A video case study of student-centered learning at Hopewell Elementary School in Trinity North Carolina. The school is a large rural k-5 public elementary school of about 600 students which focus on ensuring students are on track to become college and career ready. The school empowers their teachers and students by being student-centered, technology-enabled, data driven, and globalized environment.
Findings:
The study found that students are very organized and take ownership of their own learning through use of student data notebooks. The notebooks support students in goal setting, gathering data, and reflecting on their learning. Through the use use of technology such as Animoto, Edmodo, and SMAT tables; teachers report that technology enabled instructional efforts have increased student-lead instruction and made learning more collaborative and project based. Teachers also benefit from student-centered learning approach by being part of a grade-level professional learning community and instructional rounds. The school is also ranked very high in the state of North Carolina by being in the top 20% in test scores and have a smart rating of 86% compared to the state average of 60%.
1. What are the effects of student-centered learning approaches on student
engagement, achievement of knowledge and skills, and attainment (high school
graduation, college admission, and college continuation and success), in particular
for underserved students?
2. What specific practices, approaches, and contextual factors result in these outcomes?
Study:
The study followed City Arts and Technology High School (CAT) in San Francisco California that serves predominately low-income students and students of color. The school uses Envision Learning model to create personalized learning environments in which educators also create project-based assignments that foster development of 21st century skills such as critical thinking, problem solving, and collaboration. The study employed mixed methods of data collection from March 2012 through September 2013 to look at the micro-level of classrooms. Quantitative analysis was used to compare short and long-term students outcomes and qualitative was collected using interviews and surveys from administrators, teachers, students, parents, and community members; observations of instruction, advisory, professional development, teacher collaboration, student exhibitions and defenses, community events, and graduations.
Findings:
Researchers found that by implementing student-centered learning, the school creates opportunities for students to practices skills, one-on-one guidance, take college level courses, learn real life skills through internship and volunteering in the community. The school also emphasis on authentic assessment and implement programs such as ongoing teacher professional development, grade-level teacher collaboration through weekly "family meetings", quarterly parent-teacher conference, and expectation that every graduate will complete the necessary coursework to be admitted to the University of California. The results from data collected on students revealed that test scores show stronger than average results for Latino and African American students. Graduation rate and the percentage of graduates enrolling in any college program is also higher than other schools in San Francisco. The study also found that with student-centered learning, teachers collaboration is heavily emphasized and much planning is needed. And the challenge for City Arts and Technology High School is to keep a perfect balance between student-centered instruction with teacher-centered instruction, particularly for students with high academic needs.
Lewis-Charp, H., Law,T. (2014). Student-Centered Learning: City Arts and Technology High School. Stanford Center for Opportunity Policy in Education,
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