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Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

Overview of attention for article published in Educational Psychology Review, July 2012
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About this Attention Score

  • In the top 25% of all research outputs scored by Altmetric
  • Among the highest-scoring outputs from this source (#41 of 363)
  • High Attention Score compared to outputs of the same age (94th percentile)
  • Good Attention Score compared to outputs of the same age and source (66th percentile)

Mentioned by

blogs
1 blog
policy
1 policy source
twitter
11 tweeters
googleplus
1 Google+ user

Citations

dimensions_citation
104 Dimensions

Readers on

mendeley
371 Mendeley
citeulike
1 CiteULike
Title
Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods
Published in
Educational Psychology Review, July 2012
DOI 10.1007/s10648-012-9199-6
Pubmed ID
Authors

George M. Slavich, Philip G. Zimbardo

Abstract

Approaches to classroom instruction have evolved considerably over the past 50 years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Teachers assume the traditional role of facilitating students' acquisition of key course concepts, but do so while enhancing students' personal development and attitudes toward learning. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. We propose that these methods are synergistically related and, when used together, maximize students' potential for intellectual and personal growth.

Twitter Demographics

The data shown below were collected from the profiles of 11 tweeters who shared this research output. Click here to find out more about how the information was compiled.

Mendeley readers

The data shown below were compiled from readership statistics for 371 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 11 3%
United Kingdom 7 2%
Germany 4 1%
Australia 2 <1%
Brazil 2 <1%
Malaysia 2 <1%
Spain 2 <1%
New Zealand 2 <1%
Netherlands 1 <1%
Other 7 2%
Unknown 331 89%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 77 21%
Student > Master 63 17%
Student > Doctoral Student 43 12%
Researcher 30 8%
Professor > Associate Professor 29 8%
Other 129 35%
Readers by discipline Count As %
Social Sciences 144 39%
Psychology 48 13%
Unspecified 31 8%
Medicine and Dentistry 27 7%
Agricultural and Biological Sciences 21 6%
Other 100 27%

Attention Score in Context

This research output has an Altmetric Attention Score of 21. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 07 May 2018.
All research outputs
#716,570
of 13,079,403 outputs
Outputs from Educational Psychology Review
#41
of 363 outputs
Outputs of similar age
#6,268
of 120,779 outputs
Outputs of similar age from Educational Psychology Review
#3
of 9 outputs
Altmetric has tracked 13,079,403 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 94th percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 363 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 11.7. This one has done well, scoring higher than 88% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 120,779 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 94% of its contemporaries.
We're also able to compare this research output to 9 others from the same source and published within six weeks on either side of this one. This one has scored higher than 6 of them.