IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v45y2015icp65-76.html
   My bibliography  Save this article

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

Author

Listed:
  • Lattimer, Heather

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.

Suggested Citation

  • Lattimer, Heather, 2015. "Translating theory into practice: Making meaning of learner centered education frameworks for classroom-based practitioners," International Journal of Educational Development, Elsevier, vol. 45(C), pages 65-76.
    • Handle: RePEc:eee:injoed:v:45:y:2015:i:c:p:65-76
    DOI: 10.1016/j.ijedudev.2015.09.012
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059315001182
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.ijedudev.2015.09.012?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Soodmand Afshar, Hassan & Doosti, Mehdi, 2022. "Implementing and evaluating a peer-coached EFL teacher professional development program," Evaluation and Program Planning, Elsevier, vol. 92(C).

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:45:y:2015:i:c:p:65-76. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.