Student-centered versus teacher-centered teaching styles in high poverty and low poverty schools and their impact on language arts and math MCT2 scores

Hollie Moore Parker

Abstract

Because No child Left Behind Act (NCLB) of 2001, ensures that all students reach a specified minimum standard of academic success, teaching styles tend to be scrutinized by school leaders constantly. This research included Math and Language Art teachers from 4th, 5th, and 6th grades. This meditational study examined whether or not teaching styles mediates the relationship between on academic achievement based on Socio-Economic and School Accountability Status. Using Principals of Adult Learning Scale (PALS) respondent data was analyzed via Mediation. The Principal dissertation research questions addressed in this study were: a) Do students score higher on Language Arts Mississippi Curriculum Tests based on teaching practices regardless of their socio-economic status and school level? There were no statistical significance found in this sample (β =056, p=.533). b) Do students score higher on Math Mississippi Curriculum Tests based on teaching practices regardless of their socio-economic and school level? There were no statistical significance found in this sample (β =-.047, p=.649).