Student-Centered Teaching Across OECD Countries: An Ecological Investigation of Country-, School-, Classroom-, and Teacher-Level Factors

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Teacher Preparation and Inclusion Across Countries (Table 8)

Abstract

Guided by ecological theory, this study investigated factors of student-centered teaching (SCT). Using a large international dataset, the study examined Human Development, Power Distance, and Individualism as factors of SCT at the country-level. School-level factors included school innovativeness, teacher cooperation, and teacher-student relationship. Classroom autonomy and teachers’ self-efficacy were examined as classroom- and teacher-level factors. Combining the hierarchical linear modeling and within- and between-effects decomposition, results showed that power distance and individualism interacted in their association with SCT. School innovativeness, teacher cooperation, and teacher self-efficacy also significantly predicted SCT at both school- and teacher-levels.

Authors

• Lei Ping, University of Nevada - Las Vegas

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas

• Katrina Liu, University of Nevada - Las Vegas