國立虎尾科技大學 |

The Harkness approach to teaching and learning : = Teacher perceptions of a student-centered, discussion-based pedagogy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Harkness approach to teaching and learning :/
Reminder of title:	Teacher perceptions of a student-centered, discussion-based pedagogy.
Author:	Smith, Justin Alan.
Description:	1 online resource (188 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9781369312485

The Harkness approach to teaching and learning : = Teacher perceptions of a student-centered, discussion-based pedagogy.
Smith, Justin Alan.

The Harkness approach to teaching and learning :Teacher perceptions of a student-centered, discussion-based pedagogy. - 1 online resource (188 pages)

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ed.D.)--Sam Houston State University, 2016.

Includes bibliographical references

Purpose.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369312485Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

The Harkness approach to teaching and learning : = Teacher perceptions of a student-centered, discussion-based pedagogy.
LDR:04159ntm a2200421K 4500 001 915257
005 20180727125211.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369312485
035 $a (MiAaPQ)AAI10182950
035 $a AAI10182950
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Smith, Justin Alan. $3 1188560
245 1 4 $a The Harkness approach to teaching and learning : $b Teacher perceptions of a student-centered, discussion-based pedagogy.
264 0 $c 2016
300 $a 1 online resource (188 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
500 $a Adviser: Julia P. Combs.
502 $a Thesis (Ed.D.)--Sam Houston State University, 2016.
504 $a Includes bibliographical references
520 $a Purpose.
520 $a The purpose of this phenomenological study was to explore how teacher participants describe the Harkness approach and the implications of the method on teachers and students. An in-depth exploration of the experiences of Harkness teacher participants investigated their individual perceptions of a student-centered, discussion-based pedagogy as it relates to student learning and teacher qualities.
520 $a Methodology.
520 $a Using Moustakas' phenomenological design, a purposeful sampling technique was employed to select teacher participants for individual phone interviews and individual demographic questionnaires. Data were recorded, transcribed, analyzed, clustered, and synthesized.
520 $a Findings.
520 $a Twelve themes emerged from the responses to the two research questions. Regarding Research Question 1: How do experienced Harkness teachers describe student learning in Harkness classrooms?; the following themes emerged: (a) active learning, (b) student responsibility, (c) gained perspectives, (d) utilizing complex content, (e) 21st-century skills, and (f) student voice. Regarding Research Question 2: What qualities do experienced Harkness teachers identify as necessary for teachers using the Harkness Method?; the following themes emerged: (a) genuine interest in what students are thinking, (b) teacher passion, (c) teacher expertise, (d) comfort with ambiguity and change, (e) undetermined course for discussion, and (f) genuine desire for greater student learning..
520 $a Implications and Conclusions.
520 $a The underlying assumptions regarding the Harkness approach to teaching and learning are supported by constructivist learning theories, including social constructivism, collaborative approaches, and cooperative learning methods. Although many similarities exist between Harkness learning and the Socratic method, such as the impetus of academic discourse and thoughtful questioning, the distinguishing difference between the two discussion-based practices is Harkness' emphasis of studentcenteredness. Moreover, thought leaders and Harkness teachers have expressed the importance Harkness has on enlightening self-awareness, appreciating nuance, and developing humility (Boadi, 2015; Brownback, 2015; Foley, 2015). Skills that are deemed appropriate for developing in the 21 st-century student include: (a) critical thinking and problem solving, (b) collaboration, (c) adaptability, (d) initiative and entrepreneurism, (e) effective oral and written communication, (f) accessing and analyzing information, and (g) curiosity and imagination (Wagner, 2008). In this dissertation study, it is my claim that Harkness approaches can meet the goals for a 21st-century education.
520 $a KEY WORDS: Harkness method, Socratic method, Student-centered discussions, Constructivist learning, Active learning, Collaborative learning, Cooperative learning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Secondary education. $3 1179560
650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0533
690 $a 0456
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Sam Houston State University. $3 1188561
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10182950 $z click for full text (PQDT)