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Books on the topic 'Problem-centred teaching and learning approach'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

University teaching in focus: A learning-centred approach. Victoria, Australia: ACER Press, 2012.

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2

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

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3

Alan, Waters, ed. English for specific purposes: A learning-centred approach. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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4

Learning through real-world problem solving: The power of integrative teaching. Thousand Oaks, Calif: Corwin Press, 1996.

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5

Ross, John A. Improving problem solving through cooperative learning. [Peterborough, Ont: OISE Trent Valley Centre, 1987.

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6

The inner apprentice: An awareness-centred approach to vocational training for general practice. Dordrecht: Kluwer Academic Publishers, 1992.

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7

The inner apprentice: An awareness-centred approach to vocational training for general practice. Newbury: Petroc, 1996.

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8

A, Cordeiro Paula, ed. Educational leadership: A problem-based approach. 3rd ed. Boston: Pearson/Allyn and Bacon, 2006.

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9

A, Cordeiro Paula, ed. Educational leadership: A problem-based approach. 2nd ed. Boston: Allyn and Bacon, 2003.

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10

Finkelstein, Ann. Science is golden: A problem-solving approach to doing science with children. East Lansing: Michigan State University Press, 2002.

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11

P, Miller John. Holistic learning: A teacher's guide to integrated studies. Toronto: Ontario Institute for Studies in Education, 1990.

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12

P, Miller John. Holistic learning: A teacher's guide to integrated studies. Toronto, Ont: OISE Press, 1990.

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13

M, Wrate Robert, ed. Integrated family therapy: A problem-centred psychodynamic approach. London: Tavistock, 1985.

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14

Will, David. Integrated family therapy: A problem-centred psychodynamic approach. London: Tavistock, 1985.

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15

Sarah, Moore, ed. New approaches to problem-based learning: Revitalising your practice in higher education. New York: Routledge, 2010.

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16

Barrett, Terry. New approaches to problem-based learning: Revitalising your practice in higher education. New York: Routledge, 2010.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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19

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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20

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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21

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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22

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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23

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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24

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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25

University Teaching in Focus: A learning-centred approach. Routledge, 2013.

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26

Edwards, Robert. A practical approach to student-centred learning. 1991.

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27

Enabling learning: A student-centred approach to teaching adults with learning difficulties. Leicester: National Institute of Adult Continuing Adult Education (England and Wales), 1996.

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28

McDonald, Professor Betty. Improving Teaching and Learning through Assessment: A Problem-Based Learning (PBL) Approach. Common Ground Research Networks, 2010. http://dx.doi.org/10.18848/978-1-86335-670-1/cgp.

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29

Badger, Richard. Teaching and Learning the English Language: A Problem-Solving Approach. Bloomsbury Academic, 2018.

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30

Hallinger, Philip, and Edwin M. Bridges. A Problem-based Approach for Management Education. Springer, 2008.

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31

Lalwani, Kirk, Ira Todd Cohen, Ellen Y. Choi, and Vidya T. Raman, eds. Pediatric Anesthesia: A Problem-Based Learning Approach. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190685157.001.0001.

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This volume, part of the Problem-Based Learning series, reviews key topics in Pediatric Anesthesia found on the American Board of Anesthesiology’s Pediatric Anesthesiology Certification Exam using illustrative clinical cases. With real-world clinical cases and discussion questions that guide case progression, this book facilitates both individual and small-group learning. Each case is further broken down to include additional related subtopics for maximum yield. Evidence-based reviews and multiple-choice self-assessment questions follow each case, making this book ideal for continuing education in pediatric anesthesia for the generalist and specialist practitioner. Teachers and trainees in anesthesiology will take advantage of this book’s features for targeted teaching, learning, and retention.

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32

Neighbour, Roger. The Inner Apprentice: An Awareness-centred Approach to Vocational Training for General Practice. 2nd ed. Radcliffe Publishing, 2004.

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33

A Problem-based Approach for Management Education: Preparing Managers for Action. Springer, 2007.

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34

Ansarian, Loghman, and Mei Lin Teoh. Problem-based Language Learning and Teaching: An Innovative Approach to Learn a New Language. Springer, 2018.

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35

Finkelstein, Ann. Science Is Golden: A Problem-Solving Approach to Doing Science with Children. Michigan State University Press, 2001.

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36

Barrows, Howard S. Problem Based Learning: An Approach to Medical Education (Springer Series on Medical Education). Springer Publishing Company, 2003.

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37

Educational Leadership: A Problem-Based Approach (4th Edition). 4th ed. Allyn & Bacon, 2008.

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38

Cunningham, William G., and Paula A. Cordeiro. Educational Leadership: A Problem-Based Approach (2nd Edition). Allyn & Bacon, 2002.

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39

Cunningham, William G., and Paula A. Cordeiro. Educational Leadership: A Problem-Based Approach (3rd Edition). Allyn & Bacon, 2005.

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40

Rideout, Elizabeth. The experience of learning and teaching in a non-conventional nursing curriculum. 1998.

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41

A, Hunley Sawyer, McNamara Kathy, National Association of School Psychologists., and National Association of Elementary School Principals (U.S.), eds. Tier 3 of the RTI model: Problem solving through a case study approach. Thousand Oaks, Calif: Corwin Press, 2010.

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42

Rob, Phillips, Australasian Society for Computers in Learning in Tertiary Education., and Murdoch University. Teaching and Learning Centre., eds. Learning-centred evaluation of computer-facilitated learning projects in higher education: Outcomes of a CUTSD staff development grant "Staff Development in Evaluation of Technology-based Teaching Development Projects: An Action Inquiry Approach". Perth: Teaching and Learning Centre, Murdoch University, 2001.

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43

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

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

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44

Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.

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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.

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45

Shepardson, Cynthia A. Cooperative learning, knowledge and student attitudes as influences on student CPS involvement: An exploratory study. 1990.

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46

Saner, Yvonne J. The effects of training in collaborative skills on productivity and group interaction in creative problem solving groups: A project in creative studies. 1990.

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47

Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.

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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.

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48

Boudreau, J. Donald, Eric J. Cassell, and Abraham Fuks. Medical EducationHighlights of the Past Two Centuries. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199370818.003.0008.

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This chapter provides a historical overview of medical education in the Western world. It begins with a brief description of the “French school” that emerged out of the French Revolution. This model, with an emphasis on clinicopathologic correlation, has also been labeled “hospital medicine.” The discussion then moves to outline the contributions made by Abraham Flexner’s seminal 1910 report. Flexner is generally considered to be largely responsible for the traditional organizational framework of medical school curricula, one with two phases: preclinical and clinical. The perceived shortcomings of this pedagogical approach, sometimes called “university medicine” or the “2-plus-2” model are noted. The two major corrective strategies, systems-based or case-based teaching (originating in the 1950s) and problem-based learning (adapted to medical education in the 1970s), are then discussed.

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49

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

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

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50

Punske, Jeffrey, Nathan Sanders, and Amy V. Fountain, eds. Language Invention in Linguistics Pedagogy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198829874.001.0001.

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This volume brings together multiple emerging strands of interest in language and linguistics. First is increasing attention on pedagogical scholarship in linguistics, signaled by the 2013 addition to the flagship journal Language of a series on Teaching Linguistics (see for example Sanders 2016) and by many recent panels and workshops on pedagogy at linguistics conferences around the world. Additionally, public outreach has gained greater prominence in the field, with linguists becoming more active and engaged with the public on social media and in podcasts. There has also been an increase in broader public interest in constructed languages (conlangs) and how to build them, indicated by the popularity of conlangs in film and television (e.g. Star Trek, Avatar, and Game of Thrones) and by the success of relevant books (e.g. Okrent 2010; Rosenfelder 2010; Peterson 2014, 2015). This volume showcases a variety of methods which instructors can use to tap into this public interest in conlangs and conlanging to reach a broader student population, increase their engagement with course material, deepen their understanding of linguistics and its interdisciplinary relationships, and provide opportunities for public outreach. Using language invention as a pedagogical tool is an innovative way to capitalize on the effectiveness of many modern educational approaches, such as problem-based learning, collaborative learning, and active learning, especially for a diverse cohort of learners. The methods and materials presented in this volume help cultivate students’ understanding of language, linguistic diversity, linguistic analysis, and the power of creativity.

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