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dc.contributor.advisorCarr-Stewart, Sheilaen_US
dc.contributor.advisorRalph, Edwinen_US
dc.creatorLi, Mengen_US
dc.date.accessioned2015-05-02T12:00:13Z
dc.date.available2015-05-02T12:00:13Z
dc.date.created2014-11en_US
dc.date.issued2015-05-01en_US
dc.date.submittedNovember 2014en_US
dc.identifier.urihttp://hdl.handle.net/10388/ETD-2014-11-1901en_US
dc.description.abstractThe purpose of this study was to explore the selected middle years teachers’ experiences of promoting student learning in student-centered classrooms, and how these recalled experiences might affect their own future teaching and assist other teachers to promote student learning. Based on social constructivism as the epistemological foundation, I chose Appreciative Inquiry (AI) as the research methodology. AI values people’s positive experiences and emphasizes the importance of the positive core of change (Cooperrider & Whitney, 2000). In total, there were 53 middle years teachers in China and Canada who responded to an online survey. Four Chinese education experts were interviewed online, and 12 Canadian education experts participated in an interpretation panel. The findings showed that both Chinese and Canadian participants believed that engaging students in their learning was the core of creating student-centered classrooms. They regarded group study as the most popular instructional strategy that was used to promote student-centered learning. Most participants stated that they had changed or planned to change their teaching practices because they had positive teaching experiences in student-centered classrooms. Chinese participants stated that they had shared their positive teaching experiences with other teachers at three levels: school divisions/districts, schools, or grades/subjects. The main activities for communication among Chinese teachers included group discussion, collective lesson planning, and classroom visits. Canadian participants reported that they usually shared their educational ideas and teaching experiences with other teachers in both formal and informal ways, such as chatting with each other during breaks, developing learning projects together, and communicating with each other through school networking websites. In addition, findings also showed that most Chinese middle years teachers teach a single subject, but many Canadian middle years teachers teach multiple subjects. Based on this research, I suggested that teachers should apply multiple instructional strategies in their classrooms, serve students, and collaborate with parents/families. School boards and schools should make more efforts to encourage their teachers to communicate with each other, formally and regularly by providing policy, technical, and financial supports for relevant programs and activities. Teachers should choose either a single subject or multiple subjects to teach according to their own willingness and abilities. Future researchers may benefit by using Appreciative Inquiry to explore people’s positive experiences in education, and should be more open-minded by conducting cross-cultural and inter-cultural research to facilitate educators to communicate with each other and learn from each other.en_US
dc.language.isoengen_US
dc.subjectStudent-Centered Learning, Middle Years Teacher, Appreciative Inquiry (AI), Chinese Education, Canadian Educationen_US
dc.titlePromoting Students' Learning in Student-Centered Classrooms: Positive Teaching Experiences of Middle Years Teachers in China and Canadaen_US
thesis.degree.departmentEducational Administrationen_US
thesis.degree.disciplineEducational Administrationen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophy (Ph.D.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberWalker, Keithen_US
dc.contributor.committeeMemberMolnar, Timen_US
dc.contributor.committeeMemberNewton, Paulen_US
dc.contributor.committeeMemberDuncan, Heatheren_US
dc.contributor.committeeMemberBurgess, Daviden_US
dc.contributor.committeeMemberFindlay, Isobelen_US


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