From Responsive to Aimless: A Latent Class Analysis of College Teaching Practices

• In Event: Roundtable Session 20
  In Roundtable Session: Evidence-Based Pedagogy

Abstract

Decades of research on college teaching has touted the importance of active learning techniques and questioned the practices of lecturing. More recent research considers the importance of cognition in the teaching and learning process in college. This paper draws on data from a multi-institutional study of 9 institutions that used quantitative observation to understand the teaching quality and academic rigor of 587 courses. Latent Class Analyses demonstrated that there were four patterns of course behaviors that cluster around active learning, lecturing, and cognitively responsive practices: Responsive, Teacher-Centered Active, Teacher-Centered Lecture, and Aimless.

Authors

• Corbin M. Campbell, Teachers College, Columbia University

• Alberto F. Cabrera, University of Maryland

• Jessica Ostrow, Teachers College, Columbia University

• Shikha Patel, Teachers College, Columbia University