Journal Article

From Comprehensive to Singular: A Latent Class Analysis of College Teaching Practices

Michel, Jessica Ostrow, Cabrera, Alberto F., Patel, Shikha, Campbell, Corbin M.

2017

Overview

While decades of research on college teaching has investigated several forms of classroom practices, much of this research approaches teaching as falling into mutually exclusive paradigms (e.g., active learning vs. lecturing). This paper enters inside the college classroom using external raters to understand patterns of pedagogical practices embedded in heterogeneous groups of courses. The study used quantitative observation and draws on data from a multi-institutional study of 587 courses across nine institutions to understand the patterns of teaching practices within courses. Latent class analyses demonstrated that there were five patterns of seven course practices that cluster around active learning, lecturing, and cognitively responsive practices: Comprehensive, Traditional Lecture, Active Lecture, Integrative Discussion, and Active Only.

• Publisher: Springer,Springer Netherlands,Springer Nature B.V
• Subject: Active Learning / Classroom management / Classroom Techniques / Classrooms / Cognitive Processes / College Faculty / College Instruction / College Science / Cooperative Learning / Course Content / Discussion (Teaching Technique) / Education / Educational Change / Educational Development / Educational Practices / Educational Quality / Educational Researchers / Educational Strategies / Educational Trends / Engineering Education / Evidence Based Practice / Faculty Development / Heterogeneous Grouping / Higher Education / Influence of Technology / Latent class analysis / Learner Engagement / Learning Processes / Lecture Method / Meta Analysis / Multivariate Analysis / National Surveys / Observation / Statistical Analysis / Student Experience / Teaching Methods