Relevant bibliographies by topics / Student centred

Academic literature on the topic 'Student centred'

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Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Student centred"

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Fatima, Sadaf. "Teacher Centered Versus Student Centered Strategies for Undergraduate Students." Pakistan Armed Forces Medical Journal 72, no. 2 (May 1, 2022): 604–07. http://dx.doi.org/10.51253/pafmj.v72i2.3723.

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Objective: To compare the student-centred learning strategies with teacher-centred strategies in developing adult learning principles for medical students. Study Design: Quasi-experimental study. Place and Duration of Study: Ziauddin Medical College and Jinnah Medical & Dental College, Karachi, Nov 2017 to Oct 2018. Methodology: The study participants included first and second-year medical students. They were divided into two groups. One group of students was recruited from a medical college having a hybrid curriculum through problem based learning and lectures. The other students were recruited from a college following a traditional curriculum through only teacher-centred strategies and lectures. The comparison between the two groups of students was based on adult learning principles. A questionnaire including 17 items from the principles of adult learning scale (PALS) was given to medical students. Out of 17 items from the principles of adult learning scale, 13 were related to student learning, and four were regarding teacher instruction. The students were asked to determine the teaching practices promoting the development of adult learning principles on a Likert scale from 0-5. Results: In the learning section, the medical students having student-centred learning strategies had 28.16 ± 10.98 scores compared to students with teacher-centred strategies with a score of 33.73 ± 12.66 on the principles of adult learning scale. In the teacher instruction section, the score was 13.81 ± 3.76 in students with learner-centered strategies and 14.76 ± 3.79 in students with teacher-centred strategies. Conclusion: The teacher-centred learning strategies promote the development of adult learning principles better than the student-centred strategies in medical students.
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Ogun, Olufunmilola A., Timothy E. Nottidge, and Sue Roff. "Students’ perceptions of the learning environment in two Nigerian medical schools offering different curricula." Ghana Medical Journal 52, no. 3 (December 26, 2018): 116–21. http://dx.doi.org/10.4314/gmj.v52i3.2.

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Objective: Compare the results of administering the DREEM questionnaire in two Nigerian medical schools offering traditional and student-centred curricular respectively, to identify any differences in the learning environment and appreciate advantages of the more modern curriculum.Methods: A survey design was used. Data was analysed using the DREEM scoring rubric. The independent t-test was used to compare results. Setting: The DREEM questionnaire was administered to final year medical students at two participating centres. Participants: Final year students of a teacher-centred and a student-centred medical school. Results: There were 138 respondents – 50 (96.2% of the final year students) from the teacher centred school and 88 (59.1% of the final year students) from the student-centred school. The mean total DREEM score was 117+22.3 in the former and 119 +23.6 in the latter (p = 0.798). Mean age of students in the teacher centred school was 28 ± 5.28 years, while that of the student-centred school was 23 ± 1.83 years (p < 0.05). Conclusion: The mean total DREEM score proximity between the schools suggests that the younger students using a more student-centred curriculum have less of an appreciation of their improved learning environment than is expected. Thus, the hidden curriculum could be lagging behind the written one. The older students in the teacher centred environment have a more mature appreciation of their learning climate. Funding: Personal sourcesKeywords: medical education, Nigeria, curriculum, DREEM
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Elen, Jan, Geraldine Clarebout, Rebecca Léonard, and Joost Lowyck. "Student-centred and teacher-centred learning environments: what students think." Teaching in Higher Education 12, no. 1 (January 12, 2007): 105–17. http://dx.doi.org/10.1080/13562510601102339.

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Boyapati, Ed. "Learning: Student-centred vs teacher-centred." Korean Journal of Chemical Engineering 17, no. 3 (May 2000): 365–67. http://dx.doi.org/10.1007/bf02699054.

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Rachman, Rose. "Student centred learning." Practice 1, no. 2 (June 1987): 173–89. http://dx.doi.org/10.1080/09503158708416841.

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Ludigo, Harriet, C. B. Mugimu, and A. M. Mugagga. "PEDAGOGICAL STRATEGIES AND ACADEMIC ACHIEVEMENT OF STUDENTS IN PUBLIC UNIVERSITIES IN UGANDA." Journal of Education and Practice 3, no. 1 (September 17, 2019): 81. http://dx.doi.org/10.47941/jep.314.

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Purpose: This study analysed the relationship between pedagogical strategies and academic achievement of students in public universities in Uganda. Specifically, the study analysed the relationship between student-centred, teacher-centred and teacher-student pedagogical strategies with academic achievement of students.Methodology: The study adopted a correlational design and data were collected using a questionnaire on a sample of 383. Quality control of data was ensured by carrying out Confirmatory Factor Analysis and calculating Cronbach’s alpha. Data analysis involved descriptive and inferential analyses.Findings: Regression results revealed that the student-centred strategy had a positive and significant influence on academic achievement of students but the teacher-centred and teacher-student interaction strategies did not. Therefore, the student-centred pedagogical strategy is essential for academic achievement of students, the teacher-centred pedagogical strategy is less affective teaching strategy for academic achievement of students and the teacher-student pedagogical strategy is not the most important teaching strategy for academic achievement of students.Contribution to policy, practice and policy: The study suggests that lecturers in the universities should prioritise the student-centred pedagogical strategy when teaching students, should give least priority to teacher-centred pedagogical strategy when teaching students, and should not over prioritise the teacher-student pedagogical strategy when carrying teaching of students.
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Gibson, Deborah. "A Student-Centred Writing Curriculum." TESL Canada Journal 3 (August 26, 1986): 255. http://dx.doi.org/10.18806/tesl.v3i0.1010.

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This paper presents a design for a flexible curriculum for a writing class which meets the problem of varied student levels and goals by basing the course curriculum and content on the students' own written work. Whole class, small group, and individual student pre-writing and follow-up activities are described.
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Wood, J., and D. Whitaker. "Student Centred School Timetabling." Journal of the Operational Research Society 49, no. 11 (November 1998): 1146. http://dx.doi.org/10.2307/3010095.

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Wood, J., and D. Whitaker. "Student centred school timetabling." Journal of the Operational Research Society 49, no. 11 (November 1998): 1146–52. http://dx.doi.org/10.1057/palgrave.jors.2600628.

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Wood, J., and D. Whitaker. "Student centred school timetabling." Journal of the Operational Research Society 49, no. 11 (1998): 1146–52. http://dx.doi.org/10.1038/sj.jors.2600628.

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Dissertations / Theses on the topic "Student centred"

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Sloman-Gower, Anna. "Re-conceptualising student-centred learning." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322152.

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Brown, Norman Leslie. "How lecturers experience student-centred teaching." Thesis, Lancaster University, 2003. http://eprints.lancs.ac.uk/54004/.

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This thesis reports the findings of an essentially phenomenographic research study into nurse teachers’ Conceptions of Student-Centred Teaching and Student-Centred Approaches to Teaching. The focus on the experience of student-centred aspects of teaching is a departure from previous research from this perspective in Higher Education that has focused upon teachers’ experience of teaching. The approach and focus of this study is also a departure from research into student-centred teaching in nurse education. Previous research in Higher Education has identified and reported qualitative variation in conceptions of teaching and qualitative variation in approaches to teaching and these have been categorised as either teacher-centred or student-centred. However, the interpretation and separation of conceptions of teaching and approaches to teaching has been largely as a result of the researchers’ interpretation of what it means to be teacher-centred or student-centred in teaching. This study aimed at identifying the qualitative variation that exists in conceptions of student-centred teaching and student-centred approaches to teaching from the perspectives of those nurse teachers who claimed to adopt student-centred methods in their teaching practice. The findings of this study indicate that there are significant qualitative differences in nurse teachers’ conceptions of student-centred teaching and their approaches to student-centred teaching than has hitherto been identified. In both cases a limited number of qualitatively different categories of description were identified (5 in each case) ranging from approaches to teaching that result in the reproduction of expert knowledge and skills to students developing their professional attitudes and values (affective components), and acquisition of disciplinary concepts and skills to student self-empowerment conceptions of student-centred teaching. This study also reports that the relations between conceptions of student-centred teaching and student-centred approaches to teaching are significantly different from previous research in this area, and suggests that some teachers holding student development conceptions of student- centred teaching adopt a similar sophisticated approach to student-centred teaching despite the existence of qualitative variation in their conceptions of student-centred teaching. This research extends our awareness of the experience of student-centred teaching. Finally, the implications of these findings for teacher development are discussed.
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Sidwell, Danny K. "Great Expectations: An Exploration of Student Academic Learning Expectations." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/394723.

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Student-centred learning (SCL) within nursing higher education represents a deliberate move away from historically utilised, traditional, behaviourist teaching approaches. The use of SCL is considered beneficial within higher education, with more meaningful, whole-person, and lifelong learning being created. Specifically, within nursing, SCL is positively viewed due to its apparent congruence to patient-centred care. The term is, however, ambiguous, lacking in clarity and definition, thus resulting in confusion about principles and how it is to be accomplished. Yet, there is general agreement that SCL and teaching methods should promote student activity and involvement and take student interests and expectations into account. This study focuses on one aspect of SCL – student expectations of learning – in the context of the teaching of a higher education nursing program that espouses SCL. The aim of this study is to investigate and explore the expectations of students toward their academic learning at the beginning of the first year of an undergraduate university nursing degree. More specifically, two research questions have been asked: 1. What are the expectations of first-year undergraduate nursing students toward their academic learning? 2. Do the expectations of first-year undergraduate nursing students include a preference for SCL? In order to answer these questions, a sequential qualitative-dominant explanatory mixed-method design was utilised, in which the quantitative research phase was used to develop the qualitative phase. A convenience sample of 300 (N = 300) first-year undergraduate nursing students were invited to engage in the project, with 32.66% (n = 98) completing the questionnaire and 3.67% (n = 11) participating in individual face-to-face semi-structured interviews. Questionnaire data were analysed through the latest edition of the Statistical Package for the Social Sciences (SPSS), with qualitative questionnaire data analysed using Leximancer software. Findings from this analysis, combined with information from the literature review, were used to develop a semi-structured interview schedule. The interviews were audio recorded, transcribed verbatim, and analysed based on the six phases of analysis as developed by Braun and Clarke. From the findings of the qualitative data, five key expectations were discovered in relation to students’ university study and academic learning: (1) less support would be provided at university, (2) there would be didactic teaching in tertiary education, (3) personal changes and learning freedom would be required, (4) learning preferences would be catered for by the university, and (5) an occupation-specific degree should include occupation-specific assessment. A sixth expectation was seemingly aligned with SCL (student involvement); however, it was not something explicitly expected or preferred. From these expectations, inferences are made concerning a preference by the students for some level of SCL; however, no explicit mention was made of any forms of pedagogical SCL by the participants within the study. With the university made aware of students’ expectations, educational changes could be made that incorporate these expectations and thus better meet the needs of the incoming first-year cohort. With the embedding of student expectations into a university’s educational focus, SCL may be able to move from the current rhetoric and penetrate education practice. Tailoring of teaching and resources that integrate these expectations and preferences would likely be a clear and practical way in which the university could deliver a model of SCL as indicated within curriculum documentation.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Barnes, Naomi Joy. "Facebook Status Updates about the First Year at University: How Student Experience Informs a Learner Centred Transition Curriculum." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/365933.

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A learner centred first year transition curriculum is central to a university adapting to global shifts in higher education. Universities are under pressure to graduate highly skilled workers to cope with the demands of a highly technological society. Over the past fifty years, higher education practitioners have: identified the first year of higher education (FYHE) as being critical to the successful completion of undergraduate degrees; implemented programs for improving the co-curricular and curricular experiences of first year university students; and articulated pedagogical practices that should inform the design of institution-wide transition curricula. While there is a rich tradition of research that concentrates on how the experiences of first year students can be improved, only a small portion of the research centralises student voices. Political and cultural forces are demanding a shift in the conceptualisation of university in the twenty-first century. Recent research suggests that to address the shift, pedagogy should be the focus of academic professional development. This thesis argues that the shift should not be to pedagogy but to learning, and this study conceptualises ways in which this shift can be achieved. This thesis acknowledges the necessity for creating a transition curriculum that helps a university reach these goals, but argues that while past research is highly valuable, building on ideas that were developed in a different communicative, technological and social context will only provide a partial understanding of the needs of contemporary first year students.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Practice
Arts, Education and Law
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Timucin, Metin. "Teaching literature in a Turkish EFL context : empirical exploration of activity-based and process-oriented approaches." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325685.

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Cheng, Shih-Ping. "Using corpora with Taiwanese college students in a student-centred, corpus-assisted translation curriculum." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.673793.

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Previous studies show that corpora are helpful to translation teaching and learning in numerous ways; however, the students' use of and attitudes towards corpus-assisted translation are seldom discussed. This research addresses the following two issues regarding the implementation of a student-centred corpus-assisted translation approach with Taiwanese university students. Firstly, how do students use corpora to learn translation, and what are students' perceived benefits and difficulties in this process? Secondly, is the approach helpful to the students' learning attitudes towards translation? A case study of the approach was conducted to investigate how the designed curriculum was taught and how students responded to it. Questionnaires, student group interviews, students' online feedback pre-test and post-test, and query log analysis were adopted as instruments to verify the results.
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Poyatos, Matas Cristina. "Exploring grammar learning and teaching as a student-centred process /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18762.pdf.

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Karlsson, David. "Multiple methodology use in student centred tailor-made language education." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2219.

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ABSTRACT

Much of the content of modern day language didactics can accomplish a lot when it comes to details and specific areas of learning, but rather seldom does it give a larger picture that can serve as a base to explore new territory and develop another way of teaching and learning.

The aim of this thesis is to develop a practical concept that enfolds some of these theories and ideas.

Instead of a focus on methodology this thesis attracts attention to the roles of both teachers and students as well as the use of multiple methodology use because of the goal which is individualised education.

Another issue is the mentality of the learner with the polyglot as the model for an efficient language learner. These ideas affect the content of the tool for investigation, documentation and guidance of the students that is presented.

Key words: learner styles, multiple methodology use, coach, human character, polyglot, individualisation and artificial language environment.

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Chalkley, Simon Timothy. "Student-centred quality improvement systems in manufacturing engineering higher education." Thesis, Brunel University, 1996. http://bura.brunel.ac.uk/handle/2438/5435.

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Recent changes within British higher education have led to a refocus as to the purpose of such education. This movement has been particularly noticeable in the engineering disciplines. These changes have involved a move towards a more 'transformational' objective, where the emphasis is on the development of the full range of learning abilities within a student coupled with an external, or 'real world', orientation. To develop such learning abilities requires specific educational approaches that are based on student-centred processes and the preparation for lifelong learning. This new purpose, and its inherent educational methods, has implications for the type of quality improvement systems adopted. Robust approaches developed in manufacturing industries have been identified, and the thesis argues that quality systems based on developments in these industries can be used in higher education to create a culture that engenders this positive learning approach. This involves a move away from passive, quantitative quality monitoring systems that focus on the 'product' of learning, and move towards more qualitative, active and dynamic department-wide quality improvement systems that focus on the developmental 'process'. Traditional methods of addressing quality in higher education departments can be seen to focus on rudimentary control mechanisms, where action is post-process and reactive, and where the feedback loop often not closed, i.e. preventative and corrective actions, when identified, are not initiated. Such approaches add very little to the purpose of higher education (i.e. developing the range of 'transformational' learning abilities), as there is an overemphasis on evaluation and not enough emphasis on enhancement, development and preparation for continuous learning. The main thesis, therefore, links learning theory to quality theory, via the concepts of development cycles, lifelong learning and continuous improvement. To ascertain the validity of the theses required a research methodology that was based on an in-depth longitudinal action/applied research case study. The research involved a three and a half year study of the quality improvement systems of a manufacturing engineering department of a British university. The research introduced and investigated a strategy that would result in a move from the 'post-process/passive' student involvement to 'in-process/ active'. The case study found that the thesis was valid, in that particular students and members of staff adopted the quality improvement system (i.e. a change in observable behaviour). The contribution to knowledge involves the examination of the interaction between departmental culture and systems, where a 'cultural shift' is necessary involving (i) a change in the role of the undergraduate student (i.e. from passive members in the process, to central participants in the creation and improvement of quality), and (ii) a change in the focus of quality (i.e. from checking that learning was taken place, to promoting and preparing students for lifelong learning).
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Clafferty, Elaine Margaret. "An academically centred paradigm for optimum student retention and success." Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743895.

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Books on the topic "Student centred"

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Conference, SCIP-MESP. Student centred learning. [Coventry?]: SCIP, 1987.

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Gibbs, Graham. Teaching students to learn: A student-centred approach. Milton Keynes, England: Open University Press, 1985.

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Services, London Institute Student, ed. Working with students: Student-centred, impartial, accessible, confidential. London: London Institute, 2001.

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Race, Phil. Making learning outcomes student-centred. Newcastle-upon-Tyne: University of Northumbria at Newcastle, Materials and Resources Centre for Education and Technology, 1999.

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Claus, Nygaard, and Holtham Clive, eds. Understanding learning-centred higher education. [Copenhagen]: Copenhagen Business School Press, 2008.

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Brandes, Donna. A guide to student-centred learning. Oxford: Blackwell, 1986.

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McMartin, Jim. Personality psychology: A student-centred approach. Thousand Oaks, Calif: Sage, 1995.

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Jones, Tiffany. A Student-centred Sociology of Australian Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36863-0.

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Gravett, Karen, Nadya Yakovchuk, and Ian M. Kinchin, eds. Enhancing Student-Centred Teaching in Higher Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35396-4.

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Alan, Sutton, ed. A practical approach to student centred learning. Pontypridd: University of Glamorgan, 1992.

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Book chapters on the topic "Student centred"

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Sium, Bairu. "The Teacher-Centred vs. Student-Centred Continuum." In How Black and Working Class Children Are Deprived of Basic Education in Canada, 65–80. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-593-9_5.

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Geven, Koen, and Angele Attard. "Time for Student-Centred Learning?" In European Higher Education at the Crossroads, 153–72. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3937-6_9.

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Jacobs, George M., and Willy A. Renandya. "Student-Centred Learning in ELT." In English Language Teaching Today, 13–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38834-2_2.

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Sainz Bello, Maria Julia. "Student-centred corrections of translations." In Benjamins Translation Library, 133. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/btl.5.20sai.

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Nerland, Monika. "Exploring Student Participation Challenges in Student-Centred Learning Environments." In Higher Education Dynamics, 97–113. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41757-4_6.

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Jacobs, George M., and Hwee Leng Toh-Heng. "Small Steps Towards Student-Centred Learning." In Proceedings of the International Conference on Managing the Asian Century, 55–64. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-61-0_7.

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Canham, Judith. "Patient-Centred, Student-Centred Learning in Community and Primary Care Nursing." In Using Patient Experience in Nurse Education, 149–63. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3_8.

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Toffoli, Denyze. "Targeting Student-Centred Language Through Self-Access." In Informal Learning and Institution-wide Language Provision, 97–124. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37876-9_5.

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Barnes, Jermaine, and Christian M. Rogerson. "Student-Centred VFR Travel: Evidence from Johannesburg." In Urban Tourism in the Global South, 173–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71547-2_8.

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Malik, Samina, and Nabi Bux Jumani. "Islamic Instruction as a Student-Centred Approach." In Supporting Modern Teaching in Islamic Schools, 57–67. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003193432-6.

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Conference papers on the topic "Student centred"

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Da Silva, Celina, Eva Peisachovich, V. Baltazar, Charles Anyinam, Sue Coffey, and Leslie Graham. "NURSING STUDENT-CENTRED DIGITAL NARRATIVES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1847.

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"STUDENT-CENTRED LEARNING: INVESTIGATING THE PROFESSORS' AND STUDENTS' VIEWS." In Psiworld 2016. Romanian Journal of Experimental Applied Psychology, 2017. http://dx.doi.org/10.15303/rjeap.2017.si1.a53.

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"STUDENT-CENTRED LEARNING: INVESTIGATING THE PROFESSORS' AND STUDENTS' VIEWS." In Psiworld 2016. Romanian Journal of Experimental Applied Psychology, 2017. http://dx.doi.org/10.15303/rjeap.2017.si1.a73.

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Camilleri, Mark Anthony, and Adriana Caterina Camilleri. "STUDENT-CENTRED LEARNING THROUGH SERIOUS GAMES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0578.

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Rajanen, Dorina, and Mikko Rajanen. "STUDENT-CENTRED DESIGN OF LEARNING DASHBOARDS." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1288.

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Ehrenstorfer, Barbara, Gerold Wagner, Daniela Freudenthaler-Mayrhofer, and Gisela Schutti-Pfeil. "INNOVATIVE STUDENT-CENTRED WORKLOAD-DESIGN: LETTING STUDENTS SHOW THE WAY." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1334.

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Allan, G. W. "Student centred learning of computer project management." In IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010071.

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Seppala, Jarmo, and Kuniaki Yajima. "Development of student-centred language learning environment." In 2017 9th International Conference on Information Technology and Electrical Engineering (ICITEE). IEEE, 2017. http://dx.doi.org/10.1109/iciteed.2017.8250433.

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Baranova, Sanita, and Baiba Kaļķe. "Implementation of Student-Centred Education Principles in a Master’s Study Programme: An Exploration of the Experience of Academic Staff." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.58.

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The paradigm shift in higher education pedagogy and policy has been a subject of discussion for 30 years, during which time the emphasis has been placed on the transition to student-centred education. The implementation of this approach requires the democratisation of the study process and a shift towards performance-based outcomes, thus promoting students’ research capacities, well-being, personal growth, and quality of life. The most important document on the subject, which was developed in collaboration with the leading organisations of the Bologna Process, is the Standards and Guidelines for Quality Assurance in the European Higher Education Area. This describes the common understanding of student-centred learning, teaching, and assessment. The standards and guidelines are also incorporated into the Latvian higher education quality assurance regulations. The authors of the present study are involved in the development and approbation of a new master’s study program, in which special attention is paid to the implementation of the principles of student-centred education. The central aim of the present study was to study the experience of lecturers in the implementation of the principles of student-centred education in the programme. The relevant literature and documents were surveyed and data from questionnaires (distributed to programme participants) were analysed. Using the Standards and Guidelines for Quality Assurance in the European Higher Education Area and the Science, Technology Development and Innovation Guidelines 2021−2027 approved by the Latvian Ministry of Education and Science, the present study sets out 10 basic principles of student-centred education. A survey was created for lecturers who are implementing the newly created master’s programme over one semester. Seventeen lecturers participated. The analysis of the questionnaire results indicated that promoting mutual respect in student−academic staff relations and students’ active engagement in the study process were considered to be the most important principles. The results also revealed that lecturers applied every student−centred principle, but it is necessary to promote a common understanding by developing a mechanism for evaluating them and to improve the competence of teachers in implementing them.
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Āriņa, Baiba, Tatjana Koķe, and Nora Jansone-Ratinika. "Representation of the Student-Centred Learning Approach on University Website." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5593.

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The topicality of the change of the educational paradigms in the national and global context forms a necessity and challenge for the higher education system to undergo the dynamic change in moving towards more individualised education process. The student-centred learning (SCL) approach as a topical form of implementation of the educational process conforms to the needs of contemporary society and as such advances growth at both individual as well as institutional level. The University website provides an insight into the implementation of the educational process by representing the mindset, values, and positions of individuals at the University. The aim of the research is to evaluate the representation of SCL approach on the Rīga Stradiņš University (RSU) website, thus offering conclusions and recommendations for its development. The results from the analysis of the descriptions of study programmes confirm that the representation of student-centred approach is taking place, however, it should be improved in such aspects as students’ and lecturers’ relationships, lecturers’ competencies, implementation of the partnership, and the digitalisation of the study process.Keywords: Student-centred learning, university website, representation.
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Reports on the topic "Student centred"

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing on qualitative analysis of interviews and classroom observations conducted over three years with 47 secondary-level literature teachers throughout Vietnam, we found that student participation as expected by teachers broadly falls into three categories: participation as attention; participation as contribution and collaboration; and participation as autonomy and engagement. Each of these modes characterizes what teachers’ envision of students’ overall engagement, but these modes coexisted in the data in classroom practices. Our analysis shows how ‘hybrid pedagogy,’ a mix of teacher-directed and student-centered approaches, was most used to support students’ active contribution and collaboration. This research contributes to the literature on student-centered learning and student participation in transitional contexts, highlighting the complex processes of how teachers perceive and enact these pedagogical reforms.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.

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The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Colley, Carol. Student Perceptions of the Chemawa Alcohol Education Center. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1606.

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Tribbett, Krystal, Derek Quezada, and Jimmy Zavala. Library Impact Research Report: Improving Primary Source Literacy Learning Outcomes through a Community-Centered Archives Approach. Association of Research Libraries, January 2023. http://dx.doi.org/10.29242/report.ucirvine2023.

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As part of ARL’s Research Library Impact Framework initiative, the University of California, Irvine (UCI) Libraries used its humanities core program—a year-long undergraduate freshman course that introduces students to the development of scholarly research using primary and secondary source resources—to answer the research question, “When students ‘see themselves’ represented in archives, do they experience an affective response that has an effect on how and what they learn through primary source literacy workshops?” UCI used entrance and exit surveys as assessment tools. Survey results show that the learning outcomes achieved during the community-centered archives workshop exceeded those achieved during the traditional primary literacy workshop. These findings suggest incorporating more inclusive histories into workshops and discussing the importance of representation in archives improves the student learning outcomes. When students “see themselves” represented in archives, they experience an affective response that impacts how and what they learn through primary source literacy workshops.
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Kopot, Caroline, and Jaleesa Reed. Teaching Retail Math to Generation Z: A Student-Centered Approach to Retail Math. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8364.

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Cristia, Julian P., Paulo Bastos, Kim Beomsoo, and Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Hanrahan, Susan. Beck Pride Center - An Effective Solution for Combat Injured Student Veterans. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada582346.

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