DOCSLIB.ORG

Characteristics of Contemporary U. S. Progressive Middle Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Characteristics of Contemporary U. S. Progressive Middle Schools CHARACTERISTICS OF CONTEMPORARY U. S. PROGRESSIVE MIDDLE SCHOOLS JAN WARE RUSSELL A DISSERTATION Submitted to the Ph.D. in Leadership and Change Program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy October, 2012 This is to certify that the Dissertation entitled: CHARACTERISTICS OF CONTEMPORARY U.S. PROGRESSIVE MIDDLE SCHOOLS prepared by Jan Ware Russell Is approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Leadership and Change. Approved by: ______________________________________________________________________________ Carol Baron, Ph.D., Chair date ______________________________________________________________________________ Elizabeth Holloway, Ph. D., Committee Member date ______________________________________________________________________________ Charis Sharp, Ph. D., Committee Member date ______________________________________________________________________________ Jane Miller, Ed. D., External Reader date Copyright 2012 Jan Ware Russell All rights reserved Acknowledgements I would like to express my appreciation to the faculty of the Antioch University, Leadership and Change program. My doctoral journey could not have been accomplished without each faculty member’s input along the way. I would like to offer my special thanks to Dr. Laurien Alexandre (Program Director) and Dr. Al Guskin (President Emeritus) for their pioneering spirit that birthed this program. Their continued passion for the progressive philosophies—student-centered learning, community integration, and democratic decision- making—that are a model of the learning environment explored in this dissertation. I am grateful to Dr. Mitch Kusy who conducted my screening interview. His humor coupled with his business-like manner quickly put me at ease allowing me to ask and have answers to ALL my questions. I am particularly grateful to my first faculty advisor, Dr. Jon Wergin who helped guide me from being an impetuous doer into a pragmatic thinker. Jon’s work surrounding Progressive Education, John Dewey, and Place-Based Leadership also shaped my inquiry along this journey. I am appreciative to Dr. Elizabeth Holloway who stepped in as my second faculty advisor during Jon’s sabbatical and guided me through my entrance into candidacy and selection of a dissertation chair. Elizabeth’s background in organizational leadership was a valuable asset that allowed her to ask me questions from a perspective that strengthened my dissertation. A well deserved thank you and heartfelt appreciation goes to my dissertation committee, Dr. Carol Baron (Chair), Dr. Elizabeth Holloway (Faculty), Dr. Charis Sharp (Content Expert), and Dr. Jane Miller (External Reader) for providing feedback and direction that have made this study so much richer. First, a thank you to Carol for her hard work in explaining the nuances of technical writing surrounding regression analysis language, her dedication to returning draft after i draft after draft in a timely manner, and her unwavering deadlines that guided me throughout a heavy load of multi-tasking. I’ve already mentioned my appreciation to Elizabeth, but want to acknowledge the great teamwork that she and Carol maintained in supporting my mixed method study that embodies the many residency workshops they conduct together. I am very thankful to Dr. Charis Sharp for her continued support in directing me to look at various progressive school organizations and philosophies. I appreciate the conversations we had that informed me of the importance of my work and that I really was making a contribution to a gap that does exist in the literature. Thank you to Dr. Jane Miller for providing a fresh set of eyes that were needed after being enmeshed in the literature close to five years. Her encouragement and additional confirmation that I was addressing a phenomenon she has experienced while attempting to maintain progressive education field placements have increased my excitement for the future. Special thanks must be given to Deb Baldwin (AM, AMLS) and Dr. Elaine Gale (MFA) who both provided invaluable support, direction, and friendship. Without Deb as “my” personal librarian, I might not have started this journey. She gave assurance from day one that she would be available and she was. Deb’s expertise of the literary world and how to access it electronically ushered me into the world of “cyber libraries” so needed after moving to the Bahamas. Elaine, as “my” writing coach, helped me develop my voice and a confidence for future writing projects. I want to say thank you to Lucinda Leugers (Cohort 5) for sitting with me one afternoon and telling me about Ph.D. Antioch Leadership and Change. It was Lucinda’s description of the program and its flexibility that led me to complete the application. No journey can begin without the first step. Thank you again. I want to thank Cohort 7 and my other cohort friends (2-10) for ii being a collaborative learning community. I learned so much from each individual and am so grateful that this was not a solitary effort. Thank you to Dr. Cheryl Fenno for the many hours spent conducting the final edits on this document. Last, but not least, I want to thank my husband, Craig W. Russell, for his dedication and hard work to take the load off of me so that I could study. His gracious sacrifices did not go unnoticed. iii Dedication My first and foremost dedication of this work is “to praise God, because I am fearfully and wonderfully made” (Psalms 139:14). Without the talents, personality, and providential grace provided by God, I would not have come this far. I dedicate this body of work to the many wonderful teachers who encouraged me to dream big. I could not have made it to this point in life without the loving support of my parents, John V. and Joan (Carter) Ware. I pray this study will impact and inspire my children, Shane L. Ferryman and Ashley R. Ferryman, and my grandchildren, James D. Breneman Jr., Breeze A. Breneman, and Shane Michael Ferryman. I also want to dedicate this book to my favorite sister, Joy Ware Miller, and her family who have given me first-hand experience in providing education that captures the aspects of play, passion, and purpose. Finally, I dedicate this dissertation to all my students that have had me in the past and those who will have me in the future. I hope that your life will be different because of our time together. iv Abstract Progressive education has a long history within the American K-12 education system dating back to the late 1800s. During this period, two very distinct ideologies represented progressive education: 1) administrative progressives supporting standardization as a means of efficiency and 2) pedagogical progressives supporting child-centered learning based upon a well- rounded education. This study looks at 82 contemporary pedagogical progressive schools to identify common characteristics. Child-centered learning, community integration, and democratic decision-making were the three overarching philosophies covered in this study. Data was collected through an online survey of school leaders. The majority of research surrounding progressive education is qualitative and focuses on the experience of teachers, students, parents, or administrators, and not the characteristics of the school. This study is a mixed methods study that uses quantitative and qualitative methods to identify qualities found in contemporary progressive schools. Findings are intended to help school leaders plan for growth and sustainability. A 6-point scale was used to gather school leaders’ level of disagreement or agreement about whether particular educational practices associated with each philosophy occur within their school. Mean scores for the educational practice items for each philosophy were the independent variables in the regression analyses. A 10-point semantic differential rating scale was used to identify the school leaders’ perceptions of whether their school was adhering to each philosophy. These ratings were used as the dependent variable in the regression analyses. Significant educational practice items for each philosophy include: Child-Centered Learning Practices—Student learning is assessed through formative assessments (progress with feedback) versus summative assessments (grade or percentage scores), Student learning is based upon discovery through an independent learning process, Small group student interaction creates v learning opportunities; Community Integration Practices—Student community service is used as a learning experience, Education occurs within the local community at various businesses and/or organizations; Democratic Decision-Making Practices—Stakeholders have equal voting power in decisions, Decisions are made based upon the greatest good for the greatest number, Consensus is preferred to majority rule, Decisions are made that create inclusion versus exclusion of stakeholders. This dissertation is accompanied by an MP4 video of the author’s introduction. The electronic version of this Dissertation is at OhioLink ETD Center, www.ohiolink.edu/etd. vi Table of Contents Acknowledgements.......................................................................................................................... i Dedication...................................................................................................................................... iv Abstract............................................................................................................................................v
Load more

Recommended publications
  • A Comparison of Organizational Structure and Pedagogical Approach: Online Versus Face-To-Face Donovan A
    A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face Donovan A. McFarlane, Frederick Taylor University Abstract This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous interactions, etc, before deliberating on perceived differences in organizational structure and pedagogical approaches of virtual and brick-and-mortar schools by examining organizational structure, knowledge and pedagogical theories, ideas, and constructs. The roles of mission, vision, and other considerations that contribute to differences between virtual and brick-and-mortar schools are examined. The appropriateness of structure and pedagogy as related to variables such as class size, span of control, and several other factors is discussed. The benefits and drawbacks of both virtual and brick-and-mortar schools are assessed in terms of perceived effectiveness and relation to perceived organizational structural and pedagogical differences before the author presents an informed response to the major thesis of this paper based on pertinent literature and the foregone discussion. After recognizing prevailing practices with regard to organizational structure and pedagogy, and given the pertinent role of technology and several influencing factors such
    [Show full text]
  • The Effect of Direct Experience on Generating Insight Into and Deepening Understanding of Academic Topics Studied by High School Seniors in the Field" (2001)
    The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library 2001 The ffecE t of Direct Experience on Generating Insight into and Deepening Understanding of Academic Topics Studied by high School Seniors in the Field Lowell W. Libby Follow this and additional works at: http://digitalcommons.library.umaine.edu/etd Part of the Secondary Education and Teaching Commons Recommended Citation Libby, Lowell W., "The Effect of Direct Experience on Generating Insight into and Deepening Understanding of Academic Topics Studied by high School Seniors in the Field" (2001). Electronic Theses and Dissertations. 127. http://digitalcommons.library.umaine.edu/etd/127 This Open-Access Dissertation is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. THE EFFECT OF DIRECT EXPERIENCE ON GENERATING INSIGHT INTO AND DEEPENING UNDERSTANDING OF ACADEMIC TOPICS STUDIED BY HIGH SCHOOL SENIORS IN THE FIELD BY Lowell W. Libby B. A. Colby College, 1977 M.Ed. University of Maine, 1981 A THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education (in Educational Leadership) The Graduate School The University of Maine December, 200 1 Advisory Committee: Gordon Donaldson - Professor of Education, University of Maine, Advisor Richard Barnes - Dean of Education, University of Southern Maine Nancy Jennings - Professor of Education, Bowdoin College Sally MacKenzie - Assistant Clinical Professor, University of Maine Lynne Miller - Professor of Education, University of Southern Maine Copyright 2001 Lowell W. Libby THE EFFECT OF DIRECT EXPERIENCE ON GENERATING INSIGHT INTO AND DEEPENING UNDERSTANDING OF ACADEMIC TOPICS STUDIED BY HIGH SCHOOL SENIORS IN THE FIELD By Lowell W.
    [Show full text]
  • Progressive Education: Why It's Hard to Beat, but Also Hard to Find
    Bank Street College of Education Educate Progressive Education in Context College History and Archives 2015 Progressive Education: Why it's Hard to Beat, But Also Hard to Find Alfie ohnK Follow this and additional works at: https://educate.bankstreet.edu/progressive Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Kohn, A. (2015). Progressive Education: Why it's Hard to Beat, But Also Hard to Find. Bank Street College of Education. Retrieved from https://educate.bankstreet.edu/progressive/2 This Book is brought to you for free and open access by the College History and Archives at Educate. It has been accepted for inclusion in Progressive Education in Context by an authorized administrator of Educate. For more information, please contact [email protected]. Progressive Education Why It’s Hard to Beat, But Also Hard to Find By Alfie Kohn If progressive education doesn’t lend itself to a single fixed definition, that seems fitting in light of its reputation for resisting conformity and standardization. Any two educators who describe themselves as sympathetic to this tradition may well see it differently, or at least disagree about which features are the most important. Talk to enough progressive educators, in fact, and you’ll begin to notice certain paradoxes: Some people focus on the unique needs of individual students, while oth- ers invoke the importance of a community of learners; some describe learning as a process, more journey than destination, while others believe that tasks should result in authentic products that can be shared.[1] What It Is Despite such variations, there are enough elements on which most of us can agree so that a common core of progressive education emerges, however hazily.
    [Show full text]
  • John Dewey and the Beginnings of Progressive Early Education in Hawai‘I Alfred L
    John Dewey in Hawai‘i 23 John Dewey and the Beginnings of Progressive Early Education in Hawai‘i Alfred L. Castle Hawai‘i has often been the beneficiary of the insights of reality called “practice” while reserving the higher order extraordinary men and women who visited the islands “theory” for the transcendent, changeless divine realm. and made important observations. Among these was Mystery and glamour attached to the eternal, sempiternal perhaps America’s most famous philosopher, John Dewey realm, while the material or “practical” realm was (1859-1952). First visiting Honolulu in 1899 as the guest deemed inferior. The separation of the two conceptual of Mary Tenney Castle and her family, Dewey would help orders was mirrored in the distinction between practice establish Hawai‘i’s first progressive kindergartens while and theory. This isolation of theory and practice has, in also assisting in the establishment of the new progressive Dewey’s estimation, held mankind back for centuries. Castle Kindergarten on King Street. Dewey was a close The devaluing of the natural realm of the changing friend of his University of Chicago colleague and symbolic and flawed mundane world was regnant, according to interactionist George Herbert Mead and his wife Helen Dewey, until the early modern period when Galileo, Castle. He had met the late Henry Castle, a young Newton, and Bacon began the slow process of taking philosopher whose life had been cut short in a shipping the natural world as worthy of precise quantitative accident on the North Sea, in 1895. Dewey’s visit coincided interpretation. Over time, science rid itself of the last with the incipient efforts of educators to formulate a radical vestiges of the illusory search for ultimate, invariable re-engineering of early education, which would forever reality and became more secure with experimentalism change the way the public looked at young children and and operationalism.
    [Show full text]
  • Wellness Research in NH Schools & Home School Environments.Pdf
    STATE OF NEW HAMPSHIRE DEPARTMENT OF EDUCATION 2021- 2022 Wellness Research in NH Schools & Home School Environments RFP 2020- The New Hampshire Department of Education does not discriminate on the basis of race, color, religion, marital status, national/ethnic origin, age, sex, sexual orientation, or disability in its programs, activities and employment practices. This statement is a reflection of the Department of Education and refers to, but is not limited to, the provisions of the following laws: Title IV, VI and VII of the Civil Rights Act of 1964- race color, national origin, The Age Discrimination in Employment Act of 1967, The Age Discrimination Act of 1975, Title IX of the Education Amendments of 1972 (Title IX)-sex, Section 504 of the Rehabilitation Act of 1973 (Section 504)-disability, The Americans with Disabilities Act of 1990 (ADA)- disability, and NH Law against discrimination (RSA 354-A). Auxiliary aids and services are available upon request to individuals with disabilities. Section 1 – Overview and Schedule A. Executive Summary The purpose of this RFP is to seek proposals from individuals, agencies, institutions or organizations (hereafter referred to as applicant(s) to work with the NH Department of Education, Bureau of Student Wellness to conduct up to three research projects related to student wellness in NH school districts during the 21-22 Academic Year. These studies shall be conducted in a post COVID, post virtual learning environment. The three proposed studies are: Research Project #1: An Intervention Experiment Aimed at Increasing Play, Joy, Friendships, and Self- Efficacy Among Elementary School Students Research Project #2: A Survey and Focus-Group Study of Secondary Students’ Perceptions of Sources of School-Induced Distress and of How Schooling Could Be Improved Research Project #3: Surveys of Homeschooling Families Aimed at Learning Why They Have Chosen Homeschooling over Public Schooling Minimum Requirements: In order to be considered, the applicant must provide evidence of the following minimum requirements.
    [Show full text]
  • The Learning Environment
    Age-appropriate pedagogies Age-appropriate Pedagogies in the Early Years The learning environment As part of teachers’ decision-making processes The social environment they are encouraged to use a range and balance of pedagogical approaches when planning learning Building positive relationships with each young opportunities that promote active engagement, learner and their family sets the foundations for deep learning and positive dispositions to learning. an environment of trust and respect to flourish. Teachers are also encouraged to reflect critically on Encouraging relationships to develop between the relationships between the learning environment learners, and promoting respectful relationships and their practices. The organisation of the learning with all members of the school community supports environment, the expectations teachers set, the young learners to develop a sense of belonging. routines, and ways of interacting with young learners Feeling safe and supported is integral to the reflect teachers’ beliefs and values shaping the wellbeing of all learners. classroom culture that is established (Curtis & Carter, 2008). The culture of the classroom is instrumental The social environment: in influencing the dispositions that young learners Teaching suggestions develop to learning. Building a supportive classroom climate takes time To maximise learning possibilities and positive and flexibility as routines, expectations and accepted dispositions to learning, priority is given to creating ways of interacting with peers and adults are learning environments that are motivating, engaging, established and maintained. flexible, inviting, challenging and supportive for • Discuss daily routines regularly so that young young learners. As part of this process early years learners develop a sense of routine and know teachers deliberately, purposefully and thoughtfully what to expect.
    [Show full text]
  • A Brief History of Progressive Education
    A Brief History of Progressive Lesson 2: Education in America before Education Progressive Education with Dr. Jason Edwards Outline: “How did we get to where we are today?” “Education then, beyond all other devices of human origin, is the great equalizer of the conditions of men, the balance-wheel of the social machinery.” Horace Mann “The fruit of liberal education is not learning, but the capacity and desire to learn, not knowledge, but power.” Charles William Elliot Core Elements of Progressive Education Publicly funded school system School is standardized and made universally obligatory. School is understood as not simply academics. School is understood as a means towards perfecting society. School is understood as a learning environment centered on the student’s interests. School is understood as a learning environment guided by applied scientific research. School is understood and designed to be a learning environment aimed at facilitating vocational development (i.e. job preparation). Women are accepted as teachers, specifically elementary school teachers. School involves a “differentiated curriculum”. Federal government directly involved in education. Schools based on the “German specialist model” of education; (i.e. not the liberal arts - the focus instead is on specialists). School is about developing “new” knowledge, rather than the transmission of knowledge through generations. Progressive education is based, in part, on Romanticism, (Ex. Jean Jacques Rousseau’s Emile) basic assumptions in progressive education’s “anthropology”: o The child is not understood as a fallen human being but understood as naturally innocent and oppressed human being. o Children are understood to be “active” learners. Nature is more important than books.
    [Show full text]
  • Learning Environment: an Overview
    Journal of Family and Consumer Sciences Education, 27(National Teacher Standards 4), 2009 Standard 7: Fox Learning Environment: An Overview Candace K. Fox Mount Vernon Nazarene University Learning Environments, Standard 7 challenges the beginning family and consumer sciences teacher to “create and implement a safe, supportive learning environment that shows sensitivity to diverse needs, values, and characteristics of students, families, and communities” (National Association of Teacher Educators for Family and Consumer Sciences [NATEFACS], 2004). In this article, several theoretical components of learning environments are explored as a foundation for grappling with this broad Standard. Resources that provide background material and specific ideas are listed to help beginning teachers as they work to establish quality learning environments. Also included is an annotated bibliography addressing values, character education, and emotional intelligence; safety and caring issues; and a variety of diversity topics including race and ethnicity, gender, and poverty. Introduction The beginning family and consumer sciences teacher must be able to demonstrate knowledge, skills, and attitudes to enable student learning in four broad content areas: (a) career, community, and family connections; (b) consumer economics and family resources; (c) family and human development; and (d) nutrition, food, and wellness. Additionally, six professional practice standards are outlined including the theme of this article, the Learning Environment. Specifically,
    [Show full text]
  • Chapter ?:5: Designing the Subtitle Learning Environment
    Chapter ?:5: Designing the Subtitle Learning Environment Chapter 5: Designing the Learning Environment Guiding Principle: The Environment The Kindergarten environment allows complex, rich play to thrive. It is a warm and inviting place where children and adults inquire, learn, and co -construct together. Children’s natural curiosity and inquisitiveness are nurtured in learning environments that encourage active, explorative play and sustained peer interactions. The Kindergarten environment—including its physical, social, and organizational qualities, both indoors and outdoors—plays an integral role in children’s learning. Teachers create a multi-sensory, enabling “In order to act as an environment that supports emergent literacy educator for the child, and numeracy. They recognize children’s the environment has different learning styles and many ways of knowing. Children benefit from repeated to be flexible: it must opportunities to represent their ideas through undergo frequent playing with blocks, engaging in dramatic play, modification by the documenting, writing, painting, and drawing. children and the Children make choices and engage in play teachers in order to in a rich learning environment designed to extend and build upon their interests and the remain up-to-date and Kindergarten curricular goals. The environment responsive to their reflects the diversity of the children, their needs to be protagonists families, and their communities. Teachers value in constructing outdoor play, recognizing its potential for the their knowledge” highest level of development and learning in young children. (Gandini 177). Guiding Principle: The Schedule Kindergarten scheduling is responsive to children’s changing needs, allowing a developmentally appropriate curriculum to emerge over time. The daily Kindergarten schedule includes at least one hour of child-directed, adult-supported playtime to allow for deep and engaging play experiences.
    [Show full text]
  • 21St Century Learning Nicole Ondrashek Northwestern College - Orange City
    Northwestern College, Iowa NWCommons Master's Theses & Capstone Projects Education 5-2017 21st Century Learning Nicole Ondrashek Northwestern College - Orange City Follow this and additional works at: https://nwcommons.nwciowa.edu/education_masters Part of the Education Commons Recommended Citation Ondrashek, N. (2017). 21st century learning (Master's thesis, Northwestern College, Orange City, IA). Retrieved from http://nwcommons.nwciowa.edu/education_masters/21/ This Article is brought to you for free and open access by the Education at NWCommons. It has been accepted for inclusion in Master's Theses & Capstone Projects by an authorized administrator of NWCommons. For more information, please contact [email protected]. Running head: 21st CENTURY LEARNING 1 21st Century Learning Nicole Ondrashek Northwestern College May 2017 Running head: 21st CENTURY LEARNING 2 Abstract Research has shown that students who are taught using 21st century teaching styles are more successful throughout their education. This literature review explores the importance of 21st century learning and teaching styles. This review begins by looking into and discussing the role of the teacher in a 21st century learning environment. The role of the teacher is to be a guide by the student’s side. This review provides ways to be that guide, rather than the instructor. This literature review also looks at the benefits of flexible seating and how the teacher can create a classroom using flexible seating. Finally this review looks at the importance of integrating meaningful technology use into student learning. This includes virtual field trips, Genius Hour and Makers Space. Keywords: 21st century learning, flexible seating, technology integration, Genius Hour.
    [Show full text]
  • The Case for Fortified Teaching and Learning Environments
    Fall 2013 180the News from Turnaround for Children The Case for Fortified Teaching and Learning Environments Raising Awareness From New York, to Chicago, to Aspen By Pamela Cantor, M.D., President and CEO, Turnaround for Children and beyond, Turnaround for Children staff, teachers, and students have earned exciting opportunities to lead and participate in high level conversa- tions about innovative approaches to solving the problem of chronically underperforming public schools serving children growing up in poverty. Education Nation: What It Takes NBC News invited Dr. Pamela Cantor to be a featured speaker at Education Nation, the summit of top thought leaders and influ- encers in education, government, business, philanthropy, and media, broadcast from The New York Public Library. In a discussion entitled, “What it Takes: Safe Schools,” moderated by Hoda Kotb, Cantor painted a vivid picture of the climate and culture Today, one in four children in the United Our nation’s underperforming schools share schools need to create for students to thrive. States is growing up in poverty. Many are common challenges: children unready to exposed to violence, chronic insecurity, loss, learn, teachers unprepared to teach students and disruption. Poverty inflicts a traumatic with intense needs, and principals ill equipped form of stress on their developing brains. It to act against such adversity. Collectively, interferes with learning. It impacts behavior. these challenges pose a pattern of risk: It undermines belief. risk to student development, classroom instruction, and schoolwide culture, each Children don’t shed what they have exper- capable of derailing academic achievement. ienced at the schoolhouse door. It all shows up in the classroom.
    [Show full text]
  • Students' Conception of Learning Environment and Their Approach To
    Vol. 12(14), pp. 695-703, 23 July, 2017 DOI: 10.5897/ERR2017.3258 Article Number: 6D2C41365248 ISSN 1990-3839 Educational Research and Reviews Copyright © 2017 Author(s) retain the copyright of this article http://www.academicjournals.org/ERR Full Length Research Paper Students’ conception of learning environment and their approach to learning and its implication on quality education Matheas Shemelis Belaineh Mizan-Tepi University, Ethiopia. Received 27 April, 2017; Accepted 26 May, 2017 Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students’ perspective and their approach to learning, and evaluate its implication on quality education. The study is descriptive survey in its nature of quantitative approach. The Course Experience Questionnaire (CEQ) and Approaches and Study Skills Inventory for Students (ASSIST) are employed to measure the learning environment and approach to learning respectively. The study was targeted at six colleges of Mizan-Tepi University and randomly selected 382 students participated in the study. The following conclusions were derived from analysis made using correlation, cluster analysis, ANOVA and independent t-test. The learning environment/context as redefined in this study represents the teaching activities conducted in the classroom only. The whole picture of the response shows that the learning environment is conducive for students learning. However, the ANOVA result confirmed the existence of statistically significant difference among the six colleges on this variable.
    [Show full text]