Relevant bibliographies by topics / Teacher-centered approach

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teacher-centered approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Teacher-centered approach"

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Sawant, Sharadkumar Pralhad, and Shaheen Rizvi. "STUDY OF PASSIVE DIDACTIC TEACHER CENTERED APPROACH AND AN ACTIVE STUDENT CENTERED APPROACH IN TEACHING ANATOMY." International Journal of Anatomy and Research 3, no. 3 (August 2, 2015): 1192–97. http://dx.doi.org/10.16965/ijar.2015.147.

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Muganga, Lawrence, and Peter Ssenkusu. "Teacher-Centered vs. Student-Centered." Cultural and Pedagogical Inquiry 11, no. 2 (September 16, 2019): 16–40. http://dx.doi.org/10.18733/cpi29481.

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Wright (2011) distinguishes between teacher-centered and student-centered learning approaches along a spectrum of five dimensions: power balance, course content function, teacher and student roles, responsibility for learning, and assessment purposes and processes. Based on Wright’s framework, this study explores students’ perceptions of their experience with teaching methods at Uganda’s Makerere University. Specifically, the investigation uses a mixed-methods research approach that combines survey data with focus group discussions. A total of 82 students volunteered, with 54 returning questionnaires. From among the 54 students, eight were chosen for focus group discussions. Students provided information about course content, educational philosophy, and teaching activities. In the area of course content, students reported that course completion and examination results outweighed skill development. The results for educational philosophy showed that the preparation of compliant citizens took precedence over the development of self-reliant individuals. Finally, the findings for teaching activities indicated that while teacher-centered tasks still predominated, several students had been exposed to some student-centered activities.
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Schreurs, Jeanne, and Roza Dumbraveanu. "A Shift from Teacher Centered to Learner Centered Approach." International Journal of Engineering Pedagogy (iJEP) 4, no. 3 (June 12, 2014): 36. http://dx.doi.org/10.3991/ijep.v4i3.3395.

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In the framework of the project Western Eastern Teachers' Education Network (WETEN) funded by the Tempus program the network of university teachers were established to share expertise on effective teaching and learning in universities. This network for pedagogical innovation in higher education brought together the experts from EU to share good practice and new teaching methods with academic staff from two eastern countries, Moldova and Ukraine. The learner centered concept was analyzed and guidelines for creating learner centered courses were developed and piloted. The concepts and some experiences in course design were also implemented by trained teachers in the developed courses within the WETEN project.
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Braine, George. "From a teacher-centered to a student-centered approach." Journal of Asian Pacific Communication 13, no. 2 (December 31, 2003): 269–88. http://dx.doi.org/10.1075/japc.13.2.05bra.

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There is a common belief that, owing to the highly teacher-centered form of education, Chinese students are passive learners. As a result, a student-centered approach such as process writing is believed to be difficult to implement in classes that consist mainly of Chinese students. This study tested these beliefs by introducing peer feedback, the backbone of process writing, to Chinese students enrolled in university writing classes and by measuring the effectiveness of the feedback both quantitatively and qualitatively. The study showed that, with proper training, Chinese students could quickly adapt to a student-centered approach, and also provide rich and useful feedback on the writing of their peers. This study has promising implications for educational contexts where students are considered passive learners, teacher-centered learning is the norm, or the process approach to writing faces daunting challenges to its implementation.
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Ameliana, Ive. "TEACHER-CENTERED OR STUDENT-CENTERED LEARNING APPROACH TO PROMOTE LEARNING?" Jurnal Sosial Humaniora 10, no. 2 (November 30, 2017): 59. http://dx.doi.org/10.12962/j24433527.v10i2.2161.

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Applebaum, Barbara. "Book Review: Moral Education:A Teacher-Centered Approach." Theory and Research in Education 4, no. 2 (July 2006): 224–26. http://dx.doi.org/10.1177/1477878506064555.

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Dervić, Dževdeta, Džana Salibašić Glamočić, Azra Gazibegović-Busuladžić, and Vanes Mešić. "TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES." Journal of Baltic Science Education 17, no. 2 (April 25, 2018): 288–99. http://dx.doi.org/10.33225/jbse/18.17.288.

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Teaching and learning with simulations is widely used in today's classrooms. Therefore, it is important to examine the factors that potentially influence the effectiveness of simulation-based teaching environments. The aim of this research was to compare the effectiveness of teacher-centered and student-centered Physlet-based classes about one-dimensional kinematics at the level of upper-secondary school. The student sample consisted of 43 students (mostly 15-year-olds). Within the teacher-centered approach the teacher ran and controlled the simulations, and students watched the simulations on the projection screen. In the student-centered approach the students had the opportunity to work through the simulations on their computers. At the post-test, students from the teacher-centered approach outperformed their peers when it comes to conceptual understanding of kinematics, but students from the students-centered approach were more successful in solving quantitative problems. The results of this research support the idea that a progression from teacher-centered to student-centered approach may be optimal for learning novel concepts. Keywords: cognitive load theory, teaching materials, teaching strategies, kinematics simulations
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Yamagata, Satoshi. "Comparing core-image-based basic verb learning in an EFL junior high school: Learner-centered and teacher-centered approaches." Language Teaching Research 22, no. 1 (July 16, 2016): 65–93. http://dx.doi.org/10.1177/1362168816659784.

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The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card game. By contrast, the teacher-centered approach involved explicit instruction from the teacher explaining how several definitions of the basic target verbs are interrelated. A total of 241 Japanese EFL (English as a foreign language) junior high school students acted as participants in this comparative study to determine the superior approach. At the end of the treatment period, a short questionnaire was distributed. A two-way repeated measures analysis of variance (ANOVA) revealed that the learner-centered approach was more effective than the teacher-centered approach with regard to both retention rates for learned definitions and accuracy rates for novel definitions of the basic target verbs. The results of paired t-tests for the questionnaire also support these findings. Considering the results, it can be argued that basic verbs may be best taught through a learner-centered collaborative approach, with conventional teacher-centered explicit instruction as a supplement.
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Michael, Thomas Gentner. "A Teacher-centered Networking Approach : Connectivism without Cell Phones." Journal of AsiaTEFL 15, no. 1 (March 31, 2018): 193–98. http://dx.doi.org/10.18823/asiatefl.2018.15.1.13.193.

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Minter, Mary Kennedy. "Learner-Centered (LCI) Vs. Teacher-Centered (TCI) Instruction: A Classroom Management Perspective." American Journal of Business Education (AJBE) 4, no. 5 (April 26, 2011): 55–62. http://dx.doi.org/10.19030/ajbe.v4i5.4225.

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Teacher education should incorporate management and leadership training with an emphasis on student audience analysis. Macro perspectives of teaching are needed for a workable approach to the management of education.
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Dissertations / Theses on the topic "Teacher-centered approach"

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Scruggs, Bernadette Butler. "Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/music_diss/1.

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This study investigated whether and in what ways a learner-centered instrumental music education classroom environment may nurture musical growth and independence. The mixed-methods design incorporated quantitative and qualitative measures to compare performance outcomes, musical growth, and learner and teacher dispositions in learner-centered and teacher-centered middle school orchestra classrooms. Quantitative measures included a Performance Assessment Instrument and a researcher-designed survey of student perceptions and attitudes. Qualitative measures included classroom observation, student and teacher interviews, and teacher journal entries. Research participants were four teachers, two of whom taught using a teacher-centered approach, and two of whom were oriented to learner-centered classroom strategies through a professional development program taught by the researcher. The teachers implemented learner-centered or teacher-centered environments in four intact classrooms that included 155 student participants. Learner-centered methods were based on democratic (Dewey, 1938; Woodford, 2005) and constructivist (Vygotsky, 1978; Wiggins, 2001) principles as well as research and pedagogical literature detailing the characteristics of learner-centered classrooms (McCombs & Whisler, 1997; Schuh, 2004). These included peer tutoring and collaboration; student conducting, solicitation and incorporation of student input; and facilitation of student leadership. I found no differences in music performance outcomes between learner-centered and teacher-centered ensembles. However, learner-centered students exhibited increased musical growth and greater musical independence as compared with students in the teacher-centered environment, and indicated higher perceptions than teacher-centered students of choice and leadership opportunities in their classrooms. Learner-centered teachers reported increased engagement and leadership skills from their students. Results of this study indicate that music ensemble teachers can incorporate a learner-center classroom environment that engages students musically, promotes independence and leadership, and involves students in higher order thinking while attaining performance standards at or above those expected of middle-school orchestra students.
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Scruggs, Bernadette Butler. "Learning outcomes in two divergent middle school string orchestra classroom environments a comparison of a learner-centered and a teacher-centered approach /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-11242008-152649/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. David E. Myers, Dana L. Fox, committee co-chairs; Marilyn Seelman, Carolyn Furlow, Phillip Gagne, Patrick K. Freer, committee members. Description based on contents viewed Aug. 6, 2009. Includes bibliographical references (p. 188-200).
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Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.

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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables on classroom management approaches of teachers. Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquo
management approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.
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Chang, Yujin. "The Role of Instructional Relevance and Teacher Competence Support in Student Motivation and Achievement in High School Math Classrooms." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1471883007.

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Chien, Ying-Mei. "EXAMINING EXPERIENCES WITH ENGLISH LANGUAGE STUDIES IN TAIWAN AND IN THE UNITED STATES." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/608.

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The importance of learning English to find success in today’s global community has never been more vital. However, choosing the best method for teaching English language skills in the second language (L2) classroom is still open for debate. This paper examines L2 strategies for teaching English in Taiwan. More important, it examines the notion that English as a Foreign Language (EFL) training in Taiwan could be made more successful by incorporating more effective EFL teaching strategies, including a communicative, or creativity based methodology for second language learning. EFL teaching methodology in Taiwan has and continues to emphasize a teacher centered learning strategy for L2 instruction, one where students do not question the instructor’s opinions or authority—a learning environment where students heavily rely on memorization, where creativity and critical thinking take a back seat in the classroom learning environment, in many ways a receptive style methodology. This paper will attempt to identity and examine what factors determine why Taiwanese teachers continue to rely on the teacher centered approach to L2 training— emphasizing a receptive methodology to EFL instruction, as opposed to a more creative, or communicative approach emphasizing critical thinking and creativity. Data from this study is derived from interviews of multiple Taiwanese university students currently studying in United States. Data is also drawn from the writings of leading researchers and scholars as amplified upon in the literature review section and related discussions. This paper first examines some of the underlying concerns associated with Taiwanese L2 training programs and related EFL research. It also reviews the results of data analysis of student interviewee responses, which point to two main problem areas, or themes, which negatively impact Taiwan L2 training strategies: 1) an over emphasis on teacher centered instruction or a lecture only lesson 2) an over emphasis on student memorization as a learning technique, which may lead to an absence of critical thinking and creativity in the L2 learning environment. Discussions also examine how more effective elements of EFL teaching methodology may positively impact L2 training in Taiwan. The findings of this paper will hopefully add a positive perspective regarding L2 training in Taiwan as well as improve study experiences for those Taiwan students seeking to further their educational opportunities in America.
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Lancaster, Rodney Wyatt. "A Comparison Of Student-Centered And Teacher-Centered Learning Approaches In One Alternative Learning Classroom Environment." Thesis, Arkansas State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260123.

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Although many studies have shown good effectiveness of student-centered instruction in a variety of educational settings, relatively few have focused on alternative learning environment (ALE) programs. This research study compared the learning outcomes of ALE students in a one rural Arkansas delta school sequentially utilizing a teacher-centered and a student-centered learning environment. Additionally, this research addressed how each environment nurtured independence skills, leadership, and social growth. Significant differences were observed in academic achievement, and student views about the classroom environment were well documented. A Mixed-Methods design was incorporated for quantitative and qualitative measures to compare learning outcomes in both student-centered and teacher-centered classroom environments. Quantitative measures included a student survey designed to measure student views and perceptions of both environments and that of academic grades. Qualitative measures included classroom observations, semi-structured interviews, student-focus groups, and journal entries. Research participants’ were alternative learning environment students and one primary investigator. The primary investigator was the teacher of the ALE classroom where implementation of student-centered and teacher-centered learning that included 25 student participants took place. Student-centered methods were based on democratic (Dewey, 1938), and constructivist (Vygotsky, 1978) principles. Teacher-centered methods were based on (Skinner, 1953) and (Lynch, 2010) ideologies and their incorporation of student lecture as the means for effective instruction. Data findings of this study indicate ALE teachers can incorporate a student-centered classroom environment that engage students, promote independence and leadership skills and promote higher academic achievement.

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Msonde, 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.

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Despite being exposed to the Learner-Centred Approach (LCA) through traditional teacher professional development since 2000, teachers in Tanzania have generally failed to implement LCA in secondary schools. However, previous studies on the learning study in different parts of the world have shown encouraging results in developing teachers’ competencies. This study investigates how the learning study guided by the variation theory can enhance teachers’ competencies using the LCA in Tanzania secondary schools. It addresses two questions: what are the changes of teachers’ understanding of LCA through learning study rounds in a Tanzanian secondary school? And, what are the changes of teachers’ capability of implementing LCA through learning study rounds in bringing about student learning in a Tanzanian secondary school? A group of three teachers (John, Benja & Peter) in a school implemented learning studies for a period of one year. All forms two (N= 255) and three (N=240) students took part in three research lessons. The study adopted case study and phenomenographic research approaches. It used teachers’ interview protocols, lesson video recordings, lesson preparatory meetings, teacher’s journals, and students’ tests as research instruments. The teachers’ experiences and implemention of the LCA were studied before and during the three rounds of learning studies. Data were analysed using variation framework and SPSS version 16.0 for students’ tests. The study has two main findings. First, teachers involved in the three learning study rounds changed their understanding of LCA. They changed from seeing LCA as methodological (before the learning study) to treating it as subject content and even as far as seeing it as object of learning (during the learning studies) orientations. These changes were gradual and differed slightly, depending on the particular aspect(s) (the method, the content or the object of learning) a teacher focused more on than other aspects at a given time. Second, guided by the variation theory through learning studies, teachers’ capability to implement LCA improved progressively in slightly different ways, which in turn improved student learning. The teachers changed from simply making classroom pedagogical arrangements before the learning study to engaging the learners in either the content or the object of learning and enabling them to discern critical aspects of the objects of learning in terms of variation and invariance of those aspects during the learning studies. The study concludes that implementing learning study - guided by the variation theory - may be effective in enhancing teachers’ ways of conceiving and practicing LCA with a primary focus on student learning. In addition, as teachers increase their understanding of learning study and the use of variation theory they may advance their understandings in designing and teaching LCA lessons, thereby increasing possibilities for student learning. Such a conclusion lends credence to the variation theory which purports that powerful ways of acting originates from powerful ways of seeing. It also extends this theory to teacher learning of the LCA pedagogy.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Han, Han. "A study of Chinese college English teachers in China - their beliefs and conceptual change." Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1361.

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Chen, Hui-wen, and 陳蕙雯. "An Action Research by an elementary school teacher using the Issues-Centered Approach to improve the competence of the rational decision-making." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/17469347433232727749.

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碩士
國立臺北教育大學
社會科教育學系碩士班
96
Abstract The purpose of this study is implement “issues-centered” approach into the social studies classroom thru the model of “Action Research.” In this study, the progress of how the teacher transformed the subject knowledge to the curriculum and teaching is recorded based on the implication of “issues-centered” approach. During teacher-student interaction, students’ rational thinking process can be built up. It is expected that not only the teacher’s teaching proficiency but also students’ problem-solving abilities of the students will be improved at the end of the study. The conclusions were drawn as following. I. IMPLEMENT IN CURRICULUM A. The choice of the issues The current social events arose more of students’ interest, which help students engaged in deep learning and guide them to show more concern about the society so as to establish the perspectives as modern citizens. B. The procedure The whole study is divided into “Adaptation”, “Growth” and “Action” three parts according to various performances of participants and the reflection and alteration of the researcher. C. The demonstration in techniques The teacher demonstrated the techniques of collecting and interpreting data so that participants can learn a more effective way of data collection. Giving that the skill of self-evaluation is built, the competence in rational decision-making thus can be promoted. D. The roles of the teacher The teacher would go through the transfer of the roles from being a demonstrator, a facilitator, an observer, to a challenger according to phases of the participants’ various competence. Ⅱ. THE LEARNING OF STUDENTS The study results show that the competence of students in collecting/analyzing data and expressing themselves are both promoted. The factor of judging an issue is turned from a basis of individual experiences to a basis of collected data. The choice of feasible courses of action is not based on a group decision but on a self-decision after taking the individual abilities into account. It than can be inferred that for those who participated in this study, students with high academic performance are attracted to issue-oriented curriculum and willing to participate; students with low academic performance are more responsive to the applying of acts. Ⅲ. THE TEACHING OF TEACHER A. The implication in curriculum The researcher found that the step-by-step multiple teaching methods facilitated students’ learning. So did the demonstration of the data collection and learning notes of students. In the process of teaching, students’ thoughts and opinions were influenced by the guiding information. The acts in accordance with the decision strengthened the depth of students’ discussion. Furthermore, the ideas of establishing curriculum based on social issues helped students make a rational decision when they faced problems and conflicts. B. The implication in teaching It is to the researcher’s realization that the best encouragement for students is show support and rapport for their ideas and opinions. It is also learned that only by adding social issues into Social Study classroom, the course is given a life and that alternative teaching methods and open mind of the teacher contributes to the creation of open atmosphere in classroom. Ⅳ. SUGGESTION IN TEACHING Three suggestions for future teaching of introducing social issues into the center of teaching in SOCIAL STUDY are: 1) the adoption of multiple teaching methodology, 2) the basis of social issues, 3) the use of modern technology to broaden the aspects of learning, 4) the multiple roles of the teachers, 5) the emphasis on the process rather than the results in reaching consensus.
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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.

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Namibia is one of the countries with distinct historical education systems that shifted from the traditional teacher-centred approach to learner-centred approach to improve learning outcomes. Despite for the call upon secondary school teachers in Namibia to adopt the learner-centred approach, the pass rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very low with about 50% of the Grade 10 JSC learners failing to make it for senior secondary level. Therefore, this study sought to explore science teachers’ knowledge, practice and perception of learner-centred approach. This study employed a pragmatic approach using an explanatory sequential mixedmethods design to collect quantitative data first and then explaining the quantitative results with in-depth qualitative data. The structured questionnaire, interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis was used for the data collected by the questionnaire while qualitative data analysis was used for the data collected by interview and the observation protocols. The results showed an understanding of learner-centred approach and most teachers use a mixed approach to teaching that incorporates both learner-centred approach and teacher-centred approach. Furthermore, results showed that teachers view learner-centred approach as effective but its effectiveness is reduced by poor participation of learners, large class sizes and inadequate instructional materials. Following the results, it was recommended that the Ministry of Education and education policy makers must consider strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance.
Science and Technology Education
M. Ed. (Natural Science Education)
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Books on the topic "Teacher-centered approach"

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Goodman, Joan F. Moral education: A teacher-centered approach. Boston: Pearson/Allyn and Bacon, 2004.

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Lesnick, Howard, and Joan F. Goodman. Moral Education: A Teacher-Centered Approach. Allyn & Bacon, 2003.

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Cole, Allan Hugh. Counseling Persons with Parkinson's Disease. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190672928.001.0001.

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Counseling Persons with Parkinson’s Disease offers a distinctive, practical, philosophically grounded, and person-centered approach to counseling those living with Parkinson’s disease and other chronic illnesses. As a seasoned teacher of professional counselors who also lives with Parkinson’s, the author demonstrates that chronic illness requires accepting and living with profound loss, but that this loss may lead to personal transformation and constructive ends, wherein one finds new hope, meaning, purpose, happiness, and passion for living. Equal parts memoir and professional resource, this book guides clinicians who give counsel, educators who teach counseling, and anyone wanting to know more about Parkinson’s disease and provide support for those who live with it.
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Hammel, Alice M., and Ryan M. Hourigan. Teaching Music to Students with Autism. 2nd ed. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190063177.001.0001.

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Teaching Music to Students with Autism is the first resource to provide a comprehensive study of the education of students with autism within the music classroom. The approach is centered in the inclusion or self-contained music classroom and is designed for music educators, music teacher educators, and all those who have an interest in the education of students with autism. The authors focus on the diagnosis of autism, advocating for students and music programs, and creating and maintaining a team-approach when working with colleagues. A significant portion of the book is focused on understanding the communication, cognition, behavior, sensory, and socialization challenges inherent in students with autism and ways to structure classroom experiences and learning opportunities for all students. A chapter of classroom snapshots (vigsnettes) written by teachers in the field of music education provides additional opportunities to transfer information to “real life” situations. Finally, the book offers a chapter of print and web resources for further study.
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Harrod, Molly, Sanjay Saint, and Robert W. Stock. Teaching Inpatient Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.001.0001.

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Each year, roughly 18,000 medical students graduate from 170 plus medical schools in the United States. Nearly all of these graduates will continue their medical education at one of the more than 1,000 teaching hospitals across the country. Because of the reduction in the resident work week and the more recent intern shift cap, medical education on the wards must be high yield. This educational responsibility falls on the shoulders of attending physicians, few of whom have had formal education in teaching. This book utilized an in-depth exploratory, qualitative approach to uncover how a group of attendings, identified as experts in the field of medical teaching, construct learning environments that promote team-based learning while delivering high-quality patient-centered care. We observed attendings with their teams on rounds and conducted interviews and focus groups with the attendings and current and former learners in order to obtain multiple perspectives on what makes an attending a great teacher and clinician. Using real examples derived from the inpatient teaching environment, this book will provide readers with strategies they can modify and incorporate into their own teaching repertoire, including how to utilize the expertise of other allied health professionals and involve the patient in the teaching process.
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Book chapters on the topic "Teacher-centered approach"

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"A Teacher-Centered Approach to Algebrafying Elementary Mathematics." In Understanding Mathematics and Science Matters, 106–32. Routledge, 2005. http://dx.doi.org/10.4324/9781410612618-12.

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Eguchi, Amy. "Learner-Centered Approach with Educational Robotics." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 350–72. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch019.

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The chapter introduces educational robotics as a learning tool to foster learner-centered approach in classroom. It provides tips for successful implementation of learner-centered learning using educational robotics learning tool. The chapter explains how teachers can use educational technology with a learner-centered approach, using examples from 4th grade robotics unit as part of the science curriculum. Pre-school teachers commonly use learner-centered approach that build upon students' interests, curiosities and inquiries. Somehow, the practice shifts gradually into teacher-centered pedagogy once students start to transition into upper grades. Providing a learner-centered learning environment promotes students' ability to build independent, active learner skills throughout their school experience, benefiting and enhancing their educational experience in post-secondary education and beyond. Educational robotics is a powerful learning tool that enables teachers to create learner-centered learning environments for students and promote learner-centered pedagogy in schools.
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Eguchi, Amy. "Learner-Centered Approach With Educational Robotics." In Rapid Automation, 1007–29. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8060-7.ch047.

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The chapter introduces educational robotics as a learning tool to foster learner-centered approach in classroom. It provides tips for successful implementation of learner-centered learning using educational robotics learning tool. The chapter explains how teachers can use educational technology with a learner-centered approach, using examples from 4th grade robotics unit as part of the science curriculum. Pre-school teachers commonly use learner-centered approach that build upon students' interests, curiosities and inquiries. Somehow, the practice shifts gradually into teacher-centered pedagogy once students start to transition into upper grades. Providing a learner-centered learning environment promotes students' ability to build independent, active learner skills throughout their school experience, benefiting and enhancing their educational experience in post-secondary education and beyond. Educational robotics is a powerful learning tool that enables teachers to create learner-centered learning environments for students and promote learner-centered pedagogy in schools.
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Prentzas, Jim, and Galini Rekalidou. "Building Collaborative Virtual Communities in a University Department of Early Childhood Education for Wikipedia Article Authoring." In Teacher Education, 861–82. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch042.

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Collaborative and student-centered learning are endorsed by modern educational approaches and (to a certain degree) are applied to educational environments. Early childhood education puts emphasis on such issues. Wiki environments provide the infrastructure for supporting collaborative learning and student-centered learning tasks. Consequently, wiki activities are gradually becoming part of teacher education curriculum. This chapter discusses issues regarding the incorporation of wikis in teacher education curriculum. The most recent corresponding approaches are categorized according to different views, and the most important findings are discussed. An approach aiming to create collaborative virtual communities for Wikipedia article authoring is also presented. The approach has been applied to a university department of early childhood education. To support communication among participants, face-to-face, e-mail communication, and tools encompassed in an open source Learning Management System were employed. Preliminary results are presented showing a positive response of the pre-service early childhood teachers. Lastly, conclusions and future research directions are outlined.
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Yeh, Ellen, and Nicholas Swinehart. "A Learner-Centered Approach to Technology Integration." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 1–22. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch001.

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This chapter demonstrates a model for technology integration in learner-centered classrooms for educators, administrators, and policy makers. In this model, students are trained on how to use a technological tool but then given freedom to choose how much and in what specific content area they use the tool. Three key aspects of learner-centered curriculum design are supported by this model: 1) delivering scaffolding strategies to help students become active and autonomous learners; 2) giving learners a role in shaping the curriculum, and 3) recognizing each learner's diverse, unique background and learning style (American Psychological Association, 1997). The application of the model described here is rather narrow--training English as a Second Language (ESL) students to use online geographical tools (e.g., Google Earth) – but it can be adapted to suit a wide range of technological tools, subjects, and contexts.
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Gheyssens, Esther, Júlia Griful-Freixenet, and Katrien Struyven. "Differentiated Instruction as a Student-Centered Teaching Approach in Teacher Education." In The Routledge International Handbook of Student-Centered Learning and Teaching in Higher Education, 254–68. Routledge, 2020. http://dx.doi.org/10.4324/9780429259371-19.

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Saxena, Deepak. "Student-Centered Approach and Active Learning in Business Education." In Fostering Meaningful Learning Experiences Through Student Engagement, 214–27. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch011.

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In recent years, the conception of learning has moved from a content delivery focus to experiential learning. In this regard, student-centered and active learning approaches are often recommended for fostering a meaningful experience for learners. This chapter discusses three key elements of student-centered learning—student choice, active learning, and student-teacher relationship—and notes examples from two Irish higher education institutions. Approaches like flipped classroom, interactive classroom, problem-based and collaborative learning, and case-based learning are discussed with examples from business education. Finally, the chapter concludes by offering recommendations and noting the potential of virtual learning environment tools in the post-COVID world.
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Kanga, Anne W. "Learner-Centered Pedagogies." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 373–90. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch020.

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This chapter is a critical review of conventional and not so conventional Student-Centered Learning (SCL) pedagogies. Additionally, in the African context, educational institutions have been caught up in a theoretical approach to teaching and learning, characterized by a desire to pass examinations. Consequently, this approach leads to surface learning as opposed to deep learning. Hence, teaching and learning outcomes lack quality and definitely fails to meet and promote skills required by the fast changing modern and postmodern global world. To address this need, this chapter examines the following: Overview of SCL pedagogies; Conventional and not so Conventional SCL pedagogies; Implications for SCL pedagogies to learners, instructors, curriculum, and assessment. Finally, this chapter examines the misconceptions and advantages of adopting SCL in the light of learners and instructors.
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Beschorner, Beth, and Lindsay Woodward. "Engaging Teachers in a Digital Learner-Centered Approach to Support Understanding Foundational Literacy." In Effective Practices in Online Teacher Preparation for Literacy Educators, 284–306. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch014.

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This chapter describes a graduate level course that is required for the state's reading endorsement and is offered entirely online. The course emphasizes recent research, issues, teaching methods, and new materials in reading at the K-12 level and was intentionally designed as a learner-centered environment using the Technology Integration Planning Cycle. Students in the course (n = 38) were practicing teachers at the elementary, middle, or high school level in a wide range of urban, suburban, or rural settings. The instructor's use of the Technology Integration Planning Cycle to create a learner-centered environment and the teachers' work samples throughout the course are described. Finally, implications for teacher education are discussed.
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Swanson, Karen Weller, and Geri Collins. "Teacher Directed Instruction for Student Engagement." In Encyclopedia of E-Leadership, Counseling and Training, 771–81. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch056.

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This article will define teacher directed instruction in light of a trend toward more learner-centered classroom experiences for 21st century students. The authors will identify the danger in creating an either/or paradigm but rather discuss what researchers have determined to be best practices in the teacher-centered context. Also, Hoyt and Perera (2000) surveyed faculty as to which type of instruction approach they incorporated into their practice. Forty-five percent identify some combination which used lecture as a primary approach. Thus the discussion of best practice will broaden the current conversation beyond what is good or bad but rather what supports student outcomes. Specific successful pedagogical strategies will be outlined including development of an engaging lecture, cooperative learning designed to enhance reading assignments, purposeful questioning, and using the Socratic Method.
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Conference papers on the topic "Teacher-centered approach"

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Clayer, Jean-Pierre, Claudine Toffolon, and Christophe Choquet. "A Pattern-based and Teacher-Centered Approach for Learning Design." In Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-062.

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Dzerviniks, Janis, and Velta Dzervinika. "DEVELOPMENT OF TEACHER EDUCATION IN THE CONTEXT OF A STUDENT-CENTERED APPROACH." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0702.

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Kitto, Kathleen L. "Transforming a Traditional Introductory Materials Engineering Course to an Active, Learner Centered Environment Using Computer Based Technology Tools." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99288.

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Over the past three years, the Introduction to Materials Engineering and Science course at Western Washington University has been transformed from a traditional lecture delivery format course to an active, “learner centered” environment course. Several computer based technology tools have been used to make that transition possible. A Classroom Response System (CRS), the BlackBoard® Course Management System, MP3 audio files, and narrated, archived PowerPoint presentations have all been used to make better connections to the students and to make the course active and concept based. The initial assessment data is encouraging in that it shows improving student scores on traditional exam questions for classical problems, students more involved in their own learning, students rating teacher involvement and understanding of their needs higher, and a deeper conceptual understanding of the course material. In addition, the students were able to complete a much more challenging design problem at the end of the term. The drawback, of course, is that transforming the course and incorporating all these computer tools, active learning exercises and conceptual/peer learning into the course consumes an enormous amount of development time. Given that the potential gains for the students are really quite large and given that the technology used is already transforming our communication environment, the investment is a worthy one for any faculty member. This paper describes not only the specifications for the computer technology tools, but it also explains the needed development activities also necessary for reshaping the course, especially those needed for a concept based course. This approach is innovative because it combines the more traditional transformation approach to active learning with a computer tool centric approach to active and conceptual learning.
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Siddique, Zahed, Mrinal C. Saha, Bipul Barua, and Firas Akasheh. "Learning Casting Through Interactively Creating a Scenario." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28593.

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Students can learn more effectively when actively involved in the learning process. Traditional approach is mainly “teacher-centered” and lacks in nurturing the students’ skills in today’s changing world. Various non-traditional approaches, that are based on experiential learning, such as project-based, problem-based or case studies-based learning have been developed and found to improve student’s learning concepts in engineering. Course modules that engage students can (i) stimulate active learning, (ii) prepare students to solve open-ended real-world problems in industries, and (iii) serve as a natural link to subsequent courses in the STEM disciplines. In this paper, we discuss Create your Scenario Interactively (CSI), which is being developed using Experiential Learning as a model to provide an engaging learning experience of engineering concepts by allowing students to visualize and interact with 2D/3D objects. A casting CSI module is being developed for a sophomore level manufacturing engineering course. We will discuss some initial research results on the CSI module development, implementation and evaluation plan for teaching manufacturing engineering course at University of Oklahoma and Tuskegee University. The pedagogical effectiveness of the CSI system will be evaluated by covering two different areas — (i) students’ learning and (ii) usability of the CSI system.
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Giorgi, Giorgio, and María del Carmen Bravo Llatas. "Clinically relevant medicine label-based exercises: a friendly bridge between medicinal chemistry and pharmacotherapeutics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8100.

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Aims. To make the students of Medicinal Chemistry (MC) course for doctor of pharmacy (PharmD) understand how strongly connected the chemical properties of drugs are to their clinical profiles and therapeutics, and determine students’ satisfaction degree. Design. Students in the spring 2013 section of the MC course were taught in a traditional teacher-centered manner. Students in the spring 2015 and 2016 ones had additional guided clinically relevant medicine label-based exercises. They worked in structured self-selected teams and chemically explained the clinical aspects of the selected drugs during oral communication sessions. They were given a 1 to 4 Likert-type scale satisfaction questionnaire, the data were collected and statistically treated. Results. The project was useful to show the connection between the chemical aspects of drugs and their clinical profiles (mean=3.33±0.65) and globally satisfactory (mean=3.07±0.47). The additional didactic material helped the students in the spring 2016 make the most of the MC course (mean=3.38±0.74, p=0.002). Conclusions. Medicine label-based exercises seem to be helpful to understand the connection between medicinal chemistry and pharmacotherapeutics. Feedback from students is generally quite favourable. The approach taken will continue to be modified and expanded.
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Valsamidis, Stavros Ioannis, Ioannis Petasakis, Sotirios Kontogiannis, Elias Gounopoulos, and Ioannis Kazanidis. "An empirical evaluation of e-learning usage in the higher education context." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10147.

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E-learning has been adopted for several years in Greece and abroad, and it is considered an integral part of blended learning. E-learning systems accumulate a vast amount of data which may be very valuable. The educational organizations may exploit the power provided by e-learning, if they analyze the usage and the content of the courses. An early assessment of the of e-courses use may provide useful information to the educators, in order to make educational interventions in their teaching material. This study suggests that the evaluation of e-learning usage may be carried out with the assesment of variables and metrics related to teacher training material and student trafficking. We propose three metrics which are combined efficiently, in order to quantify the quality characteristics of the courses and offer useful insights about the educational material and e-learning usage. This case study was implemented in the e-class platform of a Greek Higher Education educational institute. This platform created by the Greek Universities Network (GUNET) is very popular in Greece, since the majority of the Greek universities have adopted it. The results of our study confirmed the validity of our suggested approach, and highlighted the need for a more learner-centered focus and active participation of the students.
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Terzieva, Valentina, Katia Todorova, Yuri Pavlov, and Petia Kademova-Katzarova. "Blending Technology-based Teacher-led and Student-centered Approaches in STEM Education." In CompSysTech '20: International Conference on Computer Systems and Technologies '20. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3407982.3408028.

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Wai Wing MA, Ada. "A Longitudinal Study of the Use of Computer Supported Collaborative Learning in Promoting Lifelong Learning Skills." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3297.

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To survive and thrive in the challenging context of the 21st century, education must keep abreast of global trends, including the priority of developing in learners the capability of lifelong learning for enhanced cooperation, care, reflective abilities, critical capacities and creativity. As a potential approach to achieve this goal, Computer Supported Collaborative Learning (CSCL) is receiving increasing attention, as it revolutionizes the way of learning. The ultimate success of CSCL, however, often depends upon resolving the question of how it can be assessed in ways that are credible and reliable and how the technology-driven environment can enhance learning. Little guidance is found in the literature on the assessment of CSCL prompts the researcher to re-examine the role of assessment in learning and attempt to devise a peer assessment design in a technology-enhanced environment as part of the learning activities for full-time teacher-educators. In the three studies of this project, the creation of assessment rubrics, the submission of intra-group reflective journals, which formed the basis of the group’s growth (learning process), and the intergroup review, which gained from peers’ feedback to their project presentation and report (learning product) were incorporated as the assessment measures. It was encouraging to witness that learners of the same cohort had improved their lifelong learning skills progressively over the period of three years by engaging in peer assessment tasks. The findings of these studies indicated that skills fostered through peer assessment were highly relevant to their workplace as teachers when teamwork, interpersonal skills and the ability of self-reflection were emphasised. This study has demonstrated some good practice that supports student-centered learning, prepares students to be lifelong learners and which is suitable for adaption to suit other contexts.
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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, Emília Coutinho, Isabel Oliveira, José Pereira, Patricia Lopez Garcia, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Lane, Diarmaid. "‘Centering’ Teaching Excellence in Higher Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9408.

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This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable. An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students. This had a subsequent negative effect on several levels. The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.
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