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Books on the topic 'Learner-centred'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 May 2022

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1

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

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2

Alan, Wright W., and Canadian Association of Occupational Therapists., eds. Enabling occupation: A learner-centred workbook. Ottawa: Canadian Association of Occupational Therapists, 1998.

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3

Brindley, Geoff. Assessing achievement in the learner-centred curriculum. Sydney, N.S.W: National Centre for English Language Teaching and Research, Macquarie University, 1989.

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4

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

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5

Stanton, Neville Anthony. Learner centred control in computer based training. Birmingham: Aston University. Aston Business School, 1989.

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6

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

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7

Re-designing learning contexts: Technology-rich, learner-centred ecologies. New York: Routledge, 2010.

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8

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

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9

Luckin, Rosemary. Re-designing learning contexts: Technology-rich, learner-centred ecologies. New York: Routledge, 2010.

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10

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

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11

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

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12

Presentations for librarians: A complete guide to creating effective, learner-centred presentations. Oxford: Chandos, 2007.

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13

Mohammed, Abdel-Moneim Mahmoud. Error-based interlinguistic comparisons as a learner-centred technique of teaching English grammar toArab students. Salford: University of Salford, 1991.

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14

Shinyemba, Dutte Ndamona. Learner-centred education: Development of teachers' concepts and practice of teaching in the context of Namibian school reform. Oxford: Oxford Brookes University, 1999.

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15

Kurtz, Suzanne M., and Lara J. Cooke. Learner-centred communication training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0011.

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This chapter provides an overview of core principles and key strategies for teaching communication skills using a learner-centred approach. Goals of communication teaching are summarized. Attitudes are important to be developed as a foundation to the masterful use of skills crossing several different communication issues. Communication should focus on mutual understanding. Effective strategies for teaching communication include experiential, learner-centred small-group work that uses observation, feedback, and repeated practice. The Calgary–Cambridge Model is used as an example of a skills-based approach to teaching communication. Following on, agenda-led outcome-based analysis (ALOBA) is presented as a model to for giving feedback and facilitating experiential, learner-centred, problem-based sessions. The authors close with commentary on modelling and the informal curriculum.

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16

Planning Learner-Centred Adult Literacy Programmes. UNESCO, 1999.

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17

Murdoch, Kath. Creating a Learner-centred Primary Classroom. David Fulton Publishers, 2008. http://dx.doi.org/10.4324/9780203931127.

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18

Schweisfurth, Michele. Learner-centred Education in International Perspective. Routledge, 2013. http://dx.doi.org/10.4324/9780203817438.

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19

Tomlinson, Paul Edward. A learner centred look at teaching adults. 1987.

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20

SAIDE. Getting Practical: Learner-Centred and Outcomes-Based Teaching. Oxford University Press Southern Africa, 2002.

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21

A, Townsend Elizabeth, and Canadian Association of Occupational Therapists., eds. Spirituality in enabling occupation: A learner-centred workbook. Ottawa: CAOT Publications, 1999.

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22

Aljasmi, Lamya Mohammed. A learner centred CASE tool for software engineering. 2000.

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23

Malcolm, Heather, Harry D. Black, A. Blair, J. Latta, and S. Zaklukiewicz. Permeating TVEI Through Learner-centred Teaching (SCRE Project Report). The SCRE Centre, 1991.

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24

1949-, Black H. D., and Scottish Council for Research in Education., eds. Permeating TVEI through learner-centred teaching: A regional case study. Edinburgh: Scottish Council for Research in Education, 1991.

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25

Learner-Centred Education in International Perspective: Whose Pedagogy for Whose Development? Taylor & Francis Group, 2013.

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26

Schweisfurth, Michele. Learner-Centred Education in International Perspective: Whose Pedagogy for Whose Development? Taylor & Francis Group, 2015.

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27

Aslam, Mohammad. Developing a Learner-Centred ELT Curriculum in India Trends and Issues. Prakash Book Depot, 1997.

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28

Sorin-Peters, Riva. The development and evaluation of a learner-centred training program for spouses of adults with chronic aphasia. 2002.

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29

Millar, Diane Michele. Computerized integrated learning systems and learner-centred, community-based adult literacy education: A comparison of reading methodologies. 1996.

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30

Coffman, Don D. Community Music Practice with Adults. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.10.

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This chapter examines three approaches to teaching and learning that resonate with community music principles and that can help inform the theoretical bases for community music practice, because there are similarities between the facilitating behaviours of community musicians and the teaching behaviours of educators. Specifically, this chapter portrays a continuum of viewpoints about guiding others—pedagogy, andragogy, and heutagogy—and illustrates how aspects of each approach can be applied to community music practice. These approaches range from authoritarian ideas that are teacher-centred and learner-dependent to more autonomous ideas that embrace learner-centred and self-directed learning. The New Horizons Band of Iowa City, Iowa, in the United States, is presented as an illustration.

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31

Finn, Anne, Emma King, and Susie Wilkinson. The implementation of advanced communication skills training for senior healthcare professionals in Northern Ireland. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0025.

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This chapter describes the key challenges and rewards of the implementation and delivery of a programme of advanced communication skills training (ACST) for senior healthcare professionals working in cancer and palliative care in Northern Ireland (NI). It enables participants to reflect and critically appraise their own and others communication skills and to demonstrate the skills required to facilitate a structured patient-centred assessment/consultation using specific strategies to handle complex communication scenarios. Participants should also be able to tailor complex information to meet the needs of patients and carers. The course is based on an experiential, learner-centred approach, which is known to enhance effective person-centred communication and includes cognitive, behavioural, and affective components. A 2014 analysis of the programme recommends the two-day as opposed to the three-day model for ACST, as no disadvantages have been identified and this programme is better meeting the needs of the participants.

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32

Wilkinson, Susie, and Anita Roberts. Training facilitators to deliver an advanced communication course for senior healthcare professionals in cancer and palliative care. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0026.

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This chapter presents a communication skills training initiative designed to train facilitators to deliver an advanced communication skills training course for senior healthcare professionals working in cancer and palliative care. It is generally accepted that communication skills training benefits healthcare professionals. However, little has been written about the training and support of those healthcare professionals who deliver this training. The chapter describes the content, process, and guidelines trainee facilitators explore while learning to deliver the experiential learner-centred advanced communication skills training course for senior healthcare professionals working in oncology or palliative care. The teaching methods presented include group safety, agenda setting, didactic methods, the use of trigger tapes, working with actors, and video-recorded role play with feedback. The facilitator training course was evaluated across six UK settings and had a positive effect on the participants’ perceived confidence in delivering communication skills training.

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