A study of factors affecting child-centered teaching in elementary grades Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/70795c54n

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  • Some elementary teachers want to be more child-centered in their teaching. They are trying to consider the needs of the students before the coverage of curriculum. Much of the inspiration for this educational approach has come from the British primary schools. The purpose of this study was to see if there were common factors that were helpful and/or detrimental to teaching in a child-centered approach in the elementary grades. A literature survey provided historical information as well as descriptions and evaluations of child-centered programs in the United States and in England. One hundred elementary teachers from 69 schools and 26 school districts in Oregon and California completed a survey describing their teaching beliefs and practices. Fifty of the one hundred were interviewed for further information. The data from the surveys and interviews were categorized according to these fifteen factors: initial teacher training/ graduate programs/workshops/conferences, colleagues, administration, personal experience/knowledge/skills/attitudes, community/ parental attitudes, materials, student attitudes, building/district/ state/federal requirements, physical aspects of the classroom/ building, daily schedule, reporting/conferences/grading systems, testing, time issues, class size, and other issues. The data indicated that there were common factors affecting child-centered teaching. The top five helping factors were: teacher training, colleagues, administration, personal experience/ knowledge/skills/attitudes, and community/parental attitudes. The top five detrimental factors were: requirements, daily schedule, time issues, colleagues, and administration.
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  • File scanned at 300 ppi (Monochrome) using Capture Perfect 3.0 on a Canon DR-9050C in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
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