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.
Full textBrown, Norman Leslie. "How lecturers experience student-centred teaching." Thesis, Lancaster University, 2003. http://eprints.lancs.ac.uk/54004/.
Full textSidwell, Danny K. "Great Expectations: An Exploration of Student Academic Learning Expectations." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/394723.
Full textThesis (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.
Full textThesis (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.
Full textCheng, 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.
Full textPoyatos, 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.
Full textKarlsson, 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.
Full textABSTRACT
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.
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.
Full textClafferty, 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.
Full textGriffiths, Rhian. "Person centred annual reviews : a vehicle to foster student engagement? : an exploration into students', parents/carers' and school staff's perspectives of person centred annual reviews and their impact upon student engagement." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/74538/.
Full textJasper, Melanie Ann. "The development of reflective writing strategies in nursing education." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.
Full textDoige, Lynda Ann Curwen. "Canadian aboriginal children's literature : an analytical study of literacy and instruction as a basis for intercultural and interpersonal development." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366361.
Full textRAMPOLDI, GIULIA. "DIDATTICA INNOVATIVA E PERCEZIONE DEI DOCENTI: IL COLT PROJECT NELLE SCUOLE DI MEDICINA." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/305232.
Full textIn the era of technological development, globalization and increasingly interdisciplinary work contexts, it becomes important, if not necessary, to recover and deepen those educational models that make relationships the centre of the learning process in order to train students who are able to give a sense of the tools acquired rather than being passive agents. Considering this need, this paper intends to focus on the innovation of university education in the context of Italian medical education. In order to accompany readers in the progressive approach to this theme, the articulation of the chapters proceeds from the general to the particular. Readers will begin their journey with the discovery of new learning theories associated with innovative teaching methods, to then meet the specifics of the new university education influenced by these innovations and finally the specific world of university medical education. After acquiring a knowledge of the innovative context within which the new university training in the medical context is moving, readers will be able to consult two research studies carried out within this practical-theoretical panorama. Research is presented following the structure of scientific articles. In light of the relevant literature, the objectives of the first study are: 1) to translate, adapt and validate the Conceptions of Learning and Teaching (COLT) in Italian so that it can become a tool for promoting and monitoring the implementation of a more student-centered approach in the Italian universities and 2) to acquire a first representation of the state of the art of the teaching attitude of the teachers of different Italian universities so as to be able to eventually implement specific training courses aimed at teachers. The first study shows that: 1) the Italian version of the questionnaire (COLT-IT) is composed of two sub-scales (Teacher Centredness and Appreciation of Active Leraning) each of 5 items and 2) the teachers of the Italian medical schools show more student-centered rather than teacher-centered approach. In direct continuity with the first study, the second research aims to 1) evaluate the patient-centeredness of teachers from different Italian medical schools and the presence of any gender differences and 2) the quantitative statistical relationship between teachers' conceptions on learning / teaching (student-centered or teacher-centered) and their aptitude to be patient-centered or doctor-centered so as to acquire information about the variables that could support the development of medical students’ patient-centeredness. The second study reveals 1) gender differences in teachers' patient centeredness, 2) a negative association between teacher-centeredness and the Caring and Sharing scales, and 3) a positive association between student-centeredness and the Caring scale. In conclusion, this thesis allows to provide further scientific evidence to support the effort in the promotion and implementation of student-centered teaching in Italian medical schools.
Saunders, Daniel M. "Developing student-centred learning within higher education through simulation gaming and innovation." Thesis, University of South Wales, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284892.
Full textMcMahon, Tim. "Using self- and peer-assessment in post-sixteen education in order to promote autonomy and deep learning : and through this, helping to engender in students the skills essential to political literacy and make the curriculum more concordant with democratic." Thesis, Anglia Ruskin University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389535.
Full textMsonde, 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.
Full textpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Kavari, Jackson-Hain Jakavaza Katjiuanjo. "Examining the knowledge and practices of selected Namibian accounting teachers about learner-centred methods of teaching." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1009428.
Full textSproston, Carlyn, and res cand@acu edu au. "When Students Negotiate: an action research case study of a year 8 English class in a Catholic secondary college in regional Victoria." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp88.09042006.
Full textLinde, M. (Merlin). "Knowledge construction and psychological need support in student-centred learning contexts: an experiment with Estonian 6th grade students." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022427.
Full textNdlovu, 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.
Full textMini Dissertation (MMus)--University of Pretoria, 2017.
Music
MMus
Unrestricted
Khaled, Mélissa. "Learning styles, Personalization, and Learning Management Systems : Towards a Student-Centred LMS Approach." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447989.
Full textDen här uppsatsen undersöker befintliga praxis för lärande hanteringssystem, i detta fall Canvas och Moodle, i förhållande till användaranpassning och studenternas inlärningsstilar, eftersom båda faktorerna bidrar till utformningen av en meningsfull inlärningsupplevelse för studenterna. På grund av expansionen av dessa undervisningsverktyg verkar det avgörande att bestämma i vilken utsträckning de faktiskt tjänar inläraren och vilken roll studenten verkligen får när hen använder dessa plattformar. Faktorer som lärarnas återkoppling, kommunikation med andra elever, lärandeobjekt och uppföljning kommer att undersökas noggrant. Studien är förankrad i en svensk akademisk miljö och syftar att ge en heltäckande översikt av inlärarnas behov, förväntningar och preferenser. Målet är att förstå hur dessa faktorer spelar en väsentlig roll i personaliseringen av lärverktyg och att föreslå att deras beaktande kan leda till utveckling av mer intuitiva LMS-plattformar som inte enbart förlitar sig på innehåll som laddas upp av lärare, utan som i sin tur potentiellt kan erbjuda relevant innehåll som är skräddarsytt för varje användare.
Morrissey, Dorothy. "A performance-centred narrative inquiry into the gender narratives of postgraduate student teachers." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686415.
Full textIsmail, Nashwa. "Egyptian higher education tutors' perceptions of student-centred learning in the online environment." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/405525/.
Full textTaylor, Sandra. "The reciprocal influence of person centred counselling students and trainers." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/the-reciprocal-influence-of-person-centred-counselling-students-and-trainers(3ed01336-39d3-432e-b522-e8f9fdbdde40).html.
Full textTangney, Susan Jean. "An interpretive study of student-centred learning through constructivist, humanist and socio-cultural lenses." Thesis, Open University, 2011. http://oro.open.ac.uk/49153/.
Full textMohamed, Hana. "Student centred intercultural interactive processing model of reading EFL fiction in the Libyan context." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232406.
Full textLaw, Barry Alan, and n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
Full textLaw, Barry Alan. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats." Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.
Full textТези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необхідності зміни форматів співробітництва викладача та студента та перспектив розробки навчальних робочих програм з іноземних мов.
Angula, Adelheid. "nvestigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004459.
Full textZhong, Hua. "The effectiveness of student-centred learning in the development of a new communication curriculum in China." Thesis, University of Huddersfield, 2010. http://eprints.hud.ac.uk/id/eprint/9102/.
Full textHsu, Yun-Teng. "The effects of applying student-centred approaches on EFL undergraduates conducting business English writing in Taiwan." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676523.
Full textCook, Neal Francis. "Co-creating person-centred learning and development experiences with student nurses in practice through action research." Thesis, Ulster University, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707824.
Full textAwases, Cherly Lydia. "Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97002.
Full textENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers against the backdrop of curriculum reform in Namibia. The Namibian curriculum is premised on the view that there is a need for the holistic development and preparation of learners for a knowledge-based society. Globally, LCE, with its potential for broadening access to quality education, has been a recurring theme of national reform policies and has been promoted as an innovative way of teaching. The usefulness of the LCE approach and associated enquiry-based teaching is embedded in constructivism and is introduced with the promise that it will enable learners to develop investigative and critical thinking skills that will put them at the centre of learning. This interpretative study employed a case study approach that utilised qualitative methods to gather information on the experiences of the three Geography teachers at the sampled schools as they implement LCE and enquiry-based teaching. The main data-gathering techniques in phases 1 and 2 of the research respectively were semi-structured interviews and classroom observations. The findings revealed that the teachers have different understandings of what LCE and enquiry-based teaching approaches are, although their teaching employs some elements of it. The research also indicated that there is one big factor that impinges on their implementation of LCE and enquiry-based teaching approaches. The teachers admitted that, due to the pressure of learner success in the end-of-year Grade 10 examination, they rather teach to the test. This diverts their teaching from focusing on implementing approaches that actively involve learners in the learning process and nurture enquiry skills when these skills are not formally assessed in examinations. Consequently, teachers fail to implement the syllabus as intended by policy makers and curriculum developers. Even though the findings of this study may be specific to the sampled schools and the participating teachers, it can be assumed that similar situations exist in schools with comparable contexts. It is therefore important that education policy makers and relevant stakeholders strive to allocate sufficient support and resources for teachers to implement LCE and enquiry-based teaching effectively in schools.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verstaan van en ervarings met die implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig van Graad 10 Geografie-onderwysers teen die agtergrond van kurrikulumhervorming in Namibië. Die Namibiese leerplan berus op die siening dat daar „n behoefte is aan die holistiese ontwikkeling en voorbereiding van leerders vir „n kennis-gebaseerde samelewing. Leerder-gesentreerde onderrig met sy potensiaal om toegang tot gehalte onderwys te verbreed, is „n tema wat wêreldwyd herhaaldelik in nasionale hervormingsbeleid voorkom en as „n innoverende wyse van onderrig bevorder word. Die nut van die leerder-gesentreerde benadering en gepaardgaande ondersoek-gebaseerde onderrig is in konstruktivisme gebaseer en word voorgestel met die belofte dat dit leerders in staat sal stel om ondersoekende en kritiese denkvaardighede te ontwikkel, wat hulle sentraal in die leerproses sal plaas. Hierdie interpretatiewe studie het 'n gevallestudie-benadering gevolg en kwalitatiewe metodes gebruik om inligting in te samel oor die ervarings van drie Geografie-onderwysers se implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig by skole wat as steekproef gekies is. Die belangrikste onderskeidelike data-insamelingstegnieke in fases 1 en 2 van die navorsing was semi-gestruktureerde onderhoude en klaskamerwaarneming. Die bevindinge toon dat die onderwysers verskillende begrippe handhaaf van wat leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings behels, hoewel hulle onderrig sommige elemente daarvan toon. Die navorsing het ook aangedui dat een belangrike faktor inbreuk doen op hul implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings. Die onderwysers het erken dat die druk van leerdersukses in die graad 10-eksamen aan die einde van die jaar hulle eerder met die oog op die toets laat onderrig gee. Dit verplaas die fokus van hul onderrig weg van die implementering van benaderings wat leerders aktief by die leerproses betrek en die koestering van ondersoekvaardighede, veral ook omdat hierdie vaardighede nie formeel in eksamens beoordeel word nie. Onderwysers slaag gevolglik nie daarin om die leerplan soos beleidmakers en kurrikulum-ontwikkelaars dit bedoel, te implementeer nie. Selfs al sou die bevindinge van hierdie studie slegs spesifiek op die betrokke skole en die deelnemende onderwysers betrekking hê, kan aanvaar word dat soortgelyke situasies in skole in vergelykbare kontekste bestaan. Dit is dus belangrik dat onderwysbeleidmakers en relevante rolspelers daarna moet streef om voldoende ondersteuning en hulpbronne vir onderwysers beskikbaar te stel om leerder-gesentreerde en ondersoek-gebaseerde onderrig effektief in skole te implementeer.
Bremner, Nicholas James. "The evolution of Mexican EFL teachers' beliefs about student-centred learning in relation to their teaching practices." Thesis, University of Leeds, 2017. http://etheses.whiterose.ac.uk/17539/.
Full textBessoondyal, Hemant. "Gender and other factors impacting on mathematics achievement at the secondary level in Mauritius." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/2249.
Full textMichie, Frances. "A student centred approach to the roots of psychological wellbeing and academic self-concept : the impact of the luggage or baggage of past experience." Thesis, Roehampton University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267848.
Full textDraper, Fiona J. "Development of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses. Development and validation of a Student-Centred Evaluation Framework for Environmental Vocational Education and Training Courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
Full textDraper, Fiona Jane. "Development of a student-centred evaluation framework for environmental vocational education and training courses : development and validation of a student-centred evaluation framework for environmental vocational education and training courses derived from Biggs' 3P Model and Kirkpatrick's Four Levels Evaluation Model." Thesis, University of Bradford, 2012. http://hdl.handle.net/10454/5496.
Full textAbdullah, Teo Siti Noor Naasirah Syahiirah. "Young people's relation to academic study : a theoretical and empirical study of sixth form students to inform student-centred teaching in Brunei Darussalam." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687340.
Full textNonkukhetkhong, Kittiporn. "Teachers' perceptions and implementation of the learner-centred approach in teaching English as a foreign language (EFL) in Thai secondary school contexts /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19545.pdf.
Full textMagaji, 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/.
Full textCopping, Warren. "Middle schooling and scientific literacy : bringing the students to science." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/63597/1/Warren_Copping_Thesis.pdf.
Full textvan, Gelderen Ingrid. "Investigating supervisors’ experiences of veterinary intern placements." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/12928.
Full textThornhill, Rosetta. "'Be in our shoes!' : an exploration of the need for a student-centred ethos within Maltese higher vocational education." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/63692/.
Full textMakwinya, Noel Mark. "Managing science teachers’ adoption of the 2005 Tanzanian Inquiry and Student-Centred Curriculum: Revealing schoolbased leaders’ practices and achievements." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2289.
Full textHarris, Lisa, and Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.
Full textIsmail, 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.
Full textOyewole, Abi'odun Oyelola. "An exploratory study of stakeholders' views and the context realities of implementing student-centred instruction within secondary schools in Nigeria." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730857.
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