Curriculum innovation, perceived class environment and professional development at the University of Sevilla
Abstract
This research examines ten innovative classroom practices during de academic year of 2000-2001. The aim is to determine whether the learning perceptions held by students from diverse demographic and cultural backgrounds differ among them. Employing the ANOVA statistical technique, the study documents classroom environment effects. The article suggests a return to the paradigm of faculty development.
Key words: Curriculum innovation, classroom environment, University staff professional development.
Citación recomendada | Recommended citation
Villar Angulo, L., Correa, J., Gaytán, S., Hervás, C., Maldonado, M., Medianero, J., Ortega, A., Reyes, M., Romero, C., Romero, R., Ruiz, M., Toledo, P., Vázquez, A., & Cantillana, C. (2003) . Curriculum innovation, perceived class environment and professional development at the University of Sevilla. Revista Española de Pedagogía, 61(225). https://www.revistadepedagogia.org/rep/vol61/iss225/9
Licencia Creative Commons | Creative Commons License
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Palabras clave | Keywords
Curriculum innovation, classroom environment, University staff professional development.
