Given the educational setting that we're in, where there are a lot of different kinds of learners in the classroom, it would be impossible to say that class size is meaningless.
In our analysis, the measures for students' emotional states are not only nested within persons but also nested within situations, because all learners in the classroom are treated with the same methods during that class at a given time.
This allows the teacher to be responsive to not only the student with LD, but to all learners in the classroom.
We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms.
Matthew Harrison of the Royal Academy of Engineering commented that neither computer science nor digital literacy are the answer in themselves, as both are needed to ensure the full gamut of learners advance in the classroom and marketplace.
Much Second Language Acquisition research focuses on young learners in the conventional classroom.
Findings demonstrated that nurse educators who identify themselves as learner-centered are more likely to use Learner-Centered Teaching in their classrooms, and nurse educators who strongly believe learner-centered teaching is beneficial in understanding and applying nursing concepts are also somewhat more likely to use Learner-Centered Teaching in the classroom.
The Minister of Education, Charles Murigande highlighted the importance of ensuring that teachers rapidly develop proficiency in English and that they use learner-centered methodologies in the classroom.
A very provocative chapter is "Student-Generated Rubrics," which addresses a learner-centered philosophy in the classroom and discusses how to bring students into the assessment process.
If the program was effective at transforming teaching, then we predicted that 1) postdocs (PDs) would demonstrate belief in learner-centered approaches to teaching, 2) implement learner-centered teaching practices in the classroom, and 3) design assessments that are aligned with beliefs and practices of learner-centered teaching.
