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    Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution

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    Author
    Verst, Amy L.
    Issue Date
    2010
    Keywords
    academic capitalism
    effective teaching
    learner-center education
    student-centered teaching
    teaching practices
    Weimer's (2002) five key changes to practice
    Advisor
    Lee, Jenny
    Committee Chair
    Lee, Jenny
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that revolve around learner-centered teaching practices, characteristics of outstanding teachers, effective teaching, and pressures on the professoriate related to the phenomena of academic capitalism. Outstanding professors from the College of Arts and Sciences, and Schools of Business, Education, and Nursing were invited to participate in this research. Weimer's (2002) five learner-centered changes to teaching practice framed this investigative study. This conceptual framework consists of altering the role of the teacher, balancing power in the classroom between teacher and students, changing the function of course content, instilling student responsibilities for learning, and using different processes and purposes for evaluation that serve to guide teacher and students interactions throughout the course.The findings of the study suggest that faculty from the School of Education agree with and implement all five of Weimer's (2002) learner-centered changes to teaching practice. However, there is incongruence between the learner-centered teaching beliefs and learner-centered teaching practices of outstanding teachers from the College of Arts and Sciences and the Schools of Business and Nursing. This study seems to indicate that several pressures on the professoriate including the phenomena associated with academic capitalism affect teaching practices in the classroom. Existing learner-centered practice models can be informed by the salient findings of this study.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Higher Education
    Graduate College
    Degree Grantor
    University of Arizona
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