Project Syllabus: An Exploratory Study of Learner-Centered Syllabi

Autor/inn/en	Richmond, Aaron S.; Morgan, Robin K.; Slattery, Jeanne M.; Mitchell, Nathanael G.; Cooper, Anna Grace
Titel	Project Syllabus: An Exploratory Study of Learner-Centered Syllabi
Quelle	In: Teaching of Psychology, 46 (2019) 1, S.6-15 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628318816129
Schlagwörter	Course Descriptions; Student Centered Learning; Student Attitudes; Caring; Teacher Student Relationship; Student Motivation; Teaching Methods; Educational History; Teacher Effectiveness; Scoring Rubrics; Psychology; Correlation; Student Role; Teacher Role; Student Evaluation; Imagery; Undergraduate Students; Evaluators; Educational Change + Suchen Sie Ihr Suchwort? Kursstrukturplan; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerverhalten; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Scoring formulas; Auswertungsbogen; Psychologie; Korrelation; Lehrerrolle; Schulnote; Studentische Bewertung; Metaphorik; Bildungsreform
Abstract	Recent research suggests that designing a syllabus using learner-centered principles may increase students' perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student's first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centeredness of 109 syllabi sampled from Project Syllabus. Analyses revealed these syllabi to be disproportionately learner-centered on almost all of the factors assessed. In addition, there were moderate to strong associations among learner-centered factors, syllabus length, and use of images in syllabi. Finally, results indicate that syllabi from Project Syllabus have become increasingly more learner-centered over a 19-year period. Implications for a model of learner-centeredness are discussed, including how learner-centered syllabi impact a student's perceptions of teacher effectiveness and strategies for assessing learner-centeredness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01