Relevant bibliographies by topics / Centredness

Academic literature on the topic 'Centredness'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Centredness"

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Bremner, Nicholas. "Learner-centredness." ELT Journal 75, no. 2 (April 1, 2021): 213–15. http://dx.doi.org/10.1093/elt/ccab002.

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Moore, Ann, and Gwendolen Jull. "Patient-centredness." Manual Therapy 17, no. 5 (October 2012): 377. http://dx.doi.org/10.1016/j.math.2012.07.007.

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van Dulmen, Sandra. "Patient-centredness." Patient Education and Counseling 51, no. 3 (November 2003): 195–96. http://dx.doi.org/10.1016/s0738-3991(03)00039-9.

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Gengshen, Hu. "‘Translator‐Centredness’." Perspectives 12, no. 2 (January 2004): 106–17. http://dx.doi.org/10.1080/0907676x.2004.9961494.

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Spence, D. "Doctor centredness." BMJ 341, jul14 2 (July 14, 2010): c3755. http://dx.doi.org/10.1136/bmj.c3755.

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Walshaw, Margaret Anne. "Book review: Teacher-centredness and student-centredness under interrogation." Educational Studies in Mathematics 73, no. 1 (December 2, 2009): 99–103. http://dx.doi.org/10.1007/s10649-009-9221-1.

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Alverbratt, Catrin E., and Charlotte T. Almkvist Hall. "Through the lens of work-integrated learning: Staff experiences of participating in person-centredness coach training in a Swedish hospital." Journal of Nursing Education and Practice 11, no. 1 (September 6, 2020): 1. http://dx.doi.org/10.5430/jnep.v11n1p1.

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Background/Objective: Over the past decade, many scientific articles have focused on the importance of person-centred care (or person centredness) in the health care sector. In practice, however, person centredness is difficult to operationalise. Thus, the role of “person-centredness coach” was created in a Swedish hospital to provide information, education, and reflection on person centredness. The aim was to describe this new role of a person-centeredness coach, and how the coaches experienced the development of a person-centred working method.Methods: Qualitative semi-structured individual interviews were conducted with nine nursing staff. The data were analysed using inductive content analysis.Results: The analysis resulted in three categories with seven subcategories: an eye opener (with the subcategories of a welcome change and person centredness throughout the organisation); an obstacle with potential (with the subcategories of theoretical vs. practical development of person centredness, difficulties in developing person centredness and proposals for promoting patient participation); and a challenging role (with the subcategories of necessary but a role that takes a long time to develop and the importance of favourable conditions).Conclusions: The person-centredness coaches believed that the person-centred approach was important and that it should be the foundation of all care work within health care but, despite this, had difficulty in integrating person centredness into their practice. The person-centredness coaches found the coach training rewarding. They perceived that, from a learning perspective and through the lens of work-integrated learning, the results could be related to creating praxis, which may be seen as a development area for further research in operationalising person centredness.
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Thompson, Genevieve, Chloe Lyn Shindruk, Adebusola Abiodun Adekoya, Lisa Demczuk, and Susan McClement. "Meanings of ‘centredness’ in long-term care facilities: a scoping review protocol." BMJ Open 8, no. 8 (August 2018): e022498. http://dx.doi.org/10.1136/bmjopen-2018-022498.

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IntroductionThere is a growing demand for long-term care services for older adults that embrace a model of care centred on individual recipients of care. In long-term care, models of person, resident and relationship-centred care have been developed and implemented to promote independence, decision making and choices of residents. Although the concepts of centredness have been readily adopted in these environments, what constitutes centredness is often vague and lacks conceptual clarity and definition. The research questions guiding this scoping review are: (1) What are the defining attributes, conceptual boundaries and theoretical underpinnings of each centredness term in long-term care? (2) For what purposes have centredness directed models of care been used in this context? (3) What types of study designs have been used to examine centredness in this context? (4) What outcomes related to centredness have been reported or evaluated and how were they measured in long-term care?Methods and analysisThis review uses the methodological framework for conducting a scoping review by Arksey and O’Malley. The search strategy will be applied to nine bibliographic and citation databases, Google Scholar and the grey literature. Study selection will occur in a two-step process. First, the titles and abstracts of all search results will be screened by individual reviewers. Second, a full-text review will be conducted by a pair of reviewers. To be included articles must (1) define centredness in the context of long-term care; (2) describe the defining features of centredness; (3) explore the theoretical underpinnings of centredness; (4) outline outcomes of centredness or (5) use outcome measures related to centredness. Data will be extracted from included studies and analysed using thematic analysis as described by Braun and Clark.Ethics and disseminationResearch ethics approval is not required for this scoping review. Dissemination strategies will follow a targeted and tailored approach based on study findings.
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MacDonald, Stuart. "Moving Human-centredness." Research in Arts and Education 2015, no. 1 (February 1, 2015): 1–15. http://dx.doi.org/10.54916/rae.118820.

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Melioranski, Ruth-Helene, and Liina Unt. "Movements in Human-centredness." Research in Arts and Education 2015, no. 1 (February 1, 2015): I—III. http://dx.doi.org/10.54916/rae.118819.

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Dissertations / Theses on the topic "Centredness"

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Sexton, Mary. "Patient-centredness : a conceptual framework for musculoskeletal physiotherapy." Thesis, University of Brighton, 2011. https://research.brighton.ac.uk/en/studentTheses/7b5f1fd2-cfdd-47ba-b05f-f5d4d12d96e1.

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Introduction The centrality of the patient to health care has been increasingly recognised both politically and professionally. Patient-centred care has become synonymous with high-quality care and a number of studies have reinforced patient's desire for, and the positive impact of the approach. Although the concept emerged over 30 years ago, it is still not clear what it is, upon what theories it is based, or how to measure it. Whilst the concept has been explored within medicine, nursing and other allied health professions, within physiotherapy there has only been minimal discussion. The aim of this research was to explore the meaning of patient-centred care in relation to low back pain, from the perspective of musculoskeletal physiotherapists. Methods Purposive sampling was initially used to select participants. Subsequently theoretical sampling was adopted whereby analysis of the data informed the sample selection. Nine musculoskeletal physiotherapists agreed to participate in the study. They ranged in experience from five to 25 years. Individual semi- structured interviews were adopted as the method of data collection. The interviews were audio taped and then transcribed verbatim. Analysis broadly followed the Grounded Theory approach outlined by Strauss and Corbin (1990). It consisted of a process of open, axial and selective coding. Constant comparative analysis resulted in the identification with a core category and three inter-related sub-categories and the development of a substantive theory of patient-centred care.
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Mpolweni, Nosisi Lynette. "The reader-centredness of translated financial texts into isiXhosa." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1123.

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Buchholz, Andrea. "Students and users in the construction of the virtual university." Thesis, Brunel University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247538.

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Mabeqa, Thokozile Valencia. "The reader-centredness of translated HIV/AIDS texts into isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50514.

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Thesis (M.Phil.)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: HIV/AIDS is a disease that affects millions of people in South Africa. Various strategies have been implemented to try and curb this epidemic. One of the strategies 'used is the dissemination of information pertaining to the prevention of contracting HIV/AIDS. One of the measures of disseminating such information is through pamphlets and brochures in all eleven official languages of South Africa. This research endeavours to establish whether translated HIV/AIDS brochures are communicative towards its target readers or not. The aim of producing these brochures is to educate people about ways to prevent the spread of HIV/AIDS. On investigating translated Xhosa HIV/AIDS brochures, the researcher established that some brochures are poorly translated and fail to accomplish their purpose. Various factors contribute to the non-communicativeness of these brochures towards their intended target readers. The microstructure as well as the macrostructure of the texts tend to be problematic as far as understanding and reader-friendliness are concerned. In the end the people for whom these texts are intended do not understand the information they so desperately need. The skopos theory has been recommended by functionalist scholars as an appropriate translation approach, as it considers the culture of the target readers as well as the intention of the text. It is also concerned with whether target readers actually understand the target text. Therefore the skopos theory is promoted in this thesis for the translation of informative and instructive medical brochures and pamphlets, especially those translated into Xhosa.
AFRIKAANSE OPSOMMING: MIV/VIGS is 'n toestand wat miljoene mense in Suid-Afrika affekteer. Verskeie strategieë is reeds geïmplementeer om hierdie epidemie te probeer beheer. Een hiervan is die verspreiding van inligting met betrekking tot die voorkoming van MIVNIGS. Inligting oor die voorkoms en beheer van MIV/VIGs word, onder andere, versprei deur middel van pamflette en brosjures in al elf amptelike tale van Suid-Afrika. Hierdie navorsing probeer vasstelof vertaalde MIVNIGS brosjures effektief met hul teikenlesers kommunikeer. Die doel van hierdie brosjures is om mense op te voed oor maniere om die verspreiding van MIVNIGS te bekamp. Deur 'n studie te maak van vertaalde Xhosa MIVNIGS brosjures, het die navorser die slotsom bereik dat sommige brosjures baie swak vertaal word en daarom nie hul doel bereik nie. Verskeie faktore dra by tot die gebrekkige kommunikasie tussen vertalers van hierdie brosjures en hul teikenlesers. Die mikro- sowel as die makrostruktuur van die tekste skep probleme met betrekking tot begrip en lesersvriendelikheid. Uiteindelik kry die persone wat die inligting desperaat benodig, nie toegang daartoe nie. Die skoposteorie word as die aangewese benadering aanbeveel deur kenners van die funksionalistiese vertaalteorie, aangesien dit die kultuur van die teikenlesers sowel as die doel van die teks in ag neem. Hierdie benadering het ook ten doel dat die teikenlesers werklik die teks sal begryp. Die skoposteorie word dus in hierdie tesis voorgehou as die geskikte benadering vir die vertaling van informatiewe en instruktiewe mediese brosjures en pamflette, veral in Xhosa.
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Rosewilliam, Sheeba Bharathi. "The influence of patient-centredness during goal-setting in stroke rehabilitation." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7033/.

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Background: Guidelines suggest that rehabilitation for people with stroke should adopt patient-centred goal-setting (PCGS). Methods: A literature review and two qualitative studies were done in an acute stroke-unit. Study one aimed to explore influence of PCGS within stroke rehabilitation. Patients with stroke, with ability to participate and staff caring for them were included. Data collection involved interviews, observations, document analysis and focus-groups. Analysis involved sequential and intra-case analysis methods. Study two aimed to build a resource to improve PCGS and evaluate its feasibility and appropriateness. Based on Study one and review, a resource (T-PEGS) was developed and applied in this setting. Patients with same criteria as Study one and staff who agreed to act as keyworkers were recruited. Data collection and analysis methods were similar to Study one. Findings: Study one, with thirteen patients and twelve professionals, revealed limited application of PCGS due to participants’ health beliefs, limitations in knowledge and resources. Study two involved five patients and five staff who applied T-PEGS; recording of psychosocial goals, information sharing and rapport between patients and professionals had improved. Conclusion: T-PEGS seemed to improve PCGS locally. Small study-size and single site limit generalisability. Future work should explore mechanisms and effectiveness of T-PEGS.
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Netto, Julie Ann. "Vocational recovery in mental illness - the gap between policy and person-centredness." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/901.

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Vocation has been described as a calling and a means of fulfilment; and personal recovery as the process of living life as well as possible. Vocational recovery can be envisaged as a person with mental illness regaining or establishing valued roles associated with vocation as it is broadly defined. This thesis explores how people with mental illness establish and achieve their vocational recovery goals within the context of complex and ever-changing policy and service settings.
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Waters, Rebecca Adriana. "Person-Centredness In Human Services: An Evidence-Based Conceptualisation To Inform Practice." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/76906.

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The term ‘person-centred’ is increasingly used in human services to define desirable approaches to service delivery for vulnerable groups of people. This multi-stage, iterative study uses a post-structuralist approach to build a conceptualisation of person-centredness with relevance across the ageing, disability, and mental health sectors. The resultant framework and conceptual model informs the application of person-centredness across policy, organisational and front-line practice contexts.
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Furler, John. "Chronicity and character : patient centredness and health inequalities in general practice diabetes care /." Connect to thesis, 2006. http://repository.unimelb.edu.au/10187/52.

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This study explores the experiences of General Practitioners (GPs) and patients in the management of type 2 diabetes in contemporary Australia. I focus on the way the socioeconomic position of patients is a factor in that experience as my underlying interest is in exploring how health inequalities are understood, approached and handled in general practice. The study is thus a practical and grounded exploration of a widely debated theoretical issue in the study of social life, namely the relationship between the micro day-to-day interactions and events in the lives of individuals and the broad macro structure of society and the position of the individual within that. There is now wide acceptance and evidence that people’s social and economic circumstances impact on their health status and their experiences in the health system. However, there is considerable debate about the role played by primary medical care. Nevertheless, better theoretical understanding of the importance of psychosocial processes in generating social inequalities in health suggests medical care may well be important, as such processes are crucial in the care of chronic illnesses such as diabetes which are now such a large part of general practice work. I approach this study through an exploration of patient centred clinical practice. Patient centredness is a pragmatic, idealised prescriptive framework for clinical practice, particularly general practice. Patient centredness developed in part in response to critiques of biomedicine, and is premised on a notion of a more equal relationship between GP and patient, and one that places importance on the context of patients’ lives. It contains an implicit promise that it will help GP and patient engage with and confront social disadvantage.
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Kinnersley, Paul. "The patient-centredness of consultations and the relationship to outcomes in primary care." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337624.

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Kouraogo, Pierre. "Learner-centredness and English as a foreign language : curriculum renewal in difficult circumstances." Thesis, University College London (University of London), 1987. http://discovery.ucl.ac.uk/10019653/.

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Books on the topic "Centredness"

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Learner-centredness as language education. Cambridge: Cambridge University Press, 1996.

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Storeng, Marit. Giving learners a chance: Learner-centredness in the reform of Namibian teaching. Stockholm: Institute of International Education, Stockholm University, 2001.

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1977-, Ichalkaranje Nikhil, and Jain L. C, eds. Design of intelligent multi-agent systems: Human-centredness, architectures, learning, and adaptation. Berlin: Springer, 2004.

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O'Hear, Anthony. Father of child-centredness: John Dewey and the ideology of modern education. London: Centre for Policy Studies, 1991.

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Crowley, John L. The isolated cold cell: An extension to Hans Selye theory regarding altruistic self centredness. [s.l.]: The Author, 1995.

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Howie, John. Patient-centredness and the politics of change: A day in the life of academic general practice. London: Nuffield Trust, 1999.

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Father of Child-centredness. Policy Studies Institute, 1991.

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Ong, Olivia. Heart-Centredness of Medicine. Dr Olivia Lee Ong, The Heart-Centered Doctor, 2021.

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Ong, Olivia. Heart-Centredness of Medicine. Dr Olivia Lee Ong, The Heart-Centered Doctor, 2021.

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Bodhipaksa and Sunada. Sacred Sound: Mantra Meditations for Centredness and Inspiration. Wildmind, 2011.

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Book chapters on the topic "Centredness"

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Illingworth, Rosie. "Patient-Centredness." In Clinical Communication in Medicine, 40–48. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118728130.ch6.

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Ainger, Andrew, Rukesh Kaura, and Richard Ennals. "Insights into Human-Centredness." In Executive Guide to Business Success through Human-Centred Systems, 12–31. London: Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-0381-3_2.

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Bleakley, Alan. "Patient-Centredness Without a Centre." In Advances in Medical Education, 47–56. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02487-5_4.

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James, Allison. "‘Child-Centredness’ and ‘the Child’." In The Modern Child and the Flexible Labour Market, 111–27. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230314054_7.

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Virtanen, Petri, Marika Tammeaid, and Harri Jalonen. "Reforming government through human-centredness." In Public Sector Leadership, 138–56. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003205791-6.

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Qvortrup, Lars. "The Social Construction of Human-centredness." In Human Machine Symbiosis, 177–202. London: Springer London, 1996. http://dx.doi.org/10.1007/978-1-4471-3247-9_5.

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Bleakley, Alan. "A New Wave of Patient-Centredness." In Advances in Medical Education, 67–78. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02487-5_6.

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Mackay, Maria, Deirdre O’Donnell, Ailsa Espie, and Kristin Skei. "Person-Centredness in Nursing Education Research." In Person-centred Nursing Research: Methodology, Methods and Outcomes, 139–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-27868-7_12.

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Viktoria Stein, K., and Volker Amelung. "Refocussing Care—What Does People-Centredness Mean?" In Handbook Integrated Care, 27–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69262-9_2.

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McCormack, Brendan, Sandra van Dulmen, Hilde Eide, Kirsti Skovdahl, and Tom Eide. "Person-Centredness in Healthcare Policy, Practice and Research." In Person-Centred Healthcare Research, 3–17. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119099635.ch1.

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Conference papers on the topic "Centredness"

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Vite, Clara, Anca-Simona Horvath, Gina Neff, and Naja L. Holten Møller. "Bringing Human-Centredness to Technologies for Buildings." In CHItaly '21: 14th Biannual Conference of the Italian SIGCHI Chapter. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3464385.3464711.

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"IMPROVING THE USER-CENTREDNESS OF E-GOVERNMENT PROJECTS." In 4th International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2008. http://dx.doi.org/10.5220/0001514704070414.

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Chong, Su Li. "Student-centredness in Engineering Education: Where goes the teacher?" In 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8467139.

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Ebabhi, Abosede, and Adenike Oladipo. "Evaluation of Learners’ Centredness on the Utilization of Learning Management System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5767.

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We live in a rapidly changing world in which learners are constantly being inundated with knowledge and are expected to be more responsible for their learning. Although, the 21st century technologies including the Learning Management System (LMS) have emerged, evaluations of such innovations are few. Thus, this study evaluated learners' centredness on the utilization of Learning Management System in a dual mode tertiary institution in southwest, Nigeria. The study adopted a descriptive survey research design. The main data collection instrument was created using Google form and 376 learners completed and submitted the questionnaire online. Data collected were analyzed using means and standard deviation. The study revealed that learners are positively inclined to the utilization of the LMS for obtaining learning resources with a mean value of 3.06±1.20 and with a mean value of 3.28±1.13, learners agreed that the LMS encourages learners’ centredness in terms of flexibility and accessibility. However, with a mean value of 2.81±1.4, learners were not satisfied with instructional delivery and feedback mechanisms on the LMS. It was recommended among other things that more virtual laboratories should be made available with full facilities to foster learners’ academic performance and create conducive environment for facilitators during interactive sessions.
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Marimuthu, Ferina. "AN EXPLORATORY STUDY OF STUDENT-CENTREDNESS AT A UNIVERSITY OF TECHNOLOGY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1053.

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Catalano, Horatiu, and Cristina Catalano. "Using Digital Storytelling In Early Childhood Education To Promote Child Centredness." In 9th International Conference Education, Reflection, Development. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22032.16.

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Tischer, Matthias. "Musikgeschichte der DDR: Ein Pilotprojekt zur digitalen Musikvermittlung." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.106.

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Thirty years after the so-called ‚Wende‘, a fundamental and comprehensive study of the musical history of the GDR - encompassing both the music itself and the political and cultural contexts (i.e. the musical relations) - still represents a desideratum. The same is true for a long-term comparative music history of the divided Germany, for which the our project develops some essential prerequisites. The research project presented here is an informed cultural-historical analysis of the musical discourse of the GDR under the auspices of the Cold War. It is not about a revised version of national history only, because despite a relatively strong national and regional self-centredness of the musical life of the GDR, it can hardly be understood without the political and cultural references to the Soviet Union, the Federal Republic of Germany and the neighbouring European states.
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Manzano Vázquez, Borja. "A CASE STUDY INTO PRE-SERVICE TEACHERS’ PROFESSIONAL DEVELOPMENT TOWARDS LEARNER AUTONOMY AND LEARNER-CENTREDNESS IN FOREIGN LANGUAGE EDUCATION." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1876.

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Stutchbury, Kris, Lore Gallastegi, Clare Woodward, and Mark Gaved. "School-based Continuing Professional Development: the Role of School Leaders." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2256.

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Zambian Education School-based Training (ZEST) is an innovative programme aimed at improving teaching in line with policy aspirations in Zambia. It draws on existing roles, structures and processes whilst making innovative use of technology and resources, to support teaching and to challenge attitudes which can limit achievement. A programme of research has been designed to better understand school-based continuing professional development (SBCPD) at a school-level. This presentation focuses on one strand of that research: school leaders. It seeks to make explicit what it is that school leaders do to support successful innovation. // ZEST is based on the policy aspiration that teaching should be more learner-centred, and defines learner-centredness in terms of attitudes, values and relationships, rather than a set of required practices. This paper will draw on the literature to suggest what ‘learner-centred leadership’ could look like. It will present data from interviews and observations gathered during a two-day visit to each of six schools to explore head teachers’ leadership of innovation. A purposive sample of schools was chosen, based on their successful engagement with ZEST as evidenced through new ways of working, new attitudes to learners, and the successful use of technology. // The presentation will provide case studies of successful school leaders and will highlight what it means to innovate, identifying key drivers and constraints in the Zambian context. The findings will be relevant to others working on the continent.
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