serve similar populations of students and bear many structural similarities, but there are subtle differences in teaching practice that result in distinct differences in placement on Guthrie's teaching styles continua and Schweisfurth's minimum standards rubric. By providing a rich description of lessons in these classrooms and drilling down into the specific practices that teachers use in these classrooms, the study aims to help build connections between theory and practice and illuminate some possibilities for how LCE reform efforts might be envisioned at the school and classroom level.

Citation

Lattimer, H. (2015). Translating theory into practice: Making meaning of learner centered education frameworks for classroom-based practitioners. International Journal of Educational Development, 45(1), 65-76. Elsevier Ltd. Retrieved August 2, 2021 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2015.09.012

Keywords