The Context of Learning: A Multi-Grounded Theory of the Moderating Variables of Teaching and Learning

Abstract

An alternative conceptual model of teaching and learning has emerged in School-Based Agricultural Education known as the context-state-result model, designed by Mark Reardon in 2000. Specifically, the concept of context was under-defined and inconsistently described. This dissertation was a multi-grounded theory study of the contextual factors which influence teaching and learning. Data collection consisted of semi-structured, active, and intensive interviews. We grounded the findings of the study in both empirical data collected from interviews, memos, and reflexive journals, and extant literature from a systematic literature review. Within the new theory, we defined context as a frame that surrounds the educational event of teaching and learning and provides students with resources for content’s appropriate interpretation. The new model is not linear, instead it spirals and repeats (but is not a cycle), has a symbol for error, and positions context as a moderator between the relationship of teaching and learning. Finally, the theoretical model has new labels for the sub-concepts within context: who (interpersonal/relational acknowledgment), what (cognitive expectations), how (psychomotor/physical directions), and why (affective relevancy). Our study synthesized research on contextual variables such as teacher clarity, teacher-to-student relationships, and student engagement and has implications for teacher education and preparation, and facilitation training.