Thematische Bibliographien / Learner-centred approaches to education

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Auswahl der wissenschaftlichen Literatur zum Thema „Learner-centred approaches to education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 21. Februar 2023

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Zeitschriftenartikel zum Thema "Learner-centred approaches to education"

Spencer, J. A., und R. K. Jordan. „Learner centred approaches in medical education“. BMJ 318, Nr. 7193 (08.05.1999): 1280–83. http://dx.doi.org/10.1136/bmj.318.7193.1280.

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Magaña-Medina, Deneb Elí, Silvia Patricia Aquino-Zúñiga, Angel Alberto Valdés-Cuervo und Lizeth Guadalupe Parra-Pérez. „Transformational leadership and the learner-centred teaching approach“. South African Journal of Education 41, Supplement 2 (31.12.2021): S1—S12. http://dx.doi.org/10.15700/saje.v41ns2a1932.

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Adopting learner-centred teaching approaches is important to advance student performance in Mexican rural communities, which have historically been disadvantaged. Yet, little research exists on the factors that might promote the use of this teaching approach. In the study reported on here we examined the associations between principals’ transformational leadership, school climate, teacher commitment to learners, and learner-centred teaching practices. In total, 174 teachers were selected from 26 tele-secondaries in the state of Tabasco, Mexico. A structural equation model was calculated. Results do not provide evidence to support a direct association between transformational leadership and the use of learner-centred teaching. However, an indirect relationship was found between the effects of school climate and teacher commitment. These findings indicate that enhancing school climate and teachers’ commitment through a transformational leadership style are key to foster an environment for learner-centred teaching.

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Milistetd, Michel, Pierre Trudel, Steven Rynne, Isabel Maria Ribeiro Mesquita und Juarez Vieira do Nascimento. „The Learner-Centred Status of a Brazilian University Coach Education Program“. International Sport Coaching Journal 5, Nr. 2 (01.05.2018): 105–15. http://dx.doi.org/10.1123/iscj.2017-0075.

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Previous research has suggested a shift from instructor-centred to learner-centred approaches in an attempt to improve coach education programs. To implement such crucial change it is essential to master the ‘new language’ and better understand educational contexts. The purposes of this article are to (a) highlight new social factors indicating an urgent need to change, (b) present a learner-centred framework based on the work of a recognized group of researchers (i.e., Blumberg, Cullen, Harris, and Weimer), and (c) analyse the learner-centeredness of a Bachelor in Physical Education program, especially with respect to its sport performance area. Based on the social factors explored throughout the text and the learner centred principles, results showed inconsistencies between the conceptual orientations mentioned in the ‘official documents’ and the teaching processes used in the Bachelor program. Recommendations for higher education leaders and instructors are explored.

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Qambaday, Daudi, und Prospery M. Mwila. „Learner-Centred Approach: Its influence on Quality of Learning in Public Secondary Schools in Hanang District“. International Journal of Research and Innovation in Social Science 06, Nr. 10 (2022): 99–115. http://dx.doi.org/10.47772/ijriss.2022.61007.

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Learner Centred Pedagogical Approaches have become a global practice in the teaching and learning process. The approaches have been credited with the potential to impart learners with different skills and prepare them to work effectively in this ever-changing world. This study investigated the role of learner centred pedagogical approaches on quality learning in public secondary schools in Hanang District. The Social Constructivism Theory by Vygotsky (1968) provided a theoretical lens to this study. The Mixed research approach and a Concurrent embedded research design were used in this study. Data was obtained from a sample of 174 participants, including students, teachers, Heads of schools, Ward Education officers, and District Education officer. Questionnaires and interview guide were used to collect primary data. Quantitative data were analysed through descriptive statistic with the help of Statistical Package for Social Science (SPSS) version 21 while Qualitative data were analysed thematically. The study revealed that learner centred approach contributes to quality learning through student’s involvement in complex learning situations in the classroom and ensuring active learning in the classroom. The study also reported that learner centred approach attracts learner’s interest and thus enhances good academic achievement. On the basis of the findings, it was concluded that though learner centred approach had contributed in some way to improving quality of learning it had failed to influence –effectively, the quality of learning because of some challenges. Among challenges identified includes; lack of enough knowledge on implementation of learner centred, teacher’s resistance to change, overcrowded classroom, teacher’s low morale, poor teaching and learning material. Therefore, the study recommended that school administrators should work tirelessly resolve these challenges- for better implementation of learner centred approach in secondary schools in the country.

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O’Sullivan, Margo. „The reconceptualisation of learner-centred approaches: a Namibian case study“. International Journal of Educational Development 24, Nr. 6 (November 2004): 585–602. http://dx.doi.org/10.1016/s0738-0593(03)00018-x.

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Granger, Daniel. „‘Putting the Student First: learner centred approaches in open and distance learning’“,. Open Learning: The Journal of Open, Distance and e-Learning 11, Nr. 2 (Juni 1996): 56–58. http://dx.doi.org/10.1080/0268051960110210.

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G Malakyan, Petros. „International Curriculum and Conceptual Approaches to Doctoral Programs in Leadership Studies“. International Journal of Doctoral Studies 14 (2019): 325–50. http://dx.doi.org/10.28945/4254.

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Aim/Purpose: This study explores the various teaching and learning approaches, curriculum design, and program requirements for 70 doctoral programs in leadership. Background: Early research indicates that few studies have addressed learner-centred and process-based approaches to leadership studies among doctoral programs in leadership worldwide. This study is the first complete review of programs in the interdisciplinary field of leadership. Methodology: A qualitative method approach through internet-mediated research was employed to identify explicit and implicit textual data on learning approaches of doctoral programs in leadership. The sample represents a list of 70 doctoral programs in leadership studies and organisational leadership (62 programs are in the United States and eight in Europe, Canada, Philippines, and South Africa). Contribution: This study provides an overview of doctoral program characteristics, delivery methods, coursework and research requirements, discipline-relevant teaching and learning approaches, and process-based approach to leadership. It may serve as a resource and a roadmap to assess teaching and learning approaches of doctoral programs in leadership for program reviews and improvement. Findings: The significant findings of this study are: (a) 91.4% of doctoral programs are coursework-driven, leaving little room for original research. (b) 46% of programs show lack of evidence to context-based approaches to learning (learning as a social activity served outside of classroom environment where learning tools and the context intersect with human interactions). (c) Various teaching and learning approaches, including those prescribed to constructivist, interactionist, situated, and action-based learning approaches. Recommendations for Practitioners: Leadership cannot be understood or learned without social interactions in context. In order to produce experts and “stewards of the field,” a clearer learner-centred strategy to doctoral education, including context-based experiences, should be considered. This pedagogical approach needs to be explicitly articulated (on the public website) to enable students to make an informed decision about doctoral programs in leadership. Recommendation for Researchers: In order to produce theoreticians and “stewards of the discipline” (Golde & Walker, 2006), doctoral curricula design and implementation should seek a balance between coursework, independent research, and creation of collaborative learning environment between students and faculty. Further, due to the shift from the leader-centred to the process-based understanding of leadership, doctoral programs in leadership should consider the relationship process between leaders and followers as one academic inquiry or continuum. Impact on Society: Doctoral programs in leadership that utilise more learner-centred and context-based approaches for knowledge acquisition (epistemologies) as well as studying the leadership phenomenon as a relationship process are more likely to become more impactful and sustainable in society. Future Research: More research seems necessary to identify the extent to which learner-centred approaches within doctoral programs in leadership positively impact on doctoral students’ motivation for learning, program completion, retention, and personal and professional development.

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Shipton, Brett. „Police Educators’ Experiences of Teaching: Detailing Differences between Teacher- and Learner-Centred Approaches“. Journal of Criminal Justice Education 31, Nr. 2 (27.12.2019): 232–49. http://dx.doi.org/10.1080/10511253.2019.1698755.

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Dolgopolovas, Vladimiras, Valentina Dagienė und Tatjana Jevsikova. „Methodological Guidelines for the Design and Integration of Software Learning Objects for Scientific Programming Education“. Scientific Programming 2020 (01.07.2020): 1–19. http://dx.doi.org/10.1155/2020/6807515.

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The motivation for the research is the need to develop an integrated and holistic approach to fostering students’ scientific inquiry based on scientific programming education by conducting computational experiments and simulations. At the same time, the implementation of the learner-centred approaches to scientific programming education and the related development of science, technology, engineering, and mathematics (STEM) learner-centred educational environment are of primary importance for K-16 education. The key interest is how to design and integrate learning resources which include software learning objects for making simulations. The research investigates educational aspects of the technological, pedagogical, and content knowledge (TPACK) framework applied to scientific computing and scientific programming educational domain and provides methodological guidelines and design principles of practical implementation of educational resources. These include design principles for the development of the model-based scientific inquiry-centred learning resources, generic design templates for designing educational aspects of scientific programming education, generic use case models for learning resources for scientific programming education, and supportive methodological considerations.

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McGlacken-Byrne, Sinead Mary, Mark O'Rahelly, Peter Cantillon und Nicholas M. Allen. „Journal club: old tricks and fresh approaches“. Archives of disease in childhood - Education & practice edition 105, Nr. 4 (29.08.2019): 236–41. http://dx.doi.org/10.1136/archdischild-2019-317374.

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Journal club is a long-standing pedagogy within clinical practice and education. While journal clubs throughout the world traditionally follow an established format, new approaches have emerged in recent times, including learner-centred and digital approaches. Key factors to journal club success include an awareness of the learning goals of the target audience, judicious article selection and emphasis on promoting the engagement of participant learners. This article reviews the role that journal club plays in modern clinical education and considers how to optimise its benefit for contemporary learners.

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Dissertationen zum Thema "Learner-centred approaches to education"

Amanah, Siti, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty und School of Agriculture and Rural Development. „A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia“. THESIS_FSTA_ARD_Amanah_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/296.

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This thesis was generated from an action research project, the aim of which was to improve the learning process at the Polytechnic of Agriculture, University of Jember, East Java. The proposition argued is that the implementation of learner-centred approaches in a formal tertiary education setting will assist educators and learners to meet their needs. Further, the approaches will motivate participants in the learning process to be both self-responsible and self-directed learners. Participatory approaches were utilised to induce improvement in the Polytechnic's practices, student satisfaction and contributions to learning by the outside community. Participants included students, the Director, the Associate Director for Academic and Head of School. Information was also collected from outsiders. The outcomes from the project were: students were responsible for their own learning; staff were able to act as professional facilitators; and curriculum development. There are still some unresolved issues, and it was recommended that further research of effectiveness of learning approaches in formal tertiary education needs to be carried out.
Master of Science (Hons)

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Amanah, Siti. „A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia“. Thesis, View thesis View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/296.

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Da, Costa Alipio Jaime. „Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions“. Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1499.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2014
This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers’ professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers’ professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule was designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaires were then correctly analyzed. Three of four aims were connected to four hypotheses. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods has no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it.
Scientific Council of UDEBA-LAB

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Amanah, Siti. „A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia /“. View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.141402/index.html.

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Thesis (M.Sc. Sch. of Ag. & Rural Devel.) --University of Western Sydney, Hawkesbury, 1996.
"A thesis submitted in partial fulfilment of the requirements of the Degree of Master of Science (Honours)--T.p.

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Ndlovu, Wonderful Modo. „Exploring student-centred approaches in lecturing music education at Molepolole College of Education“. Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65591.

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This study explored how music education pedagogies in Botswana colleges of education can be enhanced and broadened through the adoption of student-centred teaching approaches. A constructivist theoretical framework was used to guide the study. This theory describes various ways in which people acquire knowledge and learn, and promote active engagement of learners during the learning process. A qualitative research approach was adopted and Molepolole College of Education was used as a case study. Data was collected using three methods: semi-structured interviews with music education lecturers; evaluation of lessons by students; and a lesson observation by an independent assessor. Two qualitative data analysis techniques – the constant comparative analysis method and the narrative analysis method – were used to analyse the data, and the specific objectives of the study were adopted as the analytical and presentation framework of the study results. The overall results revealed that while music lecturers were aware of the key tenets of student-centred teaching approaches, most of them continued to use lecture-centred approaches in their teaching of music. Based on the findings of the study, the researcher recommends that: student-centred approaches are adopted as the methodology of choice in music departments, and that music lecturers should be capacitated in the form of short refresher courses and workshops on student-centred lecturing approaches. Another recommendation is that music education should be introduced at all levels of education to ensure that all students have some basic music background by the time they reach tertiary education level, and that further research should be undertaken to explore other factors that the study could not go into in detail.
Mini Dissertation (MMus)--University of Pretoria, 2017.
Music
MMus
Unrestricted

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Del, Valle Rodrigo. „Online learning learner characteristics and their approaches to managing learning /“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3204535.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology of the School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0152. Adviser: Thomas M. Duffy. "Title from dissertation home page (viewed Jan. 8, 2007)."

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Abel, Lydia. „Teacher Development Mediation: A Cognition-based Reconsideration“. University of the Western Cape, 1997. http://hdl.handle.net/11394/8320.

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Philosophiae Doctor - PhD
The research was prompted by two main issues prevalent in South African education in the last decade. These were particularly the critical state of the schooling system, especially in the educationally disadvantaged schools (mainly ex-Department of Education and Training) and the relationship of the teacher to teaching and the related issue of teacher upgrading. The resultant effect was that the educationally disadvantaged communities became more and more disadvantaged over time because of decreasing mental stimulation and mental development. The answer lay in finding a theory of intellectual growth and development which takes into account the learning environment of the disadvantaged child. The Educational Support Services Trust (ESST) has been active in addressing this very issue since 1986. It provides appropriate learner-centred mediational texts to disadvantaged pupils around the country. These materials concentrate on the development of practical intelligence by relating leaming to everyday experience. The Teachers' Methodology Project was designed to change the teachers who were using the ESST materials from being disseminators of information to being managers of a learning-centred classroom environment. The idea was to change the way that teachers thought about teaching and learning. This was accomplished by sharing the methodology of the existing pupils' materials and theories of cognition and mediation with them so that they could become adept at mediating at the level of deconstruction of complex ideas and using this knowledge in the construction and development of their own learning materials, thereby contributing to the mental development of their pupils. My experience as a staff member of the ESST and my background in education provided an entry point to this research via Feuerstein et at's (1980,1991) criteria for mediation, Haywood's (1993) mediational teaching style and a range of other theories and ideas including group work and co-operative learning, graphic organisers, and the ESSTs own theory of mediatory text (Sinclair, 1991). These were consolidated into a learning-centred approach to teaching in which the learner, the teacher and the task become part of the total learning-centred environment. The research began as an investigation of the Teachers' Methdology Project (TMP) and an effort to track teachers' development but grew to include the development of the conceptual mediational framework on which the project was based. This resulted in the development of a classroom observation instrument which was used to evaluate how teachers mediated in their classrooms and how they interacted with pupils. The TMP was implemented through a series of workshops during which teachers examined their assumptions about teaching and learning: explored new avenues for facilitating learning; experienced a learning-centred approach to teaching; acquired new strategies for and knowledge of, theories and atttitudes to teaching and learning and were able to reflect on and practise newly acquired skills in a supportive collegial environment. The research employed a qualitative approach and therefore the documentation of the process took considerable effort. An experiential framework (Kolb, 1974) was used to analyse the process and the results. This mediational experiential framework resulted in a methodology which addressed teachers' attitudes and cognition in a life-related way, taking into account their personal knowledge and experience. The methodology is replicable and has been used in basic adult education and other settings. In addition, the methodology can contribute to the understanding of how Outcomes-based Education could be implemented in South Africa.

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Golightly, Aubrey. „Kriteria en strategieë vir die optimering van kontaktyd in die bereiking van leeruitkomste in die geografie-opleiding van onderwysstudente / Aubrey Golightly“. Thesis, North-West University, 2005. http://hdl.handle.net/10394/656.

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With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed.
Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

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Bardonner, Judy A. „Through the looking glass. A glimpse into two different approaches to teaching content area literacy a critical literacy/critical stance approach and a balanced/cognitive strategy approach and their impact on preservice teachers' self-efficacy, meta cognition, and learner-centeredness /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3359456.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2007.
Title from PDF t.p. (viewed on Feb. 10, 2010). Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Larry J. Mikulecky.

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Mathew, Samuel K. „An investigation into the implementation of computer-assisted education in outcomes-based education a case study at Sterling Primary School in East London /“. Diss., Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03302005-145607.

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Bücher zum Thema "Learner-centred approaches to education"

Murdoch, Kath. Creating a learner-centred primary classroom: Learner-centred strategic learning. London: Routledge, 2008.

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Huhtinen-Hildén, Laura, und Jessica Pitt. Taking a Learner-Centred Approach to Music Education. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539.

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Burns, Allan W. T. The advantages and constraints of teacher-centred and learner-centred approaches: A pilot study from business & management education. Paisley: University of Paisley, Faculty of Business, 1999.

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1947-, Yule George, Hrsg. Focus on the language learner: Approaches to identifying and meeting the needs of second language learners. Oxford: Oxford University Press, 1989.

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1947-, Yule George, Hrsg. Focus on the language learner: Approaches to identifying and meeting the needs of second language learners. Oxford: Oxford University Press, 1989.

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Garry, Anna. Continuing professional development: A learner-centred strategy. London: Further Education Unit, 1986.

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Harford, Noel E. Towards a more learner-centred paradigm in apprenticeship education. (s.l: The Author), 2003.

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Australia. Committee of Review of the Adult Migrant Education Program und Australia. National Curriculum Resource Centre, Hrsg. Implementing the learner-centred curriculum: NCP Seminary plenary papers. Adelaide: National Curriculum Resource Centre, Adult Migrant Education Program Australia, 1987.

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The learner-centred curriculum: A study in second language teaching. Cambridge [England]: Cambridge University Press, 1988.

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Gill, Scherto. Rethinking secondary education: A human-centred approach. Harlow, Essex, England: Pearson, 2012.

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Buchteile zum Thema "Learner-centred approaches to education"

Huhtinen-Hildén, Laura, und Jessica Pitt. „Introduction“. In Taking a Learner-Centred Approach to Music Education, 1–2. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-1.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „Voice and Body as First Instruments“. In Taking a Learner-Centred Approach to Music Education, 100–133. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-10.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „Making Music Visible and Tangible“. In Taking a Learner-Centred Approach to Music Education, 134–47. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-11.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „Improvising and Learning Music with Instruments“. In Taking a Learner-Centred Approach to Music Education, 148–68. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-12.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „Creating Learning Environments through Imagination“. In Taking a Learner-Centred Approach to Music Education, 169–94. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-13.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „The Music Pedagogue as a Creative Instrument“. In Taking a Learner-Centred Approach to Music Education, 195–205. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-14.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „Opening Possibilities for Learning“. In Taking a Learner-Centred Approach to Music Education, 5–10. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-2.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „Learning in and Through Music“. In Taking a Learner-Centred Approach to Music Education, 11–29. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-3.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „Collaborative Learning in Music“. In Taking a Learner-Centred Approach to Music Education, 30–42. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-4.

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Huhtinen-Hildén, Laura, und Jessica Pitt. „Pedagogy – A Sensitive Improvisatory Practice“. In Taking a Learner-Centred Approach to Music Education, 43–53. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315526539-5.

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Konferenzberichte zum Thema "Learner-centred approaches to education"

„A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]“. In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.

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Musomba, Patricia, Malusi Faith, Linda Mwibanda und Murrey Eddah. „Harnessing Technology Affordances for Learner-centred Experiences in a MOOC“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1951.

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The past decade has seen more learning institutions adopt MOOCs towards improved course delivery, student engagement, and access to education. Facilitation remains a critical factor in the success of online learning as learners in disparate locations and with varying technology infrastructure need to be supported to achieve both their individual and collaborative goals in a MOOC. This paper reports on an innovative approach in the co-creation and facilitation of two cybersecurity MOOCs supported by the Commonwealth of Learning. We report on the utilisation of the MOOC platform and video conferencing technologies for support and engagement with participants. Besides the in-built learning analytics tools on the platform, we discuss other technologies that were integrated for more efficient data collection and qualitative analysis of feedback from participants. To ensure that participants could access and implement the security solutions covered in the course, we present ways in which they harnessed native capabilities within their existing operating systems (OS) to complete learning tasks. Finally, the use of free and open-source software is explored for various use cases such as data recovery, secure communication, and emerging technologies. The paper provides an innovative approach to incorporating technology affordances for learner-centred experiences in a MOOC.

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Abidi, Oualid, und Fadi Safieddine. „A REFLECTIVE ANALYSIS OF LEARNER CENTRED APPROACH FOR BUSINESS COURSES IN THE MIDDLE EAST“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2011.

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Souleles, Nicos. „POSTGRADUATE ART AND DESIGN LEARNERS AND SOCIAL SCIENCE RESEARCH METHODOLOGIES: A LEARNER-CENTRED APPROACH“. In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0690.

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Fairman, B., AM Salak, MA Maliki und A. Voak. „IMPLEMENTATION AND ACCEPTANCE OF ONLINE LEARNING IN THE INDONESIAN CIVIL SERVICE: ARE WE THERE YET?“ In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7116.

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COVID-19 is just the latest of a series of disruptions to the world’s economic order. Even before the pandemic, business models were being transformed by the demands of globalization, urbanization and disruptive technologies. As a consequence, almost every aspect of our lives is undergoing rapid change at an unprecedented pace. COVID-19 has modified not only the way we work, but also how workforces learn, collaborate and communicate. The pandemic has also seen a rapid movement to e-learning interventions, resulting in a rebalancing of power relationships between teacher and learner. However, an e-learning environment requires learners to take a more active role in their own learning, and as a result, as learners seek out greater active participation and engagement, they play a more significant role in the learning process (Seta et al., 2020). An outcome of this change is that within human capability programs in Indonesia, the ‘Teacher-centred’ style of presentation is losing cultural relevance, and there is a dynamic movement towards a more ‘Student-centred’ approach. The implications of this development are that trainers need to perform new, more non-traditional roles as mentors, coaches and learner guides (Fairman et al., 2020). To meet the requirements of these changes, there is a need to urgently reconsider the relevance of classical teaching approaches in Indonesia. This paper examines the learning and development programs as implemented by the National Institute of Public Administration (NIPA), which is largely responsible for building human resource capability across the Indonesian civil service (Murti, 2020). During the COVID pandemic, NIPA has moved from their ‘classical’ forms of training towards ‘online learning’, and the impact of this ‘shift’ has raised a number of challenges for NIPA staff and the role they play in developing Indonesia’s human capital. Keywords: human capability development, applied learning, skills development, COVID19

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Bembich, Caterina. „Promoting the “Child-Centred Approach” Through an E-Learning Training Course. Problems and Prospects“. In 2nd International Conference on New Approaches in Education. GLOBALKS, 2020. http://dx.doi.org/10.33422/2nd.icnaeducation.2020.03.141.

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Hoven, Debra, Rita Zuba Prokopetz, Rima Al-Tawil und Pamela Walsh. „Communities of Learning and Support through ePortfolios: Student Empowerment, and Lifelong Learning for Students and Teachers“. In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1329.

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During this pandemic, as educational institutions worldwide shifted their teaching approaches, the realization has strengthened of the need for flexible, learner-centred, authentic assessment. As learning interventions that promote reflection and self-regulation, ePortfolios are considered alternative methods of assessment in classrooms that are in-person, blended, or entirely online. In facilitated instruction, ePortfolios are deployed to enhance educational experiences since they enable students to express their learning in various modes – text, audio, video, visual. The flexibility that eportfolios offer: online and/or offline, on desktops, laptops, or mobile, make them accessible to learners worldwide, thus providing educators with a pedagogical approach that is inclusive, collaborative, and innovative. Critical elements of ePortfolios include students documenting and reflecting on learning of skills, knowledge and competencies, linking formal and workplace learning, participating in communities of learning, and developing multi-modal digital literacies and communication skills.

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Bouwer, Janine Alexandrea, und Nokuthula Nkosi. „THE INFLUENCE OF ONLINE FORMATIVE ASSESSMENT IN EUCLIDEAN GEOMETRY ON THE ATTITUDES OF GRADE 11 LEARNERS“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end123.

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"Formative assessment (FA) can potentially provide valuable insights into learners’ conceptual knowledge of Euclidean geometry and contribute to the development of appropriate assessment activities which focus on developing a conceptual understanding of Euclidean geometry. Research indicates that geometry is an abstract yet crucial topic in the school Mathematics curriculum because it helps learners to develop logical thinking, problem-solving skills, deductive reasoning, and analytical reasoning. Due to the Covid-19 pandemic, teachers were forced to integrate technology to continue with teaching, learning, and assessing Mathematics. Following this, the purpose of this study was to determine the influence of online FA in Euclidean geometry on the attitudes of Grade 11 learners in a public school in South Africa. Learner attitudes contribute to performance in Mathematics. Attitudes are formed by the past experiences, observations, and imitations of learners who enter the mathematics classroom with their pre- and misconceptions. Assessing mathematics concepts anywhere facilitates individual assessment, and supports differentiated instruction of Mathematics, which ultimately can lead to an increase in using pedagogical approaches that are learner-centred. Therefore, technology in assessment plays a pivotal role in mathematics teaching and learning. This study was conducted using mixed research methods utilizing semistructured interviews and a questionnaire to collect data. The participants that were purposively sampled in this study were 104 Grade 11 learners. This study was underpinned by Bandura’s Self-efficacy theory derived from the Social Learning Theory. The main findings of this study revealed that learners enjoy online FA, they find it meaningful, it motivates them, and contributes to their self-confidence. The theoretical and practical implications of the findings are discussed in this research study."

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Ķestere, Iveta, und Reinis Vējiņš. „Between “Acts-And-Facts History” and “Edutainment” in the History of Education Study Courses: The Case of University of Latvia“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.11.

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At present, the history of education is experiencing a paradox: research in the history of education is flourishing, but the history of education as a study subject is losing its relevance in university curricula. The present research aims at examining the potential of education history in student-centred and research-based study process while addressing the experience in teaching education history in master’s study programmes at the University of Latvia from 1920 to 2020. The article comprises three sections: the first section offers an overview of the evolvement of the history of education as a study subject in Europe and Latvia; the second section, based on the experience of teaching the history of education and research in history didactics, reveals three possible approaches to the study course in the history of education; the third section foregrounds the integration of digitized historical sources in the delivery of student-centred and research-based education history courses. The research demonstrates that each of the three approaches (“acts-and-facts history,” “problem-oriented history of education,” and “edutainment”) has student-centred potential in shaping historical thinking. The student-centred study process in a modern university is closely related to research-based studies, which in the study course of education history means independent research of history aligned with students’ individual interests in the field of education.

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Shaw, Fayette, und Kristen Wendell. „Examining two learner approaches in a making activity with university students“. In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757623.

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Berichte der Organisationen zum Thema "Learner-centred approaches to education"

Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.

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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

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California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson und Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.

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Kaminski, Linda, Magaly Lavadenz, Elvira Armas und Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.

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Thorsen, Dorte, und Affoué Philomène Koffi. Imagined Futures: Gaps in Support for Rural Youth in Côte d’Ivoire. Institute of Development Studies (IDS), Mai 2021. http://dx.doi.org/10.19088/ids.2021.041.

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Lack of employment opportunities for young people is a major concern across Africa, and involves many policy areas. In Côte d’Ivoire, the situation is challenging because of political and economic crises that have beset the country in recent decades, impacting negatively on education and accentuating job insecurity, particularly among rural youth. Tackling the problem in rural areas requires a youth-centred approach that builds long-term, well-targeted and coordinated interventions based on young people’s lived experience.

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Osadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk und Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.

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The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory has been described. Within the framework of the corresponding concept of cooperation, an integrative ap- proach to the process of personality’s stress resistance development has been designed and implemented. It is based on the complex combination of tradition- al psycho-diagnostic and training technologies with innovative AR/VR technol- ogies. According to the results it has been revealed that the implementation of a psycho-correction program with elements of AR technologies has promoted an increase of the level of personality’s emotional stability and stress resistance. The level of future specialists’ situational and personal anxiety has decreased; the level of insecurity, inferiority, anxiety about work, sensitivity to failures has also decreased; the level of flexibility of thinking and behavior, ability to switch from one type of activity to another one has increased; general level of person- ality’s adaptive abilities has also increased. The perspectives of further research include the analysis of the impact of AR/VR technologies on the future profes- sionals’ psychological characteristics in order to optimize the process of im- plementing a learner-centered approach into the system of higher education.

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