Dissonance in Experience of Teaching and Its Relation to the Quality of Student Learning.

Examined dissonant forms of teaching and their relation to student learning. Found that in units of study, students report a higher quality learning experience (deep approaches), and the relationships between approaches to teaching and perceptions of the teaching context are consonant and coherent for the more senior teachers. In units of study in which students report a lower quality learning experience (surface approaches), the relationships are more dissonant and incoherent. (EV)