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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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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.
3
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, 2014This 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 - PhDThe 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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Stanford, Carla Caldwell. „A comparison of the effects of online synchronous versus online asynchronous versus traditional approaches on learner achievement via education of Mississippi child care providers“. Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-06302008-215426.
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Rudolph, Peter Cornelissen. „A study of the leadership approaches of principals heading National Strategy Learner attainment (NSLA) schools in the Metro Central education District in the Western Cape Province“. University of the Western Cape, 2019. http://hdl.handle.net/11394/7513.
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Philosophiae Doctor - PhDThis thesis investigated the leadership approach associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. The research problem addressed the leadership practices and personality traits that characterised the leadership approaches of principals heading high schools which have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions. The main research question was: What leadership practices and personality traits characterised the leadership approaches of principals heading schools who have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions? Thereafter, four subsidiary research questions guided this research.
13
Cornelissen, Rudolph Peter. „A study of the leadership approaches of principals heading National Strategy Learner Attainment (NSLA) schools in the metro central education district in the Western Cape province“. University of the Western Cape, 2020. http://hdl.handle.net/11394/7241.
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Doctor EducationisThis thesis investigated the leadership approach associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. The research problem addressed the leadership practices and personality traits that characterised the leadership approaches of principals heading high schools which have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions. The main research question was: What leadership practices and personality traits characterised the leadership approaches of principals heading schools who have achieved long-term academic improvement amongst the schools undergoing the NSLA interventions? Thereafter, four subsidiary research questions guided this research. Firstly, what were the leadership practices of principals in selected successful NSL schools? Secondly, what personality traits characterised these principals? Thirdly, what learning and teaching challenges did principals heading these schools face? Lastly, how did these principals address the learning and teaching challenges in these schools? The literature and past research supported and provided information that leadership at schools plays a pivotal role for teaching and learning to be successful. However, the literature does not prescribe a specific leadership approach, but recommended a contingency leadership approach. The contingency leadership approach was used as the theoretical framework for this study. This approach recognises that there is no single preferred style of leadership and that the situational context must be taken into account for leadership to be effective. The study was guided by the qualitative methodological paradigm which is embedded in the interpretivist approach in order to develop rich and in-depth descriptions and meaning, feelings and experiences gathered from respondents. The case study as a qualitative research design was used to collect, analyse and interpret data from principals, teachers and selected members of the School Management Team (SMT). The population comprised of fifteen high schools in the Metro Central Education District, Cape Town that underwent the NSLA intervention. However, the investigation took place at five schools in the Metro Central Education District and participants remained part of this initiative for more than three consecutive years. These schools are resident in a wide area on the Cape Flats. All principals at the time, were permanently appointed. Two research instruments were used. A questionnaire to collect data about the leadership of principals was completed by post level one teachers. This questionnaire covered three areas, the biometric information of the respondent, the leadership behaviour of the principal and the leadership approach promoting teaching and learning. A semi-structured interview was done with the principal and selected members of the Schools Management Team (SMT). Descriptive statistics were used to analyse the questionnaire. To analyse the semi-structured interviews, categories and themes were used to maximise the information collected. Through qualitative research the researcher was able to develop rich and in-depth descriptions of meaning, feelings and experiences through analysis. The study concluded that to achieve long-term academic improvement amongst NSLA schools an integrated leadership approach for principals is recommended. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into account the situational context for effective leadership and decision-making. Limitations in respect of this research were enumerated. Finally, recommendations based on the conclusions were highlighted including recommendations for further investigation.
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Njai, Samuel. „Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space“. Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.
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Njai, Samuel. „Constructivist Pedagogical Approaches in Higher Education: A Qualitative Case Study ofStudents and their Learning Experiences in a Collaborative Learning Space“. Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628816416767585.
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Millwood, Richard. „The design of learner-centred, technology-enhanced education“. Thesis, University of Bolton, 2014. http://ubir.bolton.ac.uk/1304/.
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This dissertation presents a thesis in the form of three analyses to support creative decision making in the design of learner-centred, technology-enhanced education. The thesis was developed through use and improvement in practice over three decades. The dissertation also describes the action research methodological approach & methods employed and explores a framework based on concepts of design, learner, technology as a foundation for framing the thesis. Finally it evidences the claim for an original contribution to knowledge through an annotated selection from a portfolio of practice. The experience gained through increasingly responsible work rôles, in which the author was expected to guide other designers, shaped the articulation of the three analyses which were made for evaluating designs as a springboard for iterative improvement. These analyses are: • an 'expressive constructivist' model of learning; • an account of how technology can support such learning; • a learner-centred breakdown of questions to focus on progress in education more holistically. This thesis arose from growing tacit and experiential understanding and has been informed by a theoretical and conceptual framework based on academic literature. It is argued that the successful application of these analyses in the practice cited has generated the validity of the thesis, and to a limited extent, reliability.
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Msonde, Charles Enock. „Enhancing teachers' competencies on learner-centred approaches throughlearning study in Tanzanian schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47229858.
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Despite being exposed to the Learner-Centred Approach (LCA) through
traditional teacher professional development since 2000, teachers in Tanzania have
generally failed to implement LCA in secondary schools. However, previous studies
on the learning study in different parts of the world have shown encouraging results
in developing teachers’ competencies. This study investigates how the learning study
guided by the variation theory can enhance teachers’ competencies using the LCA in
Tanzania secondary schools. It addresses two questions: what are the changes of
teachers’ understanding of LCA through learning study rounds in a Tanzanian
secondary school? And, what are the changes of teachers’ capability of
implementing LCA through learning study rounds in bringing about student learning
in a Tanzanian secondary school?
A group of three teachers (John, Benja & Peter) in a school implemented
learning studies for a period of one year. All forms two (N= 255) and three (N=240)
students took part in three research lessons. The study adopted case study and
phenomenographic research approaches. It used teachers’ interview protocols, lesson video recordings, lesson preparatory meetings, teacher’s journals, and students’ tests
as research instruments. The teachers’ experiences and implemention of the LCA
were studied before and during the three rounds of learning studies. Data were
analysed using variation framework and SPSS version 16.0 for students’ tests.
The study has two main findings. First, teachers involved in the three
learning study rounds changed their understanding of LCA. They changed from
seeing LCA as methodological (before the learning study) to treating it as subject
content and even as far as seeing it as object of learning (during the learning studies)
orientations. These changes were gradual and differed slightly, depending on the
particular aspect(s) (the method, the content or the object of learning) a teacher
focused more on than other aspects at a given time.
Second, guided by the variation theory through learning studies, teachers’
capability to implement LCA improved progressively in slightly different ways,
which in turn improved student learning. The teachers changed from simply making
classroom pedagogical arrangements before the learning study to engaging the
learners in either the content or the object of learning and enabling them to discern
critical aspects of the objects of learning in terms of variation and invariance of those
aspects during the learning studies.
The study concludes that implementing learning study - guided by the
variation theory - may be effective in enhancing teachers’ ways of conceiving and
practicing LCA with a primary focus on student learning. In addition, as teachers
increase their understanding of learning study and the use of variation theory they
may advance their understandings in designing and teaching LCA lessons, thereby
increasing possibilities for student learning. Such a conclusion lends credence to
the variation theory which purports that powerful ways of acting originates from
powerful ways of seeing. It also extends this theory to teacher learning of the LCA
pedagogy.published_or_final_version
Education
Doctoral
Doctor of Philosophy
18
Housee, Shirin. „Identity and pedagogy in a university context : a study of student experiences and critique in the work of anti-racism in education“. Thesis, University of Wolverhampton, 2012. http://hdl.handle.net/2436/297606.
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A considerable amount of work has been written on race and education in the British context since the 1960s. This work has largely focused on policy issues, curriculum development and teacher training. This work has been important largely for developments in multicultural education in the school context. In Higher Education Institutions (HEIs), the teaching of race related modules and courses have flourished since the 1980s (Jacobs 2006). This interest, however, has not translated into work on praxis, that is, anti-racist teaching practices that aim to improve the situation that students and teachers face when challenging racism. This PhD study by publication begins to redress this by exploring student experiences and classroom dialogue. It adopts an interpretist methodological perspective and uses participant observation and interview methods. The observations and interviews are drawn from my classroom teaching, specifically, my modules dealing centrally with race and racism. Most of the writing around race and HEIs focuses on institutional matters rather than those that seek to enable praxis. The original contribution to knowledge advanced in this critical commentary and my published works submitted here is that it underlines the importance of anti-racism as it emerges organically within classroom engagement and exchange. Anti-racist practice, I claim, becomes fundamental to the learning process, where student experiences are first considered within the teaching process. This study focuses on students' learning experiences as found in my second and third level modules on the Sociology degree on which I teach at Wolverhampton University. My publications examine students' perspectives on racism as they arise in class. They explore student identities as they are experienced and classroom interaction. In this endeavour, I focus on the ways that Critical 5 Theory and Feminism and Critical Pedagogy can challenge students' prior perspectives on their identities and those of others. This work seeks to add to analyses of the ways that racism currently operates and could be challenged in HEIs. It argues that it can be challenged through more fully developing anti-racist educational practices that must engage with debates about ethnicity and identity in education, as discussed in Section One. This is because students’ lived experiences are core to an understanding of how racism impacts on students' lives. This commentary advances the argument that anti-racist debates in HEIs that organically evolve from classroom teaching and learning are paramount to the work of anti-racist education in HEi, because lived experience is seen to be powerful material that can counter mainstream discourse on racism. What is distinctive about my model of anti-racist teaching and learning practices is my anti-racist practice. This informs my academic work with students and encourages them to reconsider their thinking in classroom teaching and learning. The use of Critical Race Theory and Feminist theoretical and methodological approaches and Critical Pedagogy is central to my anti-racist teaching practices in HEis.
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Koma, V. „Learner-centred facilitation of learning - a possibility for Financial Accounting I“. Interim : Interdisciplinary Journal, Vol 8, Issue 1: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/361.
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Published ArticleThe Academic Planning Committee of the Central University Of Technology, Free State stated in April 2003 that academic success depends on academic institutions to create a learner-centred educational environment. In a learner-centred approach to the facilitation of learning, curriculum design, instruction and assessment focuses on what the learner should be able to do successfully. The mentioned Learner-centeredness is closely related to the principles of outcomes-based education (OBE). The purpose of this article is, therefore, to explore the feasibility of a learner-centred approach to the facilitation of learning in the context of Financial Accounting I, by considering the possible implementation of the four essential principles of OBE.
20
Goss, Halima Bebe. „Wellness education : an integrated theoretical framework for fostering transformative learning“. Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/41842/1/Halima_Goss_Thesis.pdf.
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Optimum Wellness involves the development, refinement and practice of lifestyle choices which resonate with personally meaningful frames of reference. Personal transformations are the means by which our frames of reference are refined across the lifespan. It is through critical reflection, supportive relationships and meaning making of our experiences that we construct and reconstruct our life paths. When individuals are able to be what they are destined to be or reach their higher purpose, then they are able to contribute to the world in positive and meaningful ways. Transformative education facilitates the changes in perspective that enable one to contemplate and travel a path in life that leads to self-actualisation. This thesis argues for an integrated theoretical framework for optimum Wellness Education. It establishes a learner centred approach to Wellness education in the form of an integrated instructional design framework derived from both Wellness and Transformative education constructs. Students’ approaches to learning and their study strategies in a Wellness education context serve to highlight convergences in the manner in which students can experience perspective transformation. As they learn to critically reflect, pursue relationships and adapt their frames of reference to sustain their pursuit of both learning and Wellness goals, strengthening the nexus between instrumental and transformative learning is a strategically important goal for educators. The aim of this exploratory research study was to examine those facets that serve to optimise the learning experiences of students in a Wellness course. This was accomplished through three research issues: 1) What are the relationships between Wellness, approaches to learning and academic success? 2) How are students approaching learning in an undergraduate Wellness subject? Why are students approaching their learning in the ways they do? 3) What sorts of transformations are students experiencing in their Wellness? How can transformative education be formulated in the context of an undergraduate Wellness subject? Subsequent to a thorough review of the literature pertaining to Wellness education, a mixed method embedded case study design was formulated to explore the research issues. This thesis examines the interrelationships between student, content and context in a one semester university undergraduate unit (a coherent set of learning activities which is assigned a unit code and a credit point value). The experiences of a cohort of 285 undergraduate students in a Wellness course formed the unit of study and seven individual students from a total of sixteen volunteers whose profiles could be constructed from complete data sets were selected for analysis as embedded cases. The introductory level course required participants to engage in a personal project involving a behaviour modification plan for a self-selected, single dimension of Wellness. Students were given access to the Standard Edition Testwell Survey to assess and report their Wellness as a part of their personal projects. To identify relationships among the constructs of Self-Regulated Learning (SRL), Wellness and Student Approaches to Learning (SAL) a blend of quantitative and qualitative methods to collect and analyse data was formulated. Surveys were the primary instruments for acquiring quantitative data. Sources included the Wellness data from Testwell surveys, SAL data from R-SPQ surveys, SRL data from MSLQ surveys and student self-evaluation data from an end of semester survey. Students’ final grades and GPA scores were used as indicators of academic performance. The sources of qualitative data included subject documentation, structured interview transcripts and open-ended responses to survey items. Subsequent to a pilot study in which survey reliability and validity were tested in context, amendments to processes for and instruments of data collection were made. Students who adopted meaning oriented (deep/achieving) approaches tended to assess their Wellness at a higher level, seek effective learning strategies and perform better in formal study. Posttest data in the main study revealed that there were significant positive statistical relationships between academic performance and total wellness scores (rs=.297, n=205, p<.01). Deep (rs=.343, n=137, p<.01) and achieving (rs=.286, n=123, p<.01) approaches to learning also significantly correlated with Wellness whilst surface approaches had negative correlations that were not significant. SRL strategies including metacognitive selfregulation, effort, help-seeking and critical thinking were increasingly correlated with Wellness. Qualitative findings suggest that while all students adopt similar patterns of day to day activities for example attending classes, taking notes, working on assignments the level of care with which these activities is undertaken varies considerably. The dominant motivational trigger for students in this cohort was the personal relevance and associated benefits of the material being learned and practiced. Students were inclined to set goals that had a positive impact on affect and used “sense of happiness” to evaluate their achievement status. Students who had a higher drive to succeed and/or understand tended to have or seek a wider range of strategies. Their goal orientations were generally learning rather than performance based and barriers presented a challenge which could be overcome as opposed to a blockage which prevented progress. Findings from an empirical analysis of the Testwell data suggest that a single third order Wellness construct exists. A revision of the instrument is necessary in order to juxtapose it with the chosen six dimensional Wellness model that forms the foundation construct in the course. Further, redevelopment should be sensitive to the Australian context and culture including choice of language, examples and scenarios used in item construction. This study concludes with an heuristic for use in Wellness education. Guided by principles of Transformative education theory and behaviour change theory, and informed by this representative case study the “CARING” heuristic is proposed as an instructional design tool for Wellness educators seeking to foster transformative learning. Based upon this study, recommendations were made for university educators to provide authentic and personal experiences in Wellness curricula. Emphasis must focus on involving students and teachers in a partnership for implementing Wellness programs both in the curriculum and co-curricularly. The implications of this research for practice are predicated on the willingness of academics to embrace transformative learning at a personal level and a professional one. To explore students’ profiles in detail is not practical however teaching students how to guide us in supporting them through the “pain” of learning is a skill which would benefit them and optimise the learning and teaching process. At a theoretical level, this research contributes to an ecological theory of Wellness education as transformational change. By signposting the wider contexts in which learning takes place, it seeks to encourage changing paradigms to ones which harness the energy of each successive contextual layer in which students live. Future research which amplifies the qualities of individuals and groups who are “Well” and seeks the refinement and development of instruments to measure Wellness constructs would be desirable for both theoretical and applied knowledge bases. Mixed method Wellness research derived and conducted by teams that incorporate expertise from multiple disciplines such as psychology, anthropology, education, and medicine would enable creative and multi-perspective programs of investigation to be designed and implemented. Congruences and inconsistencies in health promotion and education would provide valuable material for strengthening the nexus between transformational learning and behaviour change theories. Future development of and research on the effectiveness of the CARING heuristic would be valuable in advancing the understanding of pedagogies which advance rather than impede learning as a transformative process. Exploring pedagogical models that marry with transformative education may render solutions to the vexing challenge of teaching and learning in diverse contexts.
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Brinkmann, S. „The role of teachers' beliefs in the implementation of learner-centred education in India“. Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1532842/.
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International education has witnessed a widespread push for promoting Western-originating ‘learner-centred’ approaches, often without adequately considering the challenges involved in crossing cultures. Like many developing countries, India for decades has been attempting a paradigm shift from predominantly ‘teacher-centred’ to more ‘learner-centred’ classrooms, particularly through in-service teacher education, yet most Indian classrooms remain dominated by rote-learning. One possible reason suggested by scholars is that Indian teachers’ pedagogy is grounded in deeply-rooted cultural beliefs resistant to change. However, research and training have rarely attempted to identify and address these underlying beliefs. This study explores how Indian teachers’ beliefs relate to their practice, whether there are prevalent beliefs that conflict with a learner-centred paradigm, and how these can be addressed within teacher education. The beliefs of 60 government primary teachers in 3 Indian states are explored through questionnaires, semi-structured interviews and open-ended life-narratives, while their pedagogy is analysed through classroom observations. Insights are also drawn from interviews with 73 teacher educators. Findings suggest eight prevalent beliefs that contradict learner-centred assumptions of policy documents, and that indeed correlate with less learner-centred practice. These include beliefs about equality, democratic relationships, diversity, knowledge, purpose of education, responsibility for outcomes, professional commitment, and change. A critical realist lens is used to analyse causal mechanisms accounting for teachers’ beliefs, practice, and the relationship between the two, revealing many of these beliefs to be rooted in dominant caste ideology. Drawing from transformative learning theory and Freirean problem-posing, the study proposes a new framework for Indian teacher educators seeking to empower teachers as rational agents capable of bringing changes in their own beliefs and practices. This research offers insights for teacher educators and policymakers in India and other developing countries, regarding the need for engaging with teachers’ beliefs, the need for contextualising Western-originating progressive pedagogies, and suggestions for doing both.
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Uworwabayeho, Alphonse. „Investigating Rwandan towards learner-centred mathematics teachers shifts approaches when using ICT : a participatory collaborative action-oriented inquiry“. Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601197.
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This study developed through a process of narrowing down the objectives from a wider EdQual project that was concerned with implementing basic education quality in low income countries, Rwanda included. It aimed at investigating a shift in mathematics teachers' practices towards more learner-centred classrooms, using ICT as a tool for learning. Research findings from the literature show that there are many challenges to developing a learner-centred approach to teaching. These challenges accrue from various sources and relate to the overall national context in which the teaching and learning occurs. This study was based on the view that ICT can be used to support learner-centred classroom interactions. In this approach the teacher plays more of a facilitator's role than an instructional role, thus supporting students' mathematical exploration. The overall research consisted of two studies, namely, Study 1 and Study 2. Observations from lessons taught by EdQual teacher partners within Study I showed that the use of ICT alone did not provoke teachers to shift from teacher-centred practices towards a more learner-centred approach to the teaching of mathematics. Based on these findings, participatory collaborative action-oriented inquiry was chosen as the research methodology in Study 2. Through teaching classes and communication between two teachers working in the same school and myself, we gave meaning to our practices. Data collected included researcher's diaries, video/audio-recorded lessons, and interviews and discussions with participant teachers. Depth analysis carried out using joint action theory in didactics of mathematics revealed that in contrast to Study 1, teachers in Study 2 did not present mathematical knowledge to students at the beginning of the lesson; rather they involved them in exploiting ICT to engage with the targeted knowledge. The overall study shows that an ICT-enabled participatory professional approach can support teachers to shift from teacher-centred practices towards a more learner-centred approach to the teaching of mathematics. However the thesis recognises that the question remains about how such a participatory model could be scaled up in Rwanda.
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Nyambe, Kamwi John. „Teacher educators' interpretation and practice of learner-centred pedagogy : a case study“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.
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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated that, at the level of description, teacher educators interpreted leamercentred pedagogy as a pedagogic practice based on weak rules of regulative discourse, or a weak power relation between themselves and their student teachers. The weakening of the rules of regulative discourse and the waning of educator authority were indicated in the interview narratives, which evoked a pedagogic context characterized by a repositioning of the student teacher from the margins to the centre of the classroom, where he or she enjoyed a more active and visible pedagogic position. Contrary to the dis empowering dynamic within classroom practice under the apartheid dispensation, the repositioning of the student teacher suggested a shift of power towards him or her. Similarly, the identification of the teacher educator as afacilitator, which featured prominently in the interview narratives, further suggested a weakening or diminishing of the pedagogic authority of the teacher educator. With regard to rules pertaining to the instructional discourse, the data revealed an interpretation of leamer-centred pedagogy as a pedagogic practice based on strong framing over the selection of discourses, weak framing over pacing, and strong framing over sequencing and criteria for evaluation. When correlated with the interview data, the data generated through lesson observation and teacher educator prepared documents such as lesson plans revealed a disjuncture between teacher educators' ideas about leamer-centred pedagogy and their practice of it. Contrary to the interviews, lesson observation data revealed that teacher educators implemented leamer-centred pedagogy as a pedagogic practice based on strong internal framing over rules of the regulative discourse. Data further indicated strong internal framing over the selection, sequencing, pacing and evaluation. The study concluded that while some teacher educators could produce an accurate interpretation oflearner-centred pedagogy at the level of description, most of them did not do so at the level of practice. Findings revealed structural and personal-psychological factors that constrained teacher educators' recontextualization of the new pedagogy. A narrow understanding of leamercentred pedagogy that concentrated only on changing teacher educators' pedagogical approaches from teacher-centred to learner-centred, while ignoring structural and systematic factors, tended to dominate not only the interview narratives but also official texts. Learner-centred pedagogy was understood as a matter of changing from teachercentredness to leamer-centredness while frame factors, for instance regarding the selection, pacing or sequencing of discourses, still followed the traditional approach. The study recommends the adoption of a systematic and deliberate approach to address the multiplicity of factors involved in enabling teacher educators to interpret and implement leamer-centred pedagogy at the micro-level of their classrooms.KMBT_363
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Katai, Reuben Shekwonyadu. „Learner-identitiy and classroom engagement : negotiating adverse learner-identifications using a Freirean education approach“. Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730874.
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Amakali, Amram. „Implementation of learner-centred education by Grade 4 BETD in-service teachers in selected Namibia schools“. Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004457.
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Before independence Namibia's education system was predominantly teacher-centred. Soon after its independence Namibia embarked on education restructuring and transformation. A new education system, leamer-centred education, was introduced to cater for the needs of all Namibian learners. It was seen as an effective antidote to the stifling teacher-centred practices of the previous education system. A new programme, the Basic Education Teacher Diploma (BETD) was introduced to prepare teachers to teach in a leamer-centred approach. Research has, however, indicated that many Namibian teachers have a somewhat shallow or naIve understanding oflearner-centred education. This small-scale case study, conducted in Oshikoto region, focuses on two Grade 4 teachers. The study examined the two teachers ' perceptions and experiences oflearnercentred education and the teaching strategies they use to develop learners' understanding. The study uses a qualitative approach in its exploration of teachers ' lived experiences of becoming learner-centred. The data emerging from this case study identify a number of misconceptions and understandings of leamer-centred education and its implementation. The findings suggest that teachers ' misconceptions are caused by a lack of deep understanding about the epistemology and theory of learning which underpins Namibia's reform policies and principles.
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Mohammed, A. M. M. „Error-based interlinguistic comparisons as a learner-centred technique of teaching English grammar to Arab students“. Thesis, University of Salford, 1991. http://usir.salford.ac.uk/2143/.
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English is taught as a compulsory subject in general education and some higher education institutions in Sudan. Students are totally dependent on the five to six hours per week of language input provided through formal classroom instruction. Besides limited exposure to the language, there are other factors confounding the teaching and learning of English such as large classes, lack of books, untrained teachers, examination _oriented teaching and learning, and teaching grammarians' grammar. Such factors have contributed to the decline of standards in English to the extent that the pass mark in English has been reduced to 30 percent in the secondary school certificate examination. The students' interlanguage exhibits features indicating heavy reliance on literal translation from Arabic. At least 50% of their errors could be attributed to this interlinguistic transfer, a strategy which is frequently employed due to the lack of the requisite knowledge of the target language. Of all the detrimental factors, the teaching of grammar seems to be the one that is most directly related to the deterioration of the standard in English. It usually takes the form of giving rules, facts and explanations couched in metalinguistic terms, which is at variance with the learners' hypotheses formation process. Reciting rules and facts about the language is the only one thing that untrained teachers can do. Trained teachers also resort to giving rules and facts due to the fact that the situation in the schools and universities is not conducive to developing the language as a skill. Based on the fact that the effectiveness of foreign language teaching in general and the teaching of grammar in particular is greatly reduced when the focus is on giving rules and complicated grammatical analysis, it is the purpose of this study to explore the possibility that the teaching of grammar could profitably be based on the findings of recent studies on interlanguage and learning strategies. The study focusses on the interlinguistic transfer strategy through translation errors in an attempt to arrive at a learnercentred technique of teaching grammar. Based on the analysis of errors, providing students with simple contrastive comparisons between the native and the target language was articipated to be more effective than giving them abstract rules and metalinguistic explanations. The study provides empirical data verifying the effectiveness of simple interlinguistic comparisons in minimizing translation errors. An experiment was conducted in eight secondary schools and the University of Gezira in Wad Medani, Sudan. A total of 714 male and female Arabicspeaking students were pretested, matched and divided into two equal groups in each school. Based on the results of error analysis, two lessons, one normal and one experimental, were developed to teach the relative clauses in English. The normal lesson followed the traditional format of examples, rules and explanations couched in metalinguistic terms. The experimental lesson included terminology-free comparisons of relative clauses in English and Arabic. The two groups were taught by the same teacher in each school and the university. The same pretest was administered as a post-test. The matched group t test was used to compare the means of the active object relative clauses correctly produced by the two groups in each school. A significant difference was observed between the two groups. The experimental group performed better than the normal group. The t values were 6.387 (df=83), 3.240 (df=54), 1.969 (df=29), 1.758 (df=28), 3.043 (df=41), 4.586 (df=35), 2.651 (df=23), 3.030 (df=14), and 3.747 (df=41). The probability that the difference was due to chance was less than 5% in all cases. The findings supported the hypothesis that the error-based interlinguistic comparisons techniques would be more efficient than the currently used traditional technique in minimizing negative transfer errors. The implications of the findings on the teaching of grammar, error correction, materials development and teacher training are discussed together with the limitations of the study and the need for further research to confirm the findings before they can be generalized.
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Allybokus, Bibi Sabina. „The implementation of learner-centred teaching in Mauritian state secondary schools : examining teachers' beliefs and classroom practice“. Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021912/.
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The Mauritian Education system is a highly elitist and examination-oriented system where teachers in state secondary schools enjoy complete autonomy in the selection of their teaching methods. Despite education policies recommending learner-centred teaching (LCT) for a more inclusive, integrated and holistic approach to education (NCF, 2009, p. 7), most secondary education teachers generally use teacher-centred teaching (TCT) methods even after having learned LCT in professional teaching courses. In this study I examine how 30 professionally trained teachers from eight state secondary schools in Mauritius understand LCT and how they implement it in class. I also explore why those teachers choose this approach and which skills they think are necessary for effective LCT. This qualitative study uses a social-constructivist approach. It was carried out in two phases. In the first phase I looked into teachers’ understandings of LCT and in the second phase I observed teachers enactment of LCT in their classrooms. Data gathering tools were questionnaires, semi-structured interviews, focus groups, class observations and debriefing sessions. The findings point towards two perspectives of LCT: the first perspective is a cognitive perspective, which is more achievement-oriented, and the second one is an emancipatory perspective, which focuses on re-engaging learners with their studies. The study also shows that their work contexts, their beliefs and the pressure of an exams-oriented system shape teachers’ understanding of LCT and in its actual form LCT in Mauritian schools is only partially learner-centred with a mix of LCT and TCT. The main contribution of this thesis is the acknowledgment of the kind of LCT that teachers can achieve without any form of support and the potential of our teachers in transforming our classrooms with authentic and effective forms of LCT provided continuing professional development and school support become regular features of our education system.
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Khan, Beebi Hajar Jhan. „An investigation of learner centred techniques in delivering the teaching programmes at the college of education in Sri Lanka“. Thesis, University of Hull, 2005. http://hydra.hull.ac.uk/resources/hull:5632.
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This study focused on the teaching approaches that help the development and consistent application of learner centred techniques in teacher education in Sri Lanka. More specifically, investigation was undertaken to find out 'Are teachers in ITE institutions using learner-centred techniques and if not, what are the best ways of implementing such 'changes'? This study attempted to provide a treatment of the issues that pertained to the application and relationship between teaching method and learner interaction. The literature was reviewed on learner centredness and management of change. Importantly, Sri Lankan teacher education context was analysed in order to understand the suitable learner centred approach for their own settings. An in-depth review of literature revealed that an emergent research design case-study approach would help to explore the present practice in adopting learner centred techniques regarding the delivery of teaching programmes. Firstly, a quantitative approach (questionnaire) was deployed to gather the preliminary data. Then, the qualitative approach was deployed in this study and appropriate data were gathered through focus group discussions, interviews, observation and documentary sources. The outcomes of the study suggested that the teachers understood and recognised learner centerdness in their own context. Almost all of them expected a certain degree of respect and control. The above values are borne out of their own Sri Lankan culture. The Sri Lanka teacher education system is nurtured by Buddhist philosophy. Moreover, the entire education system expects 'respect' and 'guru' status. Even though teachers understood the theory of learner centredness, they prefer to impart certain changes in implementing it in the Sri Lankan context. Therefore the study suggested that this college needed to change its teaching approaches in order to maintain effective learner centred practices. Final recommendations were made based on the empirical findings and literature implications.
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Dobson, Warwick. „Truth in dialogue : a knowledge-centred approach to drama in education“. Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321344.
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Weiss, Rachel. „Patient-centred communication and patient education: a multimodal social semiotic approach“. Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25649.
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Patient-centred communication and patient education: a multimodal social semiotic approach This study explores the phenomenon of patient-centred communication within the South African health context. Patient-centred communication involves several distinct but interlinked elements, namely, taking a holistic approach to illness, 'seeing' through the patient's eyes, 'co-constructing' a shared understanding or therapeutic alliance, and sharing decision-making and responsibility where possible. While adopted by medical curricula across the world, a lack of conceptual clarity is common among students, educators, researchers and policy-makers. Furthermore, little research has been done that accounts for contextual factors and non-western settings. This study looks at how fourth year medical students operationalise the 'classroom-taught' principles of patient-centred communication during a health education encounter with patients. Drawing on a qualitative, interpretivist paradigm, the research focuses on communication in the context of language barriers, cultural value differences and socio-economic inequality. This study views students' multimodal health education artefacts as instances of 'informed flexibility' to patients' needs and challenges. The research is located within a Pharmacology curriculum activity where medical students produce personalized health promotion artefacts for rheumatic heart disease patients. Their artefacts are instances of patient-centred communication as well as instances of purposeful pedagogic recontextualisation, in that they realise both epistemic and relational dimensions of health education. Students also write a critique on the process, reflecting on the patient interview and motivating their design choices. Taking a multimodal social semiotic approach, the study draws on Bezemer and Kress' semiotic principles of recontextualisation (2008) for analysis of artefacts. Thematic analysis of students' critical reflections as well as follow-up interviews with their patients illuminate the context and assumptions underpinning students' design choices. The study is significant in several ways. It highlights the complex, multifaceted, multi-layered nature of doctor-patient communication, argues for realism in what can be taught and assessed in a classroom and suggests novel pedagogic approaches. The study also brings an African perspective to patient-centred communication, and in highlighting challenges relevant to the South African health care system, it supports contemporary calls for 'decolonisation' of health sciences curricula. The research contributes to ongoing efforts to eradicate rheumatic heart disease by giving patients a 'voice', raising awareness and supporting preventative programs. Methodologically, the study contributes to Bezemer and Kress' (2008) pursuit of articulating a semiotic methodological framework for multimodal texts.
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Ismail, Annafatmawaty B. „We are different : a case study of entrepreneurship education in Malaysia“. Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/102894/1/Annafatmawaty%20Binti_Ismail_Thesis.pdf.
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In this thesis the aim is to question the extent to which different pedagogies used in teaching entrepreneurship education influence individual skill development, and how this translates into a likelihood of entrepreneurial intention. A quasi-experimental design and analysis of interview data, shows that although a student-centered approach is widely accepted practice in western education, a teacher-centered approach is more effective in Malaysia due to the system of collective culturally based education.
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Haingura, Rudolph. „Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia“. Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003391.
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Since the early 1990’s both South Africa and Namibia have been engaged in educational reform processes to address the discriminatory impacts and orientations of education under Bantu Education which were implemented in both countries prior to independence (Namibia in 1990, and South Africa in 1994). A feature of both educational reform processes is the underpinning theory of learning which draws on social constructivism, and which is articulated as learner centred education. This approach to teaching and learning infuses both policy frameworks. Another common feature is the introduction of environmental education into the formal education systems of both countries, a process which has been championed by development assistance, and which has been supported by programmes such as the Eco-Schools programme which is an international environmental education initiative started after the Rio Earth Summit in 1992, and implemented in a number of countries, including South Africa. The programme has also been piloted in some schools in Namibia. To date no research has been done on the way in which the Eco-Schools framework (its practices, organizing principles, evaluation processes etc.) enhance learner centred education. This study therefore aimed to investigate and understand how the Eco-Schools framework can enhance learner centred education. The study was conducted in 2007 in three Eco-Schools in Namibia and four Eco-Schools in South Africa in the context of the broader national programmes of implementing learner centred education policies, and environmental education histories. The study used a case study methodology, using observation, interviews, and document analysis as the main methods for data generation. The analytical process followed two stages: the first involved an inductive analysis using categories which were organized into a series of analytical memos. The second phase of data analysis involved recontextualising the data drawing on theory and contextual insights to provide insights that address the research question, using analytical statements. The main findings of the study are that the Eco-Schools framework provides numerous opportunities to enhance learner centred education, through contextualization of learning, through strengthening school-community interactions, and through enabling active involvement of learners in decision making and a range of contextually meaningful Eco-Schools practices. The study also showed that the Eco-Schools framework allows for empowerment of learners in relation to diverse needs, and also allows for learner initiated contributions, although this aspect was not well developed in the schools that were included in this study. The study also found that the benefits of Eco-Schools in terms of enhancing learner centred education were limited to only a few learners who were involved in club activities or who were being taught by enthusiastic teachers who were participating in the Eco-Schools programme. The study showed that these benefits can be more widely shared if more teachers were to get involved, and if the Eco-Schools programme were better understood in relation to the curriculum requirements of various subjects and learning areas, and if the Eco-Schools practices could be more successfully integrated across the curriculum. The study also showed that various forms of support were required for implementing the Eco-Schools programme, most notably the support of the Principal, and the Department of Education. The study also identified that parents and other stakeholders in the school were supportive of the Eco-Schools programme since it was perceived to have relevance to learning, as well as the community. The results broadly confirmed that the implementation of Eco-Schools using a whole school, values based and active learning approach promotes a school culture which enhances learner centred education more broadly across the school. The study also found that the Eco-Schools programme added a new dimension to existing discourses on learner centred education, which could be described as a community linked or situated approach to learner centred education.
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Lombard, Marise. „How can the experiences of stakeholders with doctors inform medical selection and education?“ Thesis, Griffith University, 2018. http://hdl.handle.net/10072/381375.
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The practice of medicine is complex and challenging. Medical practitioners
require a range of capabilities to practice effectively and consistently over a long
career. Selection for the capacity to develop these capabilities and education to
build them are becoming increasingly important in a rapidly-changing society
that demands a return on its investment in medical schools and post-registration
training.
Although the range of capabilities required for trainee and graduate doctors is
described in the medical student selection and education literature, the
viewpoints of privileged stakeholders have generally been favoured in
determining them, relative to those most affected by medical practice (and
malpractice). This study attempts to address this question from a more inclusive
stakeholder perspective, linking ‘capabilities’ to ‘doctor experiences’ in ways not
previously reported in independently-refereed research literature. A qualitative
phenomenological approach offered the most suitable paradigm for exploring
the ‘doctor experience’.
A pilot study was conducted to refine the research question and to inform the
main study. For the main study, a total of 107 participants were purposively
recruited to represent the diversity of stakeholders in medical practice. Thirtynine
(39) one-on-one interviews were conducted with doctors (13), patients (11)
and participants identified as ‘key stakeholders’ (15) because of their medical
student selection and education expertise and experience. The remaining 68
stakeholders each participated in one of eight group interviews (as health
professionals, medical educators, academics, health executive managers,
medical students, patients or community representatives).
The interviews focused on first-person accounts of stakeholders’ experience of
their interactions with medical practitioners, which were audio recorded,
transcribed verbatim, anonymised and imported into computer assisted
qualitative data analysis software. The analytical methodology utilised was
based on Smith’s (1996) Interpretative Phenomenological Analysis (IPA).
In order to accommodate the larger-than-usual number of participants for an
IPA study, Smith’s method was somewhat modified. All of the data were first
analysed descriptively to identify broad categories of experience with doctors
and the extent to which particular participants had provided vivid first-person
accounts of those experiences. Participants whose narratives were the most
deeply experiential and provided the richest accounts of particular doctor
capabilities or concerning behaviours were designated ‘signature’ stakeholders
for that category and their transcripts were interrogated with the full IPA
methodology. This involved meaning-making and interpretation through
application of the ‘hermeneutic cycle’. The analysis of these transcripts was
then supported by less intensive interpretation of accounts from other
stakeholders who had made sense of their experiences in similar ways.
Broadly speaking, experiences of doctors were evaluated by participants as
either positive or negative. Positively evaluated experiences focused on doctor
capabilities in the major domains of being ‘patient-centred’ and being a ‘good
communicator’. More specifically, these emphasised ‘ensuring patient safety’,
‘showing genuine concern for patients’, ‘combining competence with caring’,
‘being a good listener’, ‘allowing sufficient time’ and ‘being respectful’.
Negatively evaluated doctor experiences focused on behaviours in the major
domains of being ‘unprofessional’ and ‘compromising the safety of self and others’. More specifically, these related to ‘being disrespectful’, ‘being arrogant’,
‘having impaired judgement’, ‘being a poor communicator’ and ‘being
incompetent’.
The study’s findings were somewhat concordant with the existing literature. My
participants’ positively and negatively evaluated experiences pointed to
capabilities such as a patient-centredness and effective communication that had
previously been identified as desirable in competency frameworks derived from
the opinion of ‘privileged’ stakeholders such as ‘CanMEDS’ and the Australian
Medical Council Graduate Outcome Statements. The study adds to the
literature, however, in that the positively and negatively evaluated experiences
of the broader range of ‘less-privileged’ stakeholders I interviewed prioritised
different patterns of capabilities. They emphasised particularly patientcentredness,
good communication, professionalism and practicing safely,
characterising each of these domains in novel ways.
Potential limitations of the study related to the novelty of the modification to
Smith’s IPA method that I developed in order to balance respect for the
idiographic (distinct and detailed) accounts of my participants with the need to
manage data from a larger-than-usual number of participants for a
phenomenological study. The modified method appeared to serve its purpose,
however, and the range of measures taken to ensure the trustworthiness of its
findings is described. My experience as a health professional and medical
educator may have affected my degree of ‘reflexivity’ or ability to self-examine
the potential implications of these experiences for my research role. It may also
have influenced how participants viewed me, particularly those who were known
to me previously. A further range of measures taken to overcome this potential limitation is also described.
Implications of the study are discussed and recommendations made for future
medical selection and education research and practice. These include
strategies to refine the range and prioritisation of practitioner capabilities, on the
basis of the experience and needs of a broader range of stakeholders, to
enable doctors to practice effectively in today’s society.
The study adds to the existing body of medical selection and education
research. It also gives stakeholders an opportunity to be heard, particularly
those most affected by medical practice and malpractice.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Medicine
Griffith Health
Full Text
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Magaji, Adewale. „Classroom discourse with both student-led questions and feedback : enhancing engagement and attainment of students in a learner-centred Key Stage 3 science classroom“. Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/18155/.
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This study focuses on the use of student-led questions and feedback to improve students’ engagement and attainment in Key Stage 3 science. My interest in Assessment for Learning has arisen from working as a science teacher for over 9 years in several secondary schools in London and Kent. My aim has been to support Key Stage 3 science students to improve their engagement and attainment by means other than the use of science practical. The purpose of this study is to find out how students’ awareness of questions and feedback can be used to improve their engagement. This includes examining students’ contribution to the classroom discourse through developing their own questions and giving peer feedback, and assessing how this has improved their attainment. This study also sought teachers’ perceptions on the role of questions and feedback in engaging students in science lessons. This mixed methods study was inspired by a constructivist paradigm approach to learning (Creswell 2011; Savasci and Berlin, 2012). The study used six techniques of enquiry for data collection to support triangulation of my data. The students were involved in problem solving activities which led to developing their own questions using Bloom’s taxonomy question prompts and giving feedback to other students. The interaction was audio recorded to examine the quality of questions and feedback in order to ascertain how this has led to an improvement in their engagement and attainment, in addition to other data collection methods used. This study found that students were capable of developing high level questions and giving constructive feedback that will move other students’ learning forward just like their teachers aim to do. There was an improvement in the high level questions developed which influenced the quality of feedback given to other students. 98% of the students were engaged in the questions and feedback which contributed to over 92% of the students achieving their target levels in the end of unit science test. These outcomes are contributions to knowledge. Other contributions to knowledge include the new model of discourse presented in this thesis, and two factors that constitute engagement in learning. Pupil voice was a dominant factor as students were in charge of the classroom discourse which was encouraged by the questions and feedback. Some recommendations are made for professional practice and further research.
35
George, Salimma. „Pre-service teachers' handling of linear algebra in a problem-centred approach“. Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52413.
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Thesis (MEd)--University of Stellenbsoch, 2001.ENGLISH ABSTRACT: The primary concern of the study is how pre-service teachers perform after they have been exposed to a section of a linear algebra course based on the problem-centred approach. The students were in their final (3rd ) year of a teacher education course at a college of education which prepares them to teach mathematics at high school level. Sixty students, who formed the experimental group, were exposed to a linear algebra section, which was underpinned by the tenets of the problem-centred approach. The control group comprised of 60 students of similar mathematical background and they were taught the linear algebra section in the conventional way. The main study is preceded by an overview of the history of the teaching of linear algebra and this overview rendered that certain aspects of linear algebra were historically taught in context. Furthermore an analysis of current secondary school mathematics curricula indicated that there are components of linear algebra present in these syllabi. To test whether there was any significant effect of the experimental course, both groups were subjected to the same linear algebra test items at the end of the experimental period. The null hypothesis tested was: there will be no significant difference between the achievement scores of the experimental and control groups. A simple statistical two-tailed test for the difference between two means was done. This test confirmed the rejection of the null hypothesis at the 0,01 level of significance. It is thus accepted that the superior achievement of the experimental group was due to the intervention - approaching aspects of linear algebra through the problem-centred approach. To get an indication of the strategies the experimental group followed to solve linear algebra problems, an analysis was done of the written work of the students. This analysis showed that students applied an absolute calculation strategy to seek solutions to the problems. The study had the following limitations: 1. The students were not representative of the pre-service secondary teachers in South Africa. Only students from the developing population group were involved. 2. The students were not randomly assigned to the experimental and control group. They were in their normal college classes . . Notwithstanding the above limitations it is recommended that: 1. The problem-centred approach, which support the ideals of outcomes-based education, be applied to a major part of the South African school and college of education mathematics syllabi. 2. Appropriate assessment procedures consonant with the problem-centered approach are installed. 3. Adequate support systems are put in place to support teacher transition from the conventional to the problem-centred approach.
AFRIKAANSE OPSOMMING: Die primêre fokus van die studie is die effek van In lineêre algebra kursus, aangebied volgens die probleem-gesentreerde benadering, op kollege onderwysstudente. Die studente was in hulle finale (3de) jaar van In kursus aan In onderwyskollege wat hulle voorberei om wiskunde op hoërskoolvlak te onderrig. Die eksperimentele groep, bestaande uit 60 studente, het aspekte van lineêre algebra geleer, onderrig volgens die probleem-gesentreerde benadering. Die kontrolegroep, bestaande uit 60 studente met omtrent dieselfde wiskunde agtergrond, het dieselfde lineêre algebra geleer, onderrig volgens die konvensionele metode. Die hoofstudie is voorafgegaan deur In oorsig van die geskiedenis van die onderrig van lineêre algebra, wat getoon het dat dat sekere aspekte van lineêre algebra histories in konteks onderrig is. In Ontleding van die huidige hoërkool wiskundekurrikulum toon dat dit komponente van lineêre algebra bevat. Om die impak van die eksperimentele kursus te bepaal, het beide groepe aan die einde van die eksperimentele periode dieselfde lineêre algebra toetsitems voltooi. Die volgende nul-hipotese is getoets: Daar is geen beduidende verskil tussen die prestasies van die eksperimentele en die kontrole groepe nie. In Eenvoudige tweevlerk statistiese toets vir die verskil tussen twee gemiddeldes is gedoen. Die toets bevestig die verwerping van die nul-hipotese op die 0,01 vlak van beduidendheid. Dit word dus aanvaar dat die beter prestasie van die eksperimentele groep toegeskryf kan word aan die intervensie, naamlik die leer van lineêre algebra volgens die probleem-gesentreerde benadering. Om "n aanduiding te kry van die strategieë wat die eksperimentele groep gebruik het in die oplos van lineêre algebra probleme, is die geskrewe werk van die studente ontleed. Die ontleding het getoon dat studente 'n absolute rekenstrategie gebruik het om oplossings vir die probleme te soek. Die studie het die volgende beperkings: 1. Die studente was nie verteenwoordigend van sekondêre onderwysstudente in Suid Afrika nie. Slegs studente uit die onwikkelinggroep was betrokke. 2. Die studente is nie willekeurig aan die eksperimentele en kontrole groepe toegewys nie. Hulle was in hul gewone kollege klasse. Ondanks die bogenoemde beperkings, word daar aanbeveel dat: 1. Die probleem-gesentreerde benadering, wat die beginsels van uitkomsgebaseerde onderwys ondersteun, behoort in die wiskunde kurrikulum vir skole en onderwyserskolleges gebruik te word. 2. Gepaste assesseringsmetodes, soos in die probleem-gesentreerde benadering gebruik, moet toegepas word. 3. Doeltreffende ondersteuningstelsels moet geïmplementeer word om onderwysers te ondersteun in huloorgang na die probleem-gesentreerde benadering.
36
Van, Aswegen Sonja-Mariè. „An analysis of learner-centredness within teacher education institutions : case study / Sonja-Mariè van Aswegen“. Thesis, North-West University, 2004. http://hdl.handle.net/10394/49.
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Over the past few years many changes have taken place in the content and presentation of teacher
education programmes in South Africa due to the paradigm shift from teaching to learning. As a result,
the primary learning environment for undergraduate students, the fairly passive lecture-discussion format
where teacher educators talk and most students listen, is contrary to almost every principle of an optimal
student learning setting. The current view in teacher education is that teacher educators should create
learner-centred and learner-controlled environments where student learning and success determine the
boundary.
The idea of focusing on learning rather than teaching requires that teacher educators rethink their role
and the role of students in the teaching and learning process. When focussing on learning rather than
teaching, teacher educators must challenge their basic assumptions about how people learn and what
the roles of teacher educators should be. It may be necessary to unlearn previously acquired teaching
habits, and rethink the role of assessment and feedback in learning.
Meaningful, formative assessment can play a key role in shifting to a learner-centred approach because
it provides important information to both students and teacher educators at all stages of the learning
process. To achieve this, it is essential that teacher educators do not simply add assessment as an extra
to an existing, non-interactive scheme of work, but that they integrate assessment effectively and
efficiently with their instruction. This requires a major shift in how assessment is planned and integrated
and a working framework for integrating assessment with instruction can be most valuable to teacher
educators.
The purpose of this study was to:
Determine the nature and scope of ESL teacher educators' tasks, within a Faculty of Education Sciences, at a tertiary institution. Determine the extent to which ESL teacher educators are implementing a learner-centred approach to teaching and learning. Identify the factors, if any, that impede the transition to a learner-centred approach to teaching and learning. Provide recommendations to facilitate the implementation of a learner-centred approach to teaching
and learning.
Determine how, when and how often ESL teacher educators are currently conducting assessment.
Identify possible shortcomings of the existing assessment system of ESL teacher educators.
Provide a framework for implementing assessment within a learner-centred approach to teaching and
learning.
A one-shot cross-sectional survey design was used in this study. The participants included all the
teacher educators (N=5) within the Subject Group English in the Faculty of Education Sciences .at the
Potchefstroom University.
Three data collection techniques were used in this study, namely a questionnaire, semi-structured
interviews and classroom observations. The purpose was to triangulate the data in order to get as
complete a picture as possible of the extent to which the teacher educators' teaching and learning
~racticesre flected a focus on learner-centredness.
The results of the study can be summarised as follows:
Descriptive statistics (means and percentages) were used to analyse the data. The data collected during
the interviews were reported as narratives.
The results indicated that the teacher educators in this study spent a significant percentage of their time
on preparation for class meetings and assessment. Each teacher educator taught for the full twelve
weeks of each semester and, therefore, did not have one week free of teaching the entire year.
Although the teacher educators embraced some learner-centred methods such as group work and
interactive class discussions, they still assumed most of the responsibility for the learning processes and
classroom behaviour of the students. They mainly focused on what to present in the contact sessions
and spent time organizing presentations of information rather than developing materials to facilitate
learning. The teacher educators often reverted to more familiar, traditional approaches and emphasized
the following issues as affecting the effective and efficient transition to learner-centredness: curriculum
coverage and lack of time, lack of proper training, size of student groups, other teacher educators'
cynical attitudes and students' attitudes towards learning. The teacher educators made use of a variety of assessment methods and assessed students continuously, but these assessments were not used for promoting student learning, but rather for grading purposes. Students received traditional feedback such as grades, marks and scores, but they seldom received feedback on what they did wrong and how they could rectify it. Overall, it was assessment of
learning and not assessment for learning.
A major factor impeding the implementation of a learner-centred assessment approach was the demand
formative assessment methods placed on the professional time of the teacher educators. In order to
utilise time effectively and integrate assessment with the instructional design, teacher educators expressed the need for a workable framework to assist them in planning their assessment practices.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
37
Onivogui, Jacques Akoye. „Learner-centered approach and culturally relevant instruction using creative arts in Guinean secondary schools“. Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/278799.
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This thesis is about how the creative arts helps circumvent the negative effects of the traditional school, such as, its disconnectedness from the community, confined view of literacy, isolation of school disciplines, and its predilection for competition over cooperation. The study notes that beyond geographical barriers and other historical differences, the colonial practices of mainstream schooling as seen in the U.S. and Guinea (West Africa) have pernicious effects on the school success of linguistic minorities. To improve learning, this study supports that students learn better when the school embraces their identities, dreams, and values their "fund of knowledge" and beliefs. It advocates using the creative arts to mediate students' affective, experiential, and intellectual input within a problem solving approach to instruction. The social, affective, physical, and intellectual gains from their encounter with the arts are not only engaging for critical thinking but also empowering for personal and school change.
38
Bullen, Mark. „Learner responses to television in distance education : the need for a qualitative approach to research“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28157.
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Despite the worldwide growth of distance education and over 30 years of media research, we know very little about the role and effects of television and other media in delivering distance education. Questions such as: "What media should be used to deliver instruction?" or "Does television or any medium or format within a medium have an advantage over any other in terms of student achievement and satisfaction?" have not been properly addressed by research. This study examines approaches that characterize past and present research and offers a model for further research to address unanswered questions about the role of television in distance education.
The study argues that there are two main reasons why research has failed to adequately answer questions about the use of television in distance education: the dominance of experimental or quasi-experimental research methods, and the assumption of a quantitative conception of knowledge. There is a limited amount of experimental research and what there is has methodological flaws. Most research in distance education is classified as quasi-experimental, but much of this is also methodologically weak and is criticized for trading off internal validity for ecological validity. The hypothetico-deductive paradigm in which most of the research has been conducted assumes a quantitative conception of knowledge which views learning as essentially a reproductive process. As a result, researchers have examined and compared achievement and attitudes in narrow quantitative terms. This has been difficult to accomplish in properly controlled experiments, so we are left with results that not only are inconclusive about the quantity of learning, but also reveal little about the quality of learning.
This study proposes an approach that is based on a qualitative conception of knowledge and that uses both quantitative and qualitative research methodologies. The qualitative approach attempts to examine phenomena from the perspective of the subject as it occurs in the natural setting. The qualitative conception of knowledge views learning as a process in which the learner actively interprets, adapts and applies the knowledge or information he or she acquires. There is less emphasis on "how much is learned" and more on "what is learned".
The study concludes with a proposal that illustrates how qualitative and quantitative methodologies can be combined to examine the processes and outcomes of learning and student attitudes in a multi-media distance education course. From this exploratory study issues in distance education would emerge providing direction for further research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
39
Alipio, Jaime da Costa. „Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions“. Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1385.
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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, South Africa, 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 were 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 questionnaire were then correctly analyzed. Three of four aims were connected to four hypothesis. 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 11 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 have 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
40
Harris, Elizabeth Maria. „'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris“. Thesis, North-West University, 2008. http://hdl.handle.net/10394/2866.
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Environmental Education is widely considered to be indispensable for realizing behaviour which supports sustainable life. Several international declarations and South African policy documents plead for the inclusion of environmental education processes at all levels of formal education. The White Paper for Education and Training (1995) stipulates that environmental education should be presented in accordance with an interdisciplinary, integrated and active approach to learning.
The aim of this study was to investigate the role a learner activity plays in the decisions learners make to live more in the interest of the sustainability of the environment. Three schools that are engaged in the project Build capacity for life were selected. The project aims at implementing an environment management system at the schools by means of which the environment forms an integral part of school management and of the curriculum.
The study is performed as a qualitative case study in which data was collected by means of observation, focus group sessions and interviews. The learner involvement in the staging of an activity that dealt with energy consumption and the influence thereof on the environment was investigated. Firstly, the collected data was organised by means of matrixes and brain charts and then analysed with the help of plotting charts.
The findings indicate that learners are capable of recognising the relationship between electric energy, littering and air pollution. Learners are aware of the impact they as energy consumers have on the environment and could list methods according to which they creatively save energy on the school grounds and at their homes. Their performance is testament to a responsible attitude towards the environment and to the fact that they are convinced of the value of making people aware of environmental issues.
From this, it can be inferred that, should channels and structures exist at schools by means of which learners can gain access to the management of their schools, they would be able to make contributions to promoting the sustainability of the environment.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
41
Afemikhe, Juliana Ayafegbeh. „Development of a health education programme for self-management of Type 2 diabetes in Edo State, Nigeria“. University of the Western Cape, 2016. http://hdl.handle.net/11394/4910.
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Philosophiae Doctor - PhDDiabetes is a chronic, metabolic disease that requires lifelong medical management, health education and self-management. According to a World Health Organisation report, there is a global increase in the prevalence of diabetes and even more so in the low-and middle-income countries, specifically Nigeria, which has the highest number of people with diabetes in the African region of the World Health Organisation. As a global issue, the positive health outcomes of diabetes are tied to health education and self-management of the disease and using the health resources of nations. However, in the context of limited resources in Nigeria, there is a need for improvement of health education in self-management of Type 2 diabetes. Health education that is provided in some Nigerian health facilities is reported to be unstructured, without patients’ active participation, not tailored to the needs and the interests of the patients and limited collaboration between multi-disciplinary professionals. In this context, the aim of the study was to develop a structured health education programme for self-management of patients with Type 2 diabetes, to facilitate the quality of the lives of these patients .An adapted intervention mapping framework provided a structured process for development of an evidenced based programme. A mixed method approach was followed. In the first phase of the study an exploratory descriptive qualitative research design was followed. A purposive sampling approach was used in selecting (i) participants, who were patients with Type 2 diabetes and (ii) health-care professionals working in two health-care institutions in Benin City, Edo State, Nigeria. In phase 1, Step1 of the research was a situation analysis, which consisted of conducting 30 semi-structured interviews with patients; observation of nurses providing health education; and five focus group discussions with health-care professionals (nurses, dieticians and social workers). Qualitative data analysis was accomplished through using Tesch’s (1990) steps of analysis to identify themes and categories. The situation analysis revealed, firstly, that there was a lack in the knowledge and self-management of Type 2 diabetes among patients. Secondly, that the health-care professionals acknowledged their collective role in health education and were burdened with the patients who were non-adherent to self-management. The result also revealed the necessity to change from a traditional teaching method to a structured educational process that is patient-centred. The second phase of the research was the stage of developing the educational programme through collaboration with the stakeholders (health-care professionals and patients with Type 2 diabetes) using the findings from the data-analysis of the first phase supported with literature. In phase 2, Step 2 was to develop matrices from the data analysis in Phase 1 for the programme. Step 3 added theory-based intervention methods and practical applications to the preliminary program and in Step 4 the programme was described. This was followed in Step 5 by preparing health-care professionals for offering the programme to patients and implementing and evaluating the programme. The evaluation of the programme was by means of a quantitative pilot study in which a pre-post-test in a quasi-experiment was conducted with 28 patients and qualitative interviews after the program and post intervention interviews with the participants. The evaluation showed that the program was effective in meeting its objectives. In Step 6 a plan for the adoption, implementation, sustainability and evaluation of future implementations was developed.
42
Al-Rashidi, Husain. „The perception of childhood in the muslim educational thought : an enquiry into the views/perceptions of Kuwaiti primary school teachers concerning the child-centred approach in Islamic education“. Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497862.
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Febana, Papama. „Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics“. Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5094.
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One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphasis on the importance of cooperative learning as a learner centred instructional technique, there is hardly any research on how teachers in schools understand and use it. This study sought to fill this gap by using a case study of seven mathematics classes in six schools. Data was collected through interviews, observations and document analysis.
44
Shirvan, Samad Joshani. „Impact Of Learner-centered Teaching And Learning Process On Pre-advanced First Year Medical Students'“. Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609388/index.pdf.
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This study examined the impact of learner-centered teaching and learning process on pre-advanced first year medical students&rsquoperformance, attitudes, and retention in medical English through a pre-test/post-test experimental research design.The sample of this study included 180 first year medical students of a state medical university, Gazi University, Medical Faculty, Ankara, Turkey. The subjects were assigned to experimental and control groups. Before the experiment, an achievement test and an attitude test were given as pre-test to both groups. The subjects in the control group (n=90) continued with traditional instruction while the subjects in the experimental group (n=90) studied using the learner-centered instruction. The treatment lasted 14 weeks. At the end of the treatment, the same achievement and the attitude tests were given as post-tests. One month after the post-test, the same achievement test was given to both groups as retention test.The post-test results of the study indicate no statistically significant difference between the control and experimental groups immediately after the experiment. However, retention test results show significant difference between the two groups in favor of the experimental group. The attitude post test results toward the experimental instruction show significant difference between the two groups in favor of the experimental group as well.
45
Fredericks, Brenton Grant. „A model for behaviour modification programmes to improve discipline and learner achievement : a communicative approach“. Thesis, Bloemfontein : Central University of Technology, Free State, 2007. http://hdl.handle.net/11462/93.
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46
Harkness, Lori McGough. „The Effect of a Constructivist-Based Approach on Fifth Grade Reading Achievement“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2355.
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The problem investigated in this quantitative study was that schools in a small, rural East Texas town were falling below acceptable ratings in reading on the Texas Assessment of Knowledge and Skills (TAKS) and the State of Texas Assessment of Academic Readiness (STAAR). Researchers have found that constructive-based learning environments (CBLEs) can improve student achievement. The purpose of this study was to examine the relationship between length of time enrolled in a CBLE and reading achievement. Based on the framework of constructivism, 2 research questions were examined. To answer Research Question 1, an analysis of covariance (ANCOVA) calculated the difference in reading achievement as measured by the TAKS in 2011 and the STAAR in 2015, between 5th grade students (N = 81) enrolled in a CBLE for more than 2 years (Group 1) and students enrolled in a CBLE for less than 1 year (Group 2) when adjusted for 4th grade scores. Results showed that Group 1 students demonstrated higher adjusted mean reading scores than Group 2 students on TAKS with F(1, 32) = 15.374, p = < .001 and on STAAR with F(2, 42) = 9.427, p < 001. To answer Research Question 2, an independent-samples t test compared the means of the reading scores growth from 4th to 5th grade. The result showed no significant difference in TAKS with t = .607, p = .548 and in STAAR with t = .277, p = .783. America's reliance on standardized tests influences the way in which reading is taught. Examining standardized reading test outcomes may indicate how teaching and learning environments affect student success. This information may lead to positive social change as educators examine teaching and testing goals, ultimately contributing to student success on standardized tests.
47
Taylor, Michelle. „Transitions of young people identified as showing social, emotional and behavioural difficulties from education to adult life : a person-centred approach“. Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1272.
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A systematic literature review was conducted to report on outcomes for young people identified as showing social emotional and behavioural difficulties (SEBD). The review focused on studies conducted in the United Kingdom due to variation in international definitions of SEBD. Complexities surrounding the terms associated with SEBD are highlighted. Qualitative and quantitative papers included in this review were located through systematic searches of electronic databases and grey literature. I used an integrative synthesis method (Dixon-Woods et al, 2005) to amalgamate data from the papers included in the review into a textual narrative synthesis. A number of recurring themes were identified. Themes suggest relatively poor outcomes for these young people in terms of education, employment and crime. A salient theme was poor transitions from education to adult life and the need for further support during this time. Implications for research and limitations of the review are discussed.
48
Denton, H. G. „Towards maximising pupil endeavour : an enquiry into a learning approach centred on teamwork and simulation in the context of technology education“. Thesis, Loughborough University, 1992. https://dspace.lboro.ac.uk/2134/7198.
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The enquiry originated from observations of a series of learning events which appeared to generate high levels of pupil endeavour. These events were typified by being residential, employing commercial simulation, teamwork and a suspended timetable which allowed long periods of concentrated work on a design task. Observations provided the Impetus for an enquiry Intended to illuminate the learning approach and the origins of this increased endeavour. This enquiry employed a series of case studies with a parallel literature survey. The pre-enquiry learning events are described and an impression of the factors Involved established. The evolving nature of the enquiry Is explained. A literature survey is made of the key factors. The methods employed, Including their limits and limitations, are described. The case studies are summarised and discussed In relation to the literature survey. Conclusions are drawn and suggestions for further research are made. The key findings are that the enquiry indicates high levels of endeavour are replicable, given understanding of the factors involved. Pupils' perceptions of the relevance of the events is high. Pupils tend not to adopt a competitive approach on an inter- team basis but do respond to deadlines. Pupils tend to develop cooperative management structures rather than establish leaders which are not seen as relevant. Endeavour Is maximised in teams which are selected to be heterogeneous In terms of gender, friendship groupings, subject expertise and ability. Positive synergy Is Identified In terms of endeavour but not the range and quality of design ideas. Teachers, whilst recognising the value of granting autonomy to teams, find it difficult to release control and Intervene only when necessary. The contributions to knowledge lie in the areas of designing In teams under competitive pressure; pupil team reaction to competition and the response of staff to working In these learning contexts
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Mbangula, Christofina Nalweendo. „An investigation of Grade 11 Oshindonga teachers' understanding and implementation of the learner-centered approach adopted in Namibia : a case study“. Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003510.
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Before the Republic of Namibia achieved independence in 1990, Bantu Education was the prevailing structure used to promote the social, economic, and political ethos of apartheid through a teacher-centered education system. After 1990, Namibia underwent a major restructuring of education. Learner-centered education was introduced as an inclusive and participatory approach to achieve the reform goals. One of the aims was to review the existing Language policy and to promote mother tongue teaching, since it is through language we internalize our experience and construct our own understanding. In other words, our cognitive, emotional and social development is dependent on language. In this case study, the understanding and implementation of a learner-centered approach in Namibia were investigated in order to gain insights about how the participating education officer, responsible for Oshindonga understands and assists teachers to implement this approach. At the same time, this study aimed at investigating Grade 11 teachers‟ understanding and implementation of LCE in their classrooms. The qualitative methodology in this case study used semi-structured interviews, classroom observations and document analysis for data collection. The data revealed that there are a number of misconceptions. In some cases, what teachers say is not what they do. The findings suggest that teachers, while attempting to implement a learner-centered approach, are not confident about its underlying theory, and therefore the degree of implementation depends on how the teachers used their understanding of that theory in their practice within these conceptual constraints. The study highlights particular challenges and problems that hinder the effective implementation of learner-centered education.
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Smith, Angela Maria. „How do the pedagogical beliefs of primary school teachers affect the implementation of learner centred instruction in the early childhood education curriculum? : a case study of two primary schools in Barbados“. Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16693/.
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This qualitative case study was undertaken due to concerns about Barbadian pupils’ continuous challenges in answering higher order questions and thinking creatively and critically. Learner centred instruction (LCI) has been deemed by the Barbadian government as an effective approach to counteract these difficulties from the early years. This study therefore aimed to explore and analyze the pedagogical beliefs of teachers in the context of implementing LCI in the Barbadian Early Childhood Education (ECE) Curriculum. The sample consisted of eight teachers purposively selected from the 4-6 age groups of two primary schools, four of whom were observed in their classrooms after being interviewed. An author designed semi-structured interview schedule and two author-designed checklists comprised the data collection tools. Follow-up interviews were also conducted after observing the lessons. The data were analyzed descriptively. The findings of the research indicated that all the teachers expressed the belief that LCI in ECE should be implemented as it was important, relevant and beneficial to both teachers and pupils with the pupils deriving long-term benefits and experiencing a greater level of motivation to learn. However interpretation of the data from the classroom observations suggested a “belief-practice gap” (Li, Wang and Wong, 2011, p. 6) in that there was some discrepancy between the teachers’ espoused and enacted practices. The main discrepancy concerned the extent to which the teachers demonstrated traditional teaching. They accounted for the inconsistencies as being largely due to contextual factors such as insufficient classroom space, materials, mentorship and training. Implications are drawn about understanding teachers’ beliefs about implementing innovations, about formal teacher education, curriculum reassessment, clear understanding of contextual factors that impact innovations, teacher collaboration and collegiality, administrative support and understanding changes in learning and teaching approaches by partners in education. The findings of this study can provide a reference for other Caribbean islands wishing to implement LCI in ECE.