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More student-centered instruction produces better achievement.  \nWhat is the aim of this review?  \nThis Campbell systematic review assesses the overall impact on student achievement of processes and methods that are more studentcentered versus less student-centered. It also considers the strength of student-centered practices in four teaching domains.  \nFlexibility: degree to which students can contribute to course design, selecting study materials and stating learning objectives.  \nPacing of instruction: students can decide how fast to progress through course content and whether this progression is linear or iterative. Teacher’s role: ranging from authority figure and sole source of information, to teacher as equal partner in the learning process. Adaptability: degrees of manipulating learning environments, materials and activities to make them more student-centered.  \nTeaching methods that individualize and adapt instructional conditions to K-12 learners’ needs, abilities and interests help improve learning achievement . The most important variables are the teacher’s role in the classroom as a guide and mentor and the adaptability of learning activities and materials.  \nWhat is this review about?  \nTeaching in K-12 classrooms involves many decisions about the appropriateness of methods and materials that both provide content and encourage learning.  \nThis review assesses the overall impact on student achievement of processes and methods that are more student-centered versus less studentcentered (and thus more teacher-centered, i.e., more under direct control of a teacher). It also considers in which instructional dimensions the application of more of these student-centered practices is most appropriate, and the strength of student-centered practices in each of four teaching domains.  \nWhat studies are included?  \nThis review presents evidence from 299 studies (covering 43,175 students in a formal school setting) yielding 365 estimates of the impact of teaching practices. The studies spanned the period 2000 to 2017 and were mostly carried out in the USA, Europe and Australia.  \nWhat are the findings ofthis review?  \nWhat is the overall average effect of more versus less student-centered instruction on achievement outcomes? Which demographic variables moderate the overall results?  \nMore student-centered instructional conditions have a moderate positive effect on student achievement compared to less student-centered.  \nHow up-to-date is this review?  \nThis meta-analysis contains studies that date from 2000 to 2017.  \nWhat is the Campbell Collaboration?  \nCampbell is an international, voluntary, non-profit research network that publishes systematic reviews. We summarise and evaluate the quality of evidence about programmes in the social and behavioural sciences. Our aim is to help people make better choices and better policy decisions.  \nAbout this summary  \nThis summary was prepared by Howard White (Campbell Collaboration) based on the Campbell systematic review ‘21st century adaptive teaching and individualized learning operationalized as specific blends of student-centered instructional events:  \na systematic review and meta-analysis’ by Robert M. Bernard, Eugene Borokhovski, Richard F. Schmid, David I. Waddington and David I. Pickup.  \nThe summary was produced by Chui Hsia Yong (Campbell Collaboration). Financial support from the American Institutes for Research for the production of this summary is gratefully acknowledged.  \nWhich dimensions of instruction are most important in promoting better achievement through the application of more versus less student-centered instruction? Do these dimensions interact?  \nThe teacher’s role has a significantly positive impact on student achievement; more student-centered instru","cbCaip5LYd9HacHq","https://ap.wps.com/l/cbCaip5LYd9HacHq","pdf",1002381,"English","# Education\n## Aim and scope of the review\n## Key instructional dimensions\n## Included studies and timeframe\n## Main findings on effectiveness\n## Campbell Collaboration and summary production\n## Important dimensions and interaction effects\n## Interpretation of results","[{\"question\":\"What is the main aim of this Campbell review?\",\"answer\":\"To assess the overall impact on student achievement of processes and methods that are more student-centered versus less student-centered, and to consider the strength of student-centered practices across four teaching domains.\"},{\"question\":\"What instructional dimensions are emphasized in the review?\",\"answer\":\"Flexibility, pacing of instruction, teacher’s role, and adaptability are identified as core dimensions shaping how instruction supports learning.\"},{\"question\":\"Which factors most strongly relate to improved achievement outcomes?\",\"answer\":\"The teacher’s role has a significantly positive impact, and the combination of the teacher’s role with adaptability produces stronger effects. Special education students show significantly better performance than the general population.\"}]","Plain Language Summary 2019 - Education - Adaptive Teaching and Individualization for K-12 Students | PDF"]