Case Study

1. De Young, A.,C., Kenardy, J. A., & Cobham, V. E. (2011). Trauma in early childhood: A neglected population. Clinical Child and Family Psychology Review, 14(3), 231-50. doi:http://dx.doi.org/10.1007/s10567-011-0094-3

2. Purpose

 Since the 1970s, a large body of research has reported on the differences between deep and surface approaches to student learning. Studies at the university level have identified two approaches to teaching: the information transmission/teacher-focused approach and the conceptual change/student-focused approach. The present study analyzes the relationship between teachers’ approaches to teaching and high school students’ approaches to learning. The data were analyzed by fitting a two-level structural equation model based on the hypothesis that student academic achievement is significantly determined by the way they study and that the way they study is partially determined by the way teachers teach.

3. Participants

The participants were 778 12th grade high school students enrolled in biology courses and 40 of their teachers.

4. Instrument

Etc.

5. Results

The results of prior investigations connecting approaches to learning and approaches to teaching are inconclusive, both at the university level and at the high school level.  Because of the educational implications of this topic, they expected to expand the understanding of the relationship between teachers’ approaches to teaching and students’ academic achievement and to analyze the way this relationship is mediated by students’ approaches to learning. 

6. Conclusion

Throughout this whole study, three main conclusions were made. First, the TATI and SALI surveys proved appropriate psychometric qualities. Second, relating two levels suggests the following recursive structure: on the one hand, the more teachers report using a CCSF (conceptual change/student-focused) approach to teaching, the more likely students are to report adopting a DA to learning. In turn, the more...