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Relevant bibliographies by topics / Student-centered Pedagogy / Dissertations / Theses

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Dissertations / Theses on the topic 'Student-centered Pedagogy'

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Published: 4 June 2021

Last updated: 17 June 2025

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1

Garner, Brittany. "Impact of Student-Centered Learning in Mathematics." Wittenberg University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=witt1438787129.

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2

Laverick, Erin Knoche. "Feminist and other intertwining pedagogies of writing instruction in the University of Findlay's intensive English language program." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1225197578.

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3

Keers, Fred. "Reasserting The Prominence Of Pedagogy In The Technology-Enhanced Learning Environment." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193628.

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As universities transition from instructor-driven to student-centered learning environments, the institutional learning structure is being redesigned to emphasize active learning. Instructional technologies, employing active learning models, have been a critical component in the redesign. The active learning model suggests that the student engages in various activities, and uses various strategies, to gather information and achieve understanding. Technology-driven learning environments therefore often instill activities that direct the student's learning. Use of on-line technologies, such

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4

Chittur, Debra. "A Phenomenological Study of Professors and Instructional Designers During Online Course Development Leading to Enhanced Student-Centered Pedagogy." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10790356.

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<p> This study explored the experiences of professors and instructional designers as they interact to design and develop a distance learning course. Six professors from several different universities who reported that their pedagogy improved after these interactions during the conversion process were identified and interviewed, along with the instructional designers with whom they collaborated, to determine what elements of the interaction led to the change in their pedagogical practices. The study used a Hermeneutics phenomenology approach employing a universal instructional design model (Mer

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5

Gillis, Diane. "Technology in middle school science : the effect of student-centered pedagogy on metacognition and conceptual understanding in small group and whole class settings." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54588.

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Despite the frequent use of classroom response systems (CRS) in university courses, there is lack of research to support effectiveness of these handheld electronic devices (clickers) at the middle school (fifth grade) level. Furthermore, there is a scarcity of research comparing CRS-enhanced pedagogy in the middle school science context with traditional teaching methods. Additionally, research investigating how middle school science students think about their own thinking (metacognition) and how this correlates with a Self-Efficacy and Metacognition Learning Inventory - Science (SEMLI_S) measu

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6

Murrill, Leslie D. III. "Evolution Toward Democratic Community: A Teacher's Journey." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30437.

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This qualitative study followed the classroom practices of a second grade teacher across the course of a school year. Data collection methods used included interviews, fieldnotes, observations, various site artifacts and photographs. Informants were the classroom teacher, thirteen second grade students, the building principal, and several colleagues, family members and friends identified by the teacher. The study used literature in the fields of critical pedagogy and democratic educational practice to interpret the teacher's work. Analysis suggested that the second grade class

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7

Scarrow, Ronda. "Pedagogical Methods Used by Probationary Elementary Teachers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3322.

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Heeding current best practice, many teachers prioritize student-centered instruction as the most effective pedagogy to achieve student learning. However, preservice teachers at a small, southeastern U.S. university have expressed reservations in executing student-centered instructional methods when they become lesson facilitators. The purpose of this qualitative study was to determine whether probational elementary teachers have the knowledge and skill set to execute student-centered instruction and identify the characteristics of this method based on their preservice experiences. The conceptu

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8

Curry, Christina. "Teachers' experiences of the implementation of Teaching Games for Understanding in an Australian Independent secondary school." Thesis, Federation University Australia, 2012. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/63061.

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With the movement to evolving classroom practices and pedagogies to enhance student-centered learning environments across all Key Learning Areas, there has been growing concern about how educators can produce high quality, intellectual learning experiences within physical education. To provide much-needed understanding of teachers' experiences of the implementation of a TGfU (Teaching Games for Understanding) teaching approach, this study aimed to identify the ways in which individual teachers, adopt, embrace or alternatively resist TGfU as an innovative pedagogy. - Taken from abstract.<br>Doc

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9

Luguetti, Carla Nascimento. "Movendo-se do que é para o que poderia ser: desenvolvendo um protótipo de modelo pedagógico do esporte para meninos residentes em áreas de vulnerabilidade social no Brasil." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/39/39133/tde-20022015-093608/.

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Este estudo explora uma abordagem ativista, a fim de desenvolver um protótipo de modelo pedagógico do esporte, para trabalhar com meninos residentes em áreas de vulnerabilidade social, respondendo às seguintes questões de pesquisa: a) qual é o tema central, os elementos críticos e os resultados da aprendizagem de um protótipo de modelo pedagógico?; b) quais processos ocorrem na construção colaborativa do tema central, elementos críticos e resultados da aprendizagem?; c) quais são os desafios e facilitadores no processo de construção colaborativa do tema central, elementos críticos e resultados

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10

Blue, Timothy R. "Mentor-Teaching in the English Classroom." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_diss/48.

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This dissertation is a rhetorical analysis of the theories and practices surrounding student-centered mentor-teaching. I examine textual representations of the teacher/student relationship as well as theories and practices involved in the discursive formation of teacher/student relationships, examining the intersection (or lack thereof) between the ways we as researchers talk about teacher/student relationship formation and the way(s) such relationships form in the “real world” of the English classroom. This institutional critique of teacher/student relationships draws on the works of ancient

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11

Gaskins, Whitney. "Changing the Learning Environment in the College of Engineering and Applied Science: The impact of Educational Training on Future Faculty and Student-Centered Pedagogy on Undergraduate Students." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396533191.

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12

Nyambe, Kamwi John. "Teacher educators' interpretation and practice of learner-centred pedagogy : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008260.

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The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the Basic Education Teachers Diploma (BETD) program. In order to achieve this objective, a case study approach was adopted, qualitative-interpretive in orientation and drawing upon interviews, naturalistic non-participant observation and document analysis. Bernstein's theory of pedagogy - in particular his notion ofrecontextualization - offered ideas and concepts that were used to generate and analyse data. The data indicated th

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13

Aly, Geillan Dahab. "Students' Agency in an In-Class Computer-Centered Developmental Mathematics Classroom: The Best Laid Plans of Math and (Wo)men." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613129.

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Community colleges are tasked with helping all students regardless of their academic background to receive a degree, certificate, or other form of education. Many of these students need support in learning the mathematical content necessary to take college-level courses. Since a large proportion of students in these developmental classes are students of color, and unlikely to be successful, developmental courses are not leveling the playing field of higher education. In-class computer-centered (ICCC) classes are a possible solution to this social justice issue because they provide students wit

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14

Roberts, Jason Paul. "Comparing the Pedagogical Thinking of More Successful and Less Successful Adult ESL Instructors Using Stimulated Recall." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2424.

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This paper reports a study that examined the pedagogical knowledge (knowledge and beliefs related to the act of teaching) of two more successful and two less successful adult ESL instructors during planning teaching and post teaching reflection. The verbal reports of their teaching were compared to previous studies (Gatbonton, 2000, 2008; Mullock, 2006) that used stimulated recall to categorize adult ESL instructors' pedagogical thoughts during their instruction. The comparison showed that the previous categories were inadequate to cover the data. Additional codes were added in order to codify

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15

Etienne, Leslie K. "A Historical Narrative of the Student Nonviolent Coordinating Committee's Freedom Schools and their Legacy for Contemporary Youth Leadership Development Programming." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1332873568.

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16

Hartz, Wayne Edward. "21st-Century U.S. Safety Professional Educational Standards: Establishing Minimum Baccalaureate Graduate Learning Outcomes for Emerging Occupational Health and Safety Professionals." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1387378108.

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17

Al-Bataineh, Anke. "Cent ans après : Politiques scolaires et la vitalité des langues en danger le cas de l'arménien occidental." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015INAL0017/document.

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L’arménien occidental est classé comme langue en danger depuis 2010, mais il est enseigné dans un réseau d’écoles arméniennes à travers une diaspora mondiale, crée par un génocide en 1915. Les inscriptions sont en déclin dans les écoles du Moyen-Orient depuis quatre décennies, alors qu’en France on observe un développement des écoles privées. Toutes les écoles sont confrontées à une culture éducative en évolution. Les données sont collectées à Beyrouth, Amman, Paris et Marseille, et des participants venant d’Alep. L’approche est interdisciplinaire, poststructuraliste et constructiviste, dans l

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18

Balestra, Alisa. "Shift in Work, Shift in Representation: Working-Class Identity and Experience in U.S. Multi-Ethnic and Queer Women's Fiction." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303080667.

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19

Spier-Dance, Lesley. "Hands across the divide : finding spaces for student-centered pedagogy in the undergraduate science classroom." Thesis, 2006. http://hdl.handle.net/2429/18573.

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This study explored college science students’ and instructors’ experiences with student-generated and performed analogies. The objectives of the study were to determine whether the use of student-generated analogies could provide students with opportunities to develop robust understanding of difficult science concepts, and to examine students’ and instructors’ perspectives on the utilization of these analogies. To address my objectives, I carried out a case study at a university-college in British Columbia. I examined the use of analogies in undergraduate biology and chemistry courses. Working

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20

Mir, Gulshan Ara Tabassum. "What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India." Thesis, 2013. http://hdl.handle.net/1807/35564.

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India’s pledge towards universalization of elementary education by 2015 is a desirable goal. Having achieved progress towards universal accessibility to schooling, the problem of providing quality schooling through a necessary paradigm shift, is still a major challenge. This qualitative research study seeks to portray the nature of pedagogy in four elementary classrooms in Srinagar, Kashmir and understand its shifting nature with reference to the National Curriculum Framework (2005). Specifically, this study examines teachers’ classroom pedagogical practices, their understandings of pedagogy,

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21

Vassall, Ivan N. III. "Looking Back to Go Forward: Student Evaluations of Experiences in African-Centered Educational Institutions." 2016. http://scholarworks.gsu.edu/aas_theses/34.

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In educational research, a prevalent topic of discussion is African-centered pedagogy. This phenomenological study records the unique perspectives of adults who specifically grew up in African-centered learning environments from a young age. The sample includes 10 African American adults, aged 18-45, from various cities in the United States. Mixed methods are applied in this study: group concept mapping strategies are implemented to yield both qualitative and quantitative results for analysis. Data is further supplemented with one-on-one interviews, and a review of themes from interview transc

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22

Luo, Mei. "Reforming Curriculum in A Centralized System: An Examination of the Relationships between Teacher Implementation of Student-Centered Pedagogy and High Stakes Teacher Evaluation Policies in China." Thesis, 2012. https://doi.org/10.7916/D8SB4CTF.

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Past research has shown poor implementation levels of a classroom-level curriculum strategy that forms the centerpiece of China's new national education reform policies, namely, Student-Centered Pedagogy (SCP). This dissertation set out to investigate the influences of selected school and teacher background characteristics, classroom-level SCP implementation variables, and a high stakes teacher evaluation policy variable, on SCP implementation levels reported by high school teachers in a selected school district in China. The overall aim of the research was to study relationships among a numb

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23

Bohney, Brandie Lee. ""Discovering" Writing With Struggling Students: Using Discovery Learning Pedagogy to Improve Writing Skills in Reluctant and Remedial Learners." Thesis, 2016. http://hdl.handle.net/1805/10786.

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Indiana University-Purdue University Indianapolis (IUPUI)<br>Few writing teachers will disagree that teaching writing conventions in isolation is a fruitless, even harmful, pedagogy which does little, if anything, to improve student writing. Teaching conventions, style, and usage (often collectively referred to as grammar) in context, however, proves difficult when struggling secondary students develop good ideas and evidence but fail to clearly articulate them because of their lack of understanding of various writing conventions. The purpose of this study is to test the efficacy of a carefu

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24

"The Effect of Cognitively Guided Instruction on Primary Students' Math Achievement, Problem-Solving Abilities and Teacher Questioning." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14678.

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abstract: The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree and facilitates higher level questioning of teachers during their instructional dialogue with students. A mixed methods approach is being employed to see how the use of the CGI model of instruction impacts the math achievement of 2nd through 4

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25

"Beyond Standardization: Fostering Critical Thinking in a Fourth Grade Classroom Through Comprehensive Socratic Circles." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29623.

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abstract: Due to government initiatives, education in the classroom has focused on high stakes test scores measuring student achievement on basic skills. The purpose of this action research study was to augment fourth grade students' knowledge of basic content by teaching greater meaning and depth of understanding--to teach critical thinking using Socratic circles. Using a constructivist approach, a comprehensive plan was designed and implemented that included an age-appropriate platform for argument and inquiry, a process that required critical thinking skills, and allowed the intellectual st

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26

Hailegebreal, Tesfaye Demissie. "Effects of pedagogy-based technology on chemistry students' performance in higher education institutions of Ethiopia : a case study of Debre Berhan University." Thesis, 2012. http://hdl.handle.net/10500/10351.

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Many students have difficulty of learning abstract and complex topic in chemistry. This study investigated how students develop their understanding of abstract and complex topics of chemistry with the aid of visualizing tools: animation, simulation and video. A particular focus of this investigation was to assess to what extent the uses of pedagogy based technology (PBT) is effective in learning chemistry. The combined effect of animation, simulation and video clips enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. The research was cond

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27

Kasozi, Joseph Amooti. "The implications for educational practice of pedagogical versus andragogical orientations of teacher educators in Botswana." Diss., 2009. http://hdl.handle.net/10500/3426.

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This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semi-structured group interview to a stratified random sample of student teachers

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28

Mutanga, Patrick. "The use of mobile communication technology in professional identity development : a case of using whatsapp messenger to teach inquiry-based pedagogy to university chemistry teachers." Thesis, 2020. http://hdl.handle.net/10500/27295.

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This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, part

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