Award Date

5-1-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching and Learning

First Committee Member

Katrina Liu

Second Committee Member

Jane McCarthy

Third Committee Member

Chia-Liang Dai

Fourth Committee Member

Vanessa Vongkulluksn

Number of Pages

358

Abstract

Student-centered teaching (SCT) has been the dominant education philosophy in the U.S. K-12 education. However, the definition and practice of SCT have been rooted in western education contexts. Since students in U.S. schools become more and more diverse, it remains unclear how SCT works for diverse learners. This research delved into the perceptions and implementation of SCT by teachers in elementary charter schools, emphasizing their approach in classrooms with diverse learners. The study also aimed to uncover any disparities in how teachers perceived and applied SCT when educating diverse learners compared to non-diverse learners. Guided by critical reflection for transformative learning and Critical Race Theory, this study employed a multiple-case study research design. It included four participating teachers from two charter elementary schools, placing a special emphasis on the charter school context. These teachers were interviewed to gain insights into their perceptions and were observed to assess their teaching practices. The study’s findings indicated that teachers exhibited a predominantly teacher-centered orientation in their understanding of SCT, with their teaching practices primarily reflecting this teacher-centered approach. Importantly, both their perceptions and practices of SCT appeared to overlook the needs of diverse learners within the charter school setting.

Controlled Subject

Student-centered learning; Charter schools--Evaluation

Disciplines

Education

File Format

pdf

File Size

8200 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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