Tesis sobre el tema "Student-centred teaching"
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Brown, Norman Leslie. "How lecturers experience student-centred teaching". Thesis, Lancaster University, 2003. http://eprints.lancs.ac.uk/54004/.
Texto completoPoyatos, 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.
Texto completoTimucin, 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.
Texto completoBremner, 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/.
Texto completoChounlamany, Kongsy y Bounchanh Khounphilaphanh. "New methods of teaching? : refroming education in Lao PDR". Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-40938.
Texto completoBessoondyal, 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.
Texto completoLaw, Barry Alan y 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.
Texto completoLaw, 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.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
Full Text
Abdullah, 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.
Texto completoCopping, 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.
Texto completoMendonça, Marta. "Developing teaching and learning in Mozambican higher education : a study of the pedagogical development process at Eduardo Mondlane University". Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-93954.
Texto completoKennedy, Chona Pineda. "Application of student-centred learning principles to mixed-mode delivery : an investigation of theory, practice and impact on the quality of learning and teaching". Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/137.
Texto completoBessoondyal, Hemant. "Gender and other factors impacting on mathematics achievement at the secondary level in Mauritius". Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16873.
Texto completoThe results of Phases One and Two provided further evidence that boys were outperforming girls in mathematics at the secondary level in Mauritius. It was noted that students rated teachers highly in influencing their learning of mathematics. However, the teaching methods usually employed in the mathematics classrooms were found to be teacher-centered, and it was apparent that there existed a lack of opportunity for students to be involved in their own learning. It was also determined that parents and peers played a significant role in students’ learning of mathematics. After having analysed the difficulties students encountered in their mathematical studies, a package was designed with a view to enhance the teaching and learning of the subject at the secondary level. The package was designed to promote student-centred practices, where students would be actively involved in their own learning, and to foster appropriate use of collaborative learning. It was anticipated that the package would motivate students towards learning mathematics and would enhance their conceptual understanding of the subject. The efficacy of the package was examined in Phase Three of the study when students from a number of Mauritian secondary schools engaged with the package over a period of three months. Pre- and post-tests were used to measure students’ achievement gains. The What Is Happening in This Class (WIHIC) questionnaire also was used to analyse issues related to the affective domains of the students. An overall appreciation of the approaches used in the teaching and learning package was provided by students in the form of self-reports.
The outcomes of the Third Phase demonstrated an improvement in the achievement of students in the areas of mathematics which were tested. The students’ perceptions of the classroom learning environment were also found to be positive. Through their self-reports, students demonstrated an appreciation for the package’s strategies used in motivating them to learn mathematics and in helping them gain a better understanding of the mathematical concepts introduced.
Ali, Alshatti Safenaz. "Embedding graphic organisers in the teaching and learning of family and consumer sciences (home economics) in Kuwait". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60259/1/Safenaz_Ali_Alshatti_Thesis.pdf.
Texto completoPardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching". Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
Texto completoAubrey, Adele. "Investigating enquiry-based learning in higher education : dimensions, dissonances and power". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/investigating-enquirybased-learning-in-higher-education-dimensions-dissonances-and-power(a2b6d0ad-2d3c-4ca8-958f-fb341002addf).html.
Texto completoBici, Herolinda. "Perceived Reality vs Taught Reality in Compulsory School". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36157.
Texto completoPeacock, Susi. "A constructive, conceptual analytical review of the Community of Inquiry Framework". Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22319.
Texto completoГнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская y 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.
Texto completoТези 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.
Texto completoAwases, 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.
Texto completoENGLISH 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.
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.
Texto completoMoore, Catherine. "Learning to see, seeing to learn: The learning journey of three pre-service teachers in a video club setting". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1597.
Texto completoDragana, Malešević. "Педагошки ефекти Програма „Корак по корак“ у основним школама уРепублици Србији". Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=100100&source=NDLTD&language=en.
Texto completoU disertaciji su istraživani pedagoški efekti primene elemenata Programa „Korak po korak“ u osnovnim školama u Republici Srbiji. Ukazano je na strateške pravce razvoja obrazovanja u Republici Srbiji definisanih dokumentom, koji je 25. oktobra 2012. godine usvojila Vlada Republike Srbije, „Strategija razvoja obrazovanja u Srbiji do 2020. godine“, čija je misija da u XXI veku osigura sistem obrazovanja u Republici Srbiji kao osnovni temelj života i razvoja svakog pojedinca, društva i države zasnovanog na znanju.Posebno je sagledavan Program „Korak po korak“, metodologija usmerena na dete, koji se u osnovnim školama Republike Srbije realizuje u svojim elementima od 2003/4. školske godine. Osnovni cilj našeg istraživanja je da na osnovu anketiranja stavova i mišljenja nastavnika, roditelja i učenika, testiranja znanja učenika i sociometrijskog ispitivanja utvrdimo pedagoške efekte primene elemenata Programa „Korak po korak“ u Republici Srbiji ispitivanjem kognitivnih, socijalnih i afektivnih efekata. Konkretno, cilj nam je da utvrdimo razlike u pedagoškim efektima koji se ostvaruju u odeljenjima u kojima se primenjuju elementi Programa „Korak po korak“ u odnosu na odeljenja u kojima se elementi ovog programa ne primenjuju. Pored toga, namera nam je i da ispitamo kakve su mogućnosti primene Programa „Korak po korak“ u Republici Srbiji i koji su faktori koji su podsticali, a koji otežavali dosadašnju primenu ovog programa u Republici Srbiji.Istraživanje je sprovedeno na uzorku od 1617 ispitanika, od kojih je 43 nastavnika koji predaju u drugom, trećem i četvrtom razredu osnovne škole, 807 učenika iz drugog, trećeg i četvrtog razreda osnovne škole i 767 roditelja tih učenika u osam osnovnih škola iz Novog Sada, Selenče, Pivnica, Niša i Beograda. Ukupan uzorak smo podelili u dve grupe – prvu i drugu grupu. Prvu grupu su činili nastavnici, roditelji učenika i učenici koji su u odeljenjima u kojima se primenjuju elementi Programa „Korak po korak“, a drugu grupu nastavnici, roditelji učenika i učenici koji su u odeljenjima u kojima se ne primenjuju elementi ovog programa.viiIstraživanje efekata Programa „Korak po korak“ je empirijskog karaktera i odgovara korelacionom, neeksperimentalnom nacrtu. Istraživanje je složeno i sastoji se iz nekoliko faza i odvojenih studija, koje su sprovođene na različitim populacijama, odnosno uzorcima, nastavnika, učenika osnovnih škola i njihovih roditelja. Prva studija se odnosi na analizu pedagoških efekata nastave na osnovu procene nastavnika, učenika i roditelja ponuđenih tvrdnji iz upitnika, druga studija na postignuća učenika na testu znanja iz predmeta Priroda i društvo, treća studija na interpersonalne odnose među učenicima, a četvrta na analizu mogućnosti i faktore sprovođenja Programa „Korak po korak“ u školama u Republici Srbiji. Da bi se proverile hipoteze i realizovali istraživački zadaci, u istraživanju su korišćene, kako kvantitivne, tako i kvalitativne tehnike prikupljanja podataka. Konkretno, korišćena je analiza sadržaja, zatim skale procene, testovi znanja i sociometrijski postupak. Ispitivanje efekata programa ostvareno je anketiranjem na osnovu skale procene, upoređivanjem postignuća učenika na nacionalnom testu i sociometrijskim ispitivanjem. U prvoj studiji upitnikom je anketirano svih 1617 ispitanika iz uzorka. Izrađena su tri upitnika – upitnik za nastavnike, upitnik za učenike i upitnik za roditelje. Svaki upitnik sadržao je dvadeset sedam tvrdnji (devet za kognitivne, devet za socijalne i devet za afektivne efekte) na osnovu ISSA pedagoških standarda za šest oblasti kvaliteta (Interakcija; Porodica i zajednica; Inkluzija, različitosti demoratske vrednosti; Praćenje, Procenjivanje i planiranje; Strategije poučavanja i Okruženje za učenje) i omogućio ispitivanje i upoređivanje stavova i mišljenja nastavnika, učenika i roditelja o efektima ovog programa. U okviru druge studije, upoređivanjem postignuća na nacionalnom testu učenika četvrtog razreda koji su u odeljenjima u kojima se primenjuju elementi Programa „Korak po korak“ (prva grupa) i učenika koji su u odeljenjima u kojima se ne primenjuju elementi ovog programa (druga grupa) ostvaren je uvid u kognitivne efekte na ukupnom uzorku od 391 ispitanika. U okviru treće studije, ispitivali smo interpersonalne veze sociometrijskim ispitivanjem na ukupnom uzorku od 788 učenika prve i druge grupe, a potom smo dobijene podatke grupisali i stavili u funkciju zaključaka o efektima programa. Za ispitivanje stavova o mogućnostima prilagođavanja primene ovog programa postojećim uslovima u Republici Srbiji i faktorima koji podstiču iviiiotežavaju primenu ove metodologije, što predstavlja četvrtu studiju, izradili smo dva upitnika i anketirali 21 nastavnika, koji su obučeni za rad po ovoj metodologiji i koji duži niz godina primenjuju elemente Programa „Korak po korak“.Na osnovu podataka dobijenih upitnicima za nastavnike, roditelje i učenike, na osnovu statistički značajnih razlika u postignuću učenika na testu znanja iz predmata Priroda i društvo, kao i na osnovu statistički značajnih razlika na sociometrijskom ispitivanju po pitanju brojnosti izbora učenika zaključili smo da je naša opšta hipoteza – Pedagoški (kognitivni, socijalni i afektivni) efekti obrazovno-vaspitnog rada su bolje procenjeni od strane nastavnika, roditelja i učenika, postignuća učenika na testu znanja su veća i interpersonalni odnosi imaju više pozitivnih i manje negativnih izbora među učenicima u odeljenjima u kojima se primenjuju elementi Programa „Korak po korak” u odnosu na nastavike, roditelje i učenike u odeljenjima u kojima se elementi ovog programa ne primenjuju – delimično potvrđena. Kada je reč o kognitivnim i socijalnim domenima, pomoću t-testa na nezavisnim uzorcima, dobijene su statistički značajne razlike, dok kod afektivnog domena razlike nisu dobijene. Takođe, učenici koji pohađaju odeljenja u kojima se Program „Korak po korak“ primenjuje, imaju značajno bolje postignuće na testu znanja iz Prirode i društva, kao i više međusobnih pozitivnih, a manje negativnih izbora u okviru sociometrijskog postupka. Na osnovu svih rezultata, može se zaključiti da su kognitivni i socijalni pedagoški efekti kvalitetniji u odeljenjima u kojima se primenjuju elementi Programa „Korak po korak“.Upitnicima za nastavnike koji primenjuju elemente Programa „Korak po korak“ došli smo do značajnih podataka o mogućnostima prilagođavanja ovog programa uslovima u Republici Srbiji, kao i o faktorima koji podstiču i faktorima koji otežavaju primenu ovog programa. Na osnovu svih rezultata našeg istraživanja potvrđujemo naučnu opravdanost primene metodologija usmerenih na dete i procese učenja, kao što je to Program „Korak po korak“, u funkciji unapređivanja kvaliteta obrazovanja i vaspitanja u Republici Srbiji.
In this dissertation are researched pedagogical effects of implementing new elements of “Step by Step” program in primary schools of the Republic of Serbia. The focus was on strategies and methods in education development in the Republic of Serbia that were defined by the document and carried on by the Government of Serbia on October 25, 2012. The mission of “ Strategy of education development in the Republic of Serbia until 2020.” is to ensure that education system in the Republic of Serbia in 21st century is set as the main foundation based on knowledge in life and growth of each individual, society and state in general.The main focus was primarily on the program “ Step by Step”, a student-centered methodology, which has been carrying on in primary schools of the Republic of Serbia in its core elements since 2003/4. The main goal of our research study is to define pedagogical effects of the new program “ Step by Step” on the basis of surveyed points of views and opinions of teachers, parents and students, testing their knowledge level and doing socio-metric research. In addition, some cognitive, social and affective elements were incorporated in the study as well. Actually, the goal is to determine the differences in pedagogical effects that are realized in “Step by Step” classes in comparison to those classes that do not have elements of this program. Besides, our idea was to explore the options of implementing “Step by Step” program in the Republic of Serbia, which were its most influential factors, and also which factors made the implementation of this program more difficult.The research has been done on the sample of 1617 examinees, 43 of those were teachers of Grades 2, 3 and 4 in primary schools, 807 primary school students of Grades 2,3 and 4 and 767 parents of the students in 8 primary schools from Novi Sad, Selenca, Pivnica , Nis and Belgrade. The overall score was divided into two groups – first and second. First group was made of teachers, parents and students of classes with “Step by Step” program, and the second group was made of parents and students of classes without the elements of this program. The research of effects of “Step by Step” program is of empirical nature and corresponds to correlative, non-experimental scale drawing. It is complex and consists of several phases and separate studies, being done on various populations, that is, samples of teachers, primary school students and their parents. The first study represents the analysis of pedagogical effects of teaching method based on estimate of teachers, students and parents answering multiple choice questions in the survey; second study covers the results of students being tested in Science; third study covers interpersonal relations among students; fourth study covers the analysis of possibilities and implementation factors of “Step by Step” program in schools of the Republic of Serbia.To verify theories and realize research projects, there were certain quantitative and qualitative techniques of collecting data that had been applied. In particular, content analysis, scales of estimate, knowledge tests and socio-metric method were used at this point. Examining the program effects was realized using surveys and scales of estimate as well as comparing students’ results in national testing and socio-metric examination. First study covered the total of 1617 examinees being tested by questionnaire sample. There are three questionnaires – questionnaire for teachers, questionnaire for students and questionnaire for parents. Each questionnaire had 27 statements (nine for cognitive, nine for social and nine for affective effects) according to ISSA pedagogical standards for six quality domains (Interaction, Family and Environment, Inclusion, Differences of Democratic Values, Tracking, Reviewing and Planning, Teaching strategies and Studying surroundings). It enforced the examination and comparison of attitudes and opinions of teachers, students and parents regarding this program. The focus of the second study was comparing results in national testing of Grade four students in classes with elements of“ Step by Step” program (first group) to those students in classes without the elements of this program (second group) thus giving an insight into cognitive effects on the total sample of 391 examinees. The focus of third study was to examine interpersonal relations using socio-metric method on the total sample of 788 students of first and second group. Then, we organized the obtained results and grouped them as conclusions relating to effects of this program. Finally, for the purpose of examining opinions about options of adjusting the implementation of this program to the existing conditions in the Republic of Serbia and presenting factors that make its usage difficult, the fourth study had been introduced that consists of two questionnaires in which 21 teachers were examined who had been trained to use this method and who have been implementing elements of “Step by Step” program in their teaching for many years.Using the data from surveys for teachers, parents and students as well as statistical discrepancies in terms of students’ results on knowledge test from Science and those done based on socio-metric method in terms of number of choices of students, we came to conclusion that our general hypothesis is partially confirmed. It means that pedagogical (cognitive, social and affective) effects of educative and pedagogical work had been estimated better by teachers, parents and students; students’ achievements on knowledge tests are higher and interpersonal relations are more numerous among students in those classes with elements of “Step by Step” program when compared to those teachers, parents and students of classes where elements of this program were not implemented.When it comes to cognitive and social domains, using T-test on independent samples, there are some statistically important differences, whereas those differences were not present with affective domain. Also, those students attending classes where “Step by Step” program has been used achieve considerably better results on knowledge test in Science as well as more interpersonal positive and fewer negative choices within socio-metric method. Based on these results, it can be summarized that cognitive and social pedagogical effects are of better quality in those classes with elements of “Step by Step” program.Using surveys for the teachers who are implementing elements of “Step by Step” program we found out some sort of significant data about possibilities of adjusting this program to the conditions in the Republic of Serbia, as well as those stimulating factors and also factors that make this implementation difficult. The results of this research confirm scientific justification of implementation of methodologies focused on child and teaching processes, such as “Step by Step” program, the function of which is to improve the quality of education and instruction in the Republic of Serbia.
Nonkukhetkhong, 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.
Texto completoDraper, Paul A. "New learning: The challenge of flexible delivery in higher education". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36625/1/36625_Digitised%20Thesis.pdf.
Texto completoDegago, Adinew Tadesse. "Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities". Thesis, 2015. http://hdl.handle.net/10500/18580.
Texto completoCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Moore, Keri Marie. "Clinical education: an investigation of educational processes: the application of student-centred education and client-centred care during undergraduate physiotherapy clinical practice". Thesis, 2011. http://hdl.handle.net/1959.13/916011.
Texto completoThe literature regarding clinical education strategies, that simultaneously meet both the student's and the client's needs, is limited. The purpose of this research was to identify features of clinical education processes that epitomize student-centred education and client-centred care. The literature explored the concepts of undergraduate clinical education and the need for health practitioners to be client-centred. Focusing on physiotherapy pre-professional education in ambulatory care settings, a mixed method approach using surveys, observation and interviews was used within the analytical and interpretive paradigm of research. The participants were the students, clinical educators and their clients for whom care was provided. It was found that while physiotherapy clinical educators say they have time to participate in professional development in clinical education, they often only attend a one-day workshop. Only in those working in private clinics thought they were underpaid. They all believe, they are well informed, supported by the university. Students report educators display high-quality teaching behaviours. Educators match their style of supervision and teaching strategies to their perception of the students’ learning needs and the clients’ health care needs. There was no association between the model of supervision and the client-centredness of the consultation, or the dialogue and feedback between the student and the educator. The management of the education and health care scenario is dependent on the expertise of the educator. Clients, in the main, are satisfied that clinical education events do meet their expectations and health care needs and they have a positive attitude toward participation in physiotherapy clinical education. Their willingness to participate is balanced with a sense of altruism and self-centeredness. Some clients edit the feedback they offer students, with the idea that their genuine thoughts might negatively affect the students’ learning. If this is not checked in the normal course of management of clinical education, it is possible that students might develop a false sense of how their activities actually affect clients. Thus the student may develop a false sense of their skills and abilities. The findings suggest strengthening the clinical educator’s deeper knowledge of education, particularly around models and theories, might enhance clinical education outcomes because there is a disparity between what students and educators reported regarding the timing of their discussions about episodes of client care. Further, the students’ perceptions are totally different from the educators’ regarding which particular topics they discuss. There is a clear need to strengthen the alignment between students’ learning needs and educators’ foci of discussion – to raise awareness of the importance of de-briefing as an opportunity for promoting deeper reflection on learning. Also, to be more explicit about the active nature of the client’s role in the learning event and to emphasise student–educator discussions about how the client can contribute to the management of the client’s self-care. Such discussion ought to build on the student’s previous knowledge in an effort to provide opportunities to construct learning from prior experience. Kolb's (1984) Experiential Learning Cycle was proposed as a model to critique contemporary clinical teaching practices, but in a way that included the third party (the client) in consideration of any clinical education event. Consequently, Kolb’s model was extended to include the client’s voice in the experiential learning processes, through processes involved in obtaining consent and post-consultation evaluation of the clients’ experience of the clinical education event. Given that the Australian Physiotherapy Council (2006; 2009) advocates for entry level health professionals to be client-centred, this emerging educational framework adds to current approaches on the management of professional practice experiences. It has the potential to significantly inform and impact on the student’s development of a client-centred approach to clinical practice.
Decleva, Vivienne Therese. "The influence of a student centred approach to teaching on the achievement of students’ career goals and personal aspirations". Thesis, 2014. https://vuir.vu.edu.au/25841/.
Texto completoAlemu, Birhanu Moges. "Active learning approaches in mathematics education at universities in Oromia, Ethiopia". Thesis, 2010. http://hdl.handle.net/10500/4133.
Texto completoPsychology of Education
D. Ed. (Psychology of Education)
Matsau, 'Mamonaheng Amelia. "Investigating the learner-centred approach in language teaching in Lesotho". Thesis, 2007. https://vuir.vu.edu.au/1445/.
Texto completoManson, Lynette Anne. "Mathematical practices: their use across learning domains in a tertiary environment". Thesis, 2010. http://hdl.handle.net/10539/8577.
Texto completoPotgieter, Eugené. "Innovative teaching strategies within a nursing education model". Thesis, 1996. http://hdl.handle.net/10500/15801.
Texto completoHealth Studies
D. Litt. et Phil. (Nursing Science)
Khoboli, Benedict Mapere. "Changes in science teachers' practice of learner-centred education as a result of action research in Lesotho". Thesis, 2005. http://hdl.handle.net/10413/3621.
Texto completoTheses (Ph.D.)-University of KwaZulu Natal, 2005.
Manqele, Clement Mandlenkosi. "An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools". Thesis, 2017. http://hdl.handle.net/10500/23198.
Texto completoCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Mazvaramhaka, Michael Pasipanodya. "The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12)". Diss., 2018. http://hdl.handle.net/10500/26495.
Texto completoCurriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
Shatumbu, Ndapanda Loide. "Teachers’ perceptions on learner-centred approach : a case of selected secondary schools in Namibia". Diss., 2019. http://hdl.handle.net/10500/27231.
Texto completoScience and Technology Education
M. Ed. (Natural Science Education)
Harper, Michael Leigh. "Teaching street children in a school context: some psychological and educational implications". Thesis, 2003. http://hdl.handle.net/10500/2190.
Texto completoPsychology
D. Litt. et Phil. (Psychology)
Mihrka, Adamu Assefa y Adamu Assefa Mihrka. "Learning styles and attitudes towards active learning of students at different levels in Ethiopia". Thesis, 2014. http://hdl.handle.net/10500/18240.
Texto completoPsychology of Education
D. Ed. (Psychology of Education)
Flanagan, Wayne Gary Theo. "Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design". Diss., 2014. http://hdl.handle.net/10500/19574.
Texto completoCurriculum and Instructional Studies
M. Ed. (Curriculum Studies)
Matsau, 'Mamonaheng Amelia. "Investigating the learner-centred approach in language teaching in Lesotho". 2007. http://eprints.vu.edu.au/1445/1/Matsau.pdf.
Texto completoKitaw, Yoseph Zewdu. "Active learning in teaching English language support courses to first-year students in some Ethiopian universities". Diss., 2017. http://hdl.handle.net/10500/22745.
Texto completoCurriculum and Instructional Studies
D. Ed. (Didactics)
Sirestarajah, Kulandaivelu. "Improvisation as a strategy for the teaching of physical science in Venda with reference to teacher training". Diss., 1994. http://hdl.handle.net/10500/16047.
Texto completoCurriculum and Instructional Studies
M. Ed. (Didactics)
Mukamwambali, Concilie. "The impact of teaching styles on student learning of biology in high schools in Rwanda : a case study of three schools in Kigali city". Thesis, 2013. http://hdl.handle.net/10539/13187.
Texto completoKolková, Jiřina. "Aktivizační metody a formy ve výuce přírodovědných předmětů". Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-306304.
Texto completoMavesere, Benjamin. "Perceptions of primary school student teachers regarding the practical application of constructivism". Thesis, 2021. http://hdl.handle.net/10500/27533.
Texto completoPsychology of Education