Identifying Shared Teacher Mindsets to Define Best Learner-Centered Practices

<a href="https://embed.stanford.edu/iframe/?url=https%3A%2F%2Fpurl.stanford.edu%2Fcp235yb4810" class="su-underline">Show Content</a>

Abstract/Contents

Abstract: A literature review and qualitative study were done to define learner-centered design. For the qualitative research, five teachers were interviewed to determine shared mindsets and best learner-centered practices. The deliverable is a guide for teachers to understand learner-centered design and utilize best practices in their classrooms.

Type of resource	text
Date created	June 2021

Author	Rosenthal, Lily

Subject	learner-centered design
Subject	student-centered
Subject	deeper learning
Subject	personalized learning
Subject	Stanford Graduate School of Education
Subject	POLS
Subject	Policy Organization and Leadership Studies
Genre	Conference publication

Location	https://purl.stanford.edu/cp235yb4810

Use and reproduction: User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
License: This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).

Preferred Citation: Rosenthal, Lily. (2021). Identifying Shared Teacher Mindsets to Define Best Learner-Centered Practices . Stanford Digital Repository. Available at: https://purl.stanford.edu/cp235yb4810

Policy, Organization Leadership Studies (POLS) Program Field Projects, Graduate School of Education

Loading usage metrics...