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ERIC Number: EJ984526
Record Type: Journal
Publication Date: 2012-Aug-21
Pages: 23
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1099-839X
Transfer of Active Learning Strategies from the Teacher Education Classroom to PreK-12th Grade Classrooms
Pepper, Kaye; Blackwell, Sarah; Monroe, Ann; Coskey, Shawn
Current Issues in Education, v15 n3 Aug 2012
In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active learning strategies in their classrooms as practicing teachers. Results revealed there was a significant difference in teacher candidates' acquisition of course content in the course sections that incorporated active learning (AL) and ones that incorporated a traditional lecture format (TL). In addition, on a follow-up survey of participants who are now practicing teachers, there was little difference in the use of the active learning strategies; however, there was a difference in the level of conceptual understanding of the theories of human development and diversity and how that knowledge was utilized by the AL and TL groups in their classrooms. (Contains 6 tables and 2 figures.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A