Advancing Student Learning Power by Operating Classrooms as Learning Communities: Mediated Effects of Engagement Activities and Social Relations

Schools are responsible for developing students’ learning abilities in order to prepare them the future. However, power was rarely explored previous studies. This study considered classrooms as a proximal level of influences from ecologically-oriented systems theory and therefore centered on exploring effects operating communities (CaLC) power. Learner-centered teaching, which includes components inquiry, collaboration, expression, used assess how far CaLC has progressed. It comprises classroom processes, along with student engagement activities (i.e., expression), social relations. By employing mediation model, this aimed disentangle processes A total 1478 students 14 junior high schools Taiwan participated survey. The findings indicate that perceptions learner-centered activities, relations, all reached high-intermediate level. also found teaching directly affected exerted indirect through contributes research community by providing more comprehensive analytical framework detecting impact processes. Besides, three identified expression) can be practical guide instructional practice learner-centeredness.