Relevant bibliographies by topics / Teacher-centered learning

Contents

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

Academic literature on the topic 'Teacher-centered learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Teacher-centered learning"

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Muganga, Lawrence, and Peter Ssenkusu. "Teacher-Centered vs. Student-Centered." Cultural and Pedagogical Inquiry 11, no. 2 (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 questio
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Ameliana, Ive. "TEACHER-CENTERED OR STUDENT-CENTERED LEARNING APPROACH TO PROMOTE LEARNING?" Jurnal Sosial Humaniora 10, no. 2 (2017): 59. http://dx.doi.org/10.12962/j24433527.v10i2.2161.

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Fatima, Sadaf. "Teacher Centered Versus Student Centered Strategies for Undergraduate Students." Pakistan Armed Forces Medical Journal 72, no. 2 (2022): 604–07. http://dx.doi.org/10.51253/pafmj.v72i2.3723.

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Objective: To compare the student-centred learning strategies with teacher-centred strategies in developing adult learning principles for medical students.
 Study Design: Quasi-experimental study.
 Place and Duration of Study: Ziauddin Medical College and Jinnah Medical & Dental College, Karachi, Nov 2017 to Oct 2018.
 Methodology: The study participants included first and second-year medical students. They were divided into two groups. One group of students was recruited from a medical college having a hybrid curriculum through problem based learning and lectures. The other
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Clark, Christopher M., and Frances O'C Rust. "Learning-centered assessment in teacher education." Studies in Educational Evaluation 32, no. 1 (2006): 73–82. http://dx.doi.org/10.1016/j.stueduc.2006.01.004.

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Sholichin, Sholichin, and Dewi Vimala. "PERBANDINGAN METODE STUDENT-CENTERED LEARNING DENGAN TEACHER-CENTERED LEARNING DALAM PENDIDIKAN GIZI." Media Informasi 17, no. 2 (2022): 93–100. http://dx.doi.org/10.37160/bmi.v17i2.609.

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Penelitian bertujuan menganalisis efektifitas pendidikan gizi antara metode Student-Centered Learning (teknik Discovery Learning) dibandingkan metode Teacher-Centered Learning (teknik ceramah dan tanya jawab). Penelitian menggunakan True Experimental Design dengan jenis Control Group Pre-Test and Post-Test. Populasi adalah siswa kelas XI. Subjek ditentukan berdasarkan uji homogenitas hasil pre-test dan dikelompokkan menjadi kelompok perlakuan (29 subjek) dan kelompok kontrol (27 subjek). Kriteria inklusi yaitu subjek mengerjakan pre test, mengikuti pendidikan gizi, dan mengerjakan post-test. D
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Sucipto, Sucipto, Widyaningsih Widyaningsih, and Samsul Bahri. "Perbedaan Model Teacher Centered Learning Dengan Student Centered Learning Terhadap Keterampilan Bermain Bulutangkis." Jurnal Sains Keolahragaan dan Kesehatan 8, no. 1 (2023): 17–32. http://dx.doi.org/10.5614/jskk.2023.8.1.2.

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Penerapan model pembelajaran berdampak pada peningkatan keterampilan bermain bulutangkis siswa. Penelitian ini bertujuan untuk mengetahui perbedaan Teacher Centered Learning dengan Student Centered Learning terhadap keterampilan bermain bulutangkis. Metode dalam penelitian menggunakan eksperimen dengan two group pretest-posttes design. Pengambilan sampel menggunakan teknik sampling jenuh, pada siswa yang mengikuti ekstrakulikuler bulutangkis sebanyak 40 siswa (20 siswa kelompok TCL dan 20 siswa kelompok SCL). Instrumen menggunakan Games Performance Assesment Instrumen (GPAI) untuk mengukur ket
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Triyoko, Hanung. "“From Teacher-Centered to Students-Centered to Collaborative Learning” Illuminating My Teacher Knowledge through Narrative Inquiry." Register Journal 3, no. 1 (2016): 1. http://dx.doi.org/10.18326/rgt.v3i1.1-22.

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Teacher knowledge refers to the ways teachers know themselves and their professional work situations. This paper applies the narrative inquiry method to illuminate my own teacher knowledge. Through each vignette told in this paper, I will inquire into what I know and feel about English teaching-learning process and illuminate my teacher knowledge by referring to what education experts say regarding particular concepts of English teaching-learning. My students and I will have greater chance to share the values behind the students-centered classroom interaction, the Internet-based learning, or o
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Pan, Hui-Ling Wendy. "Learner-Centered Teaching Catalyzed by Teacher Learning Communities: The Mediating Role of Teacher Self-Efficacy and Collaborative Professional Learning." Sustainability 15, no. 6 (2023): 4850. http://dx.doi.org/10.3390/su15064850.

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Although there is evidence suggesting that teacher learning communities can improve instructional practices, the underlying mechanism is not well-understood. This study aimed to investigate the mediating role of self-efficacy and collaborative professional learning in the relationship between teachers’ experiences in learning communities and learner-centered teaching practices. The study surveyed 226 teachers from 28 schools in Taiwan and used structural equation modeling to analyze the data. The findings indicate that participation in teacher learning communities did not directly predict stud
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Morrow, M. Earnest, and Dabae Lee. "Implementing Individualized Learning in a Legacy Learning Management System." International Journal of Designs for Learning 10, no. 1 (2019): 131–44. http://dx.doi.org/10.14434/ijdl.v10i1.22500.

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Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to sup-port and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered on-line courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered
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Xudoyberdiyeva, Aziza Normuhammad qizi. "THE EFFECT OF DIFFERENT LEARNING STYLE ON STUDENT'S READING COMPREHENSION." Results of National Scientific Research 1, no. 9 (2023): 451–56. https://doi.org/10.5281/zenodo.7511671.

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This article highlights general information about different learning style on student's reading comprehension and how can they affect their their learning proccess.The study illutrates comparision of learner centered  snd teacher centered  learning styles.
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Dissertations / Theses on the topic "Teacher-centered learning"

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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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<p> 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 ab
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Mounsif, Mehdi. "Exploration of Teacher-Centered and Task-Centered paradigms for efficient transfer of skills between morphologically distinct robots." Thesis, Université Clermont Auvergne‎ (2017-2020), 2020. http://www.theses.fr/2020CLFAC065.

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Récemment, il a été possible d’observer l’accélération du déploiement de robots dans des domaines dépassant l’habituel cadre industriel et manufacturier. Cependant, pour la majorité des tâches autonomes, la définition d’un modèle analytique ou la recherche d’une solution optimale requiert des ressources rarement accessibles en temps-réel, favorisant par conséquent des techniques basées sur l’apprentissage. Ces dernières, présentant l’avantage de ne pas nécessiter de modèle ainsi que de présenter un temps de calcul en exécution relativement constant, permettent d’appréhender des configurations
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CLARK, DEXTER. "INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837.

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Heard, John Marlon. "My Experiences Incorporating Constructivist Teaching Strategies within an Art Education Classroom." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/14.

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A reliance on a teacher-centered model of instruction presented the foundation for my research. I chose to investigate constructivist theory and to implement constructivist teaching practices within my art education classroom to determine if constructivist teaching practices would facilitate a shift to a more student-centered learning environment, and to determine if constructivist strategies positively impact student learning. I collected my raw data using autoethnographic recording, documenting my results over a two month period in January and February of 2007 from my experiences as an art e
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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, stu
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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.<br>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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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
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Sayre, Elaine. "Integrating Student-Centered Learning to Promote Critical Thinking in High School Social Studies Classrooms." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/961.

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Traditional teacher-centered methods of lectures and PowerPoint presentations are commonly used when teaching secondary social studies, yet these methods continually prove to be boring for most high school students and neglect to teach critical thinking skills. Student-centered methods are different than teacher-centered methods because these methods incorporate several learning styles, cooperative activities, and even technology in order to engage the student and promote critical thinking skills. Critical thinking is important for students to master because it gives them the skills to move pa
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McNeil, Merica, and Merica McNeil. "An Analysis of Student-Centered Curricular Innovation in Online Language Teacher Education: A Case Study." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621873.

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Online learning is increasingly common (Allen & Seaman, 2016). The number of online language teacher education programs also continues to rise to address the growing need for qualified language teachers worldwide (England, 2012b; Hall & Knox, 2009; Murray, 2013). Although technology offers a plethora of possibilities, course design and implementation significantly influence students' online learning experience, likelihood of success, and satisfaction. Using a socio-constructivist, student-centered learning approach can engage students through interaction and collaboration (Garrison, 2013; Murr
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Soldat, Christopher Scott Yager Robert Eugene. "Investigating the impact of a preservice program on beliefs about science teaching and learning." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/438.

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Books on the topic "Teacher-centered learning"

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Lewis, Marilyn. Using student-centered methods with teacher-centered students. 2nd ed. Pippin Pub., 2007.

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Goeke, Jennifer L. Explicit instruction: A framework for meaningful direct teaching. Merrill, 2009.

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Cornelius-White, Jeffrey H. Learner-centered instruction: Building relationships for student success. Sage Publications, 2009.

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Aaronsohn, Elizabeth. Going against the grain: Supporting the student-centered teacher. Corwin Press, 1996.

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Hickman, Karrell. Literacy projects for student-centered classrooms: Tips and lessons to engage students. Corwin Press, 2007.

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Taraszkiewicz, Małgorzata. Tutoring akademicki: Przegląd zagadnień. Wydawnictwo Wyższej Szkoły Pedagogicznej TWP, 2012.

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Kimball, Steven, Katharine M. Rainey, and Mark Mueller. Learning-Centered Teacher Evaluation in Wisconsin. IGI Global, 2016. http://dx.doi.org/10.12698/cpre.2016.learningcenteredteachereval.

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Nunan, David. Atlas: Learning-Centered Communication (Teacher Tape 2). Heinle & Heinle Pub, 1995.

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Nunan, David. Atlas: Learning-Centered Communication (Teacher Tape 1). Heinle & Heinle Pub, 1995.

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Harbaugh, Adam P., Cornelius-White Jeffrey H. D, and Jeffrey H. Cornelius-White. Learner-Centered Instruction. SAGE Publications, Incorporated, 2009.

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Book chapters on the topic "Teacher-centered learning"

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Routman, Regie. "Learning to Live with Loss." In The Heart-Centered Teacher. Routledge, 2023. http://dx.doi.org/10.4324/9781003381242-7.

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Nieland, Thea, Anna Fehrenbach, Maximilian Marowsky, and Miriam Burfeind. "The Teacher-Centered Perspective on Digital Game-Based Learning." In Game-based Learning Across the Disciplines. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75142-5_15.

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Lankford, Brittany A. "Multimedia in Teacher-Directed and Student-Centered Mathematics Classrooms." In Expanding Global Horizons Through Technology Enhanced Language Learning. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-7579-2_13.

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Brunetto, Domenico, and Igor Kontorovich. "Math Lessons: From Flipped to Amalgamated, from Teacher- to Learner-Centered." In Teaching and Learning in Maths Classrooms. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49232-2_12.

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Andrews, Renée, Lynda Hayes, Karen Kilgore, Michelina MacDonald, and Christy D. Gabbard. "Dynamic structural integration: a metaphor for creating conditions to facilitate teacher-centered organisational learning." In Leadership for Professional Learning. Routledge, 2022. http://dx.doi.org/10.4324/9781003357384-11.

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Aksela, Maija, and Sakari Tolppanen. "Towards Student-Centered Climate Change Education Through Co-design Approach in Science Teacher Education." In Learning Sciences for Higher Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1840-7_6.

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Bergström, Peter, Maria Rönnlund, and Åse Tieva. "Making the Transition from Teacher-Centered Teaching to Students’ Active Learning: Developing Transformative Agency." In Creating Dynamic Places for Learning. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8749-6_6.

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Shammas, Nicole. "An Exploration of Direct Instruction: Why Teaching Matters." In Future Trends in Education Post COVID-19. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1927-7_25.

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AbstractWhy Teaching Matters is a question at the heart of all instruction. While the answer seems obvious, actual teacher-led teaching, or direct instruction, has taken backstage in the last decade to a more constructivist approach where student-centered; project-based learning, and inquiry inform students learning. This paper argues that alongside this student-centered approach, there is a need, depending on the context, for a teacher-led, direct instruction approach. Studies show that direct instruction is indeed a robust pedagogy leading to student attainment in both short-term retention a
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Borri, Samuele. "From Classroom to Learning Environment." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_7.

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AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and p
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Casas-Mas, Amalia, and Guadalupe López-Íñiguez. "Instrumentalist Teacher Training: Fostering the Change Towards Student-Centered Practices in the Twenty-First Century." In Learning and Teaching in the Music Studio. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0634-3_17.

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Conference papers on the topic "Teacher-centered learning"

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Kozar, Yurii, Maryna Kiriachok, Svitlana Poplavska, Mykhailo Koshliak, and Oleksandr Chernenko. "EXPERIENCE OF THE PAST, FORMATION OF THE FUTURE: A DYNAMIC HISTORY OF STUDENT-CENTERED EDUCATION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/54.

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This article explores the historical evolution of student-centered learning, focusing on its relevance and implications for self-directed learning in higher education. The goal of the article is to trace the development of student-centered pedagogy examining its theoretical foundations and chronological development. Methodologically, a comprehensive scientific literary review was conducted, including theoretical foundations and empirical research, and an analysis was conducted. Analysis of the problem identifies an urgent need for a paradigm shift from traditional teacher-centered approaches t
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Pan, Hui-Ling. "How Shared Learning–Centered Leadership Facilitates Teacher Learning." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1573912.

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Choi, Seoyeon, Seulgi Jung, Sojung Park, Yeongje Kim, and Insook Han. "Analyzing Teacher-AI Interaction Patterns in Student-Centered Lesson Design." In 19th International Conference of the Learning Sciences (ICLS) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/icls2025.832450.

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Gericota, Manuel. "FROM TEACHER-CENTERED INSTRUCTION TO STUDENT-CENTERED LEARNING: THE CASE OF A 1ST YEAR DIGITAL SYSTEMS COURSE." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0894.

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Zavadskienė, Loreta, and Remigijus Bubnys. "MANIFESTATION OF THE REFLECTIVE PRACTICE CONCEPT IN STUDENT-CENTERED TEACHER EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0242.

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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. ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-062.

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Alidri, Agatha. "Using Emerging Technologies to Innovate the Teaching and Learning of History at Gulu University." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8873.

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Universities continue to use teacher centered pedagogies despite of the available emerging technologies and digital tools for learning. This has caused the loss of interest in studying history among students. Faced with the challenge of making the learning of history real and interesting the department of history at Gulu University adopted the use of emerging technologies and digital tools to spice the learning of history. Using the Commonwealth of Learning Teacher mentorship approach, the department introduced participatory peer - support teaching to pilot innovative digital pedagogies. Lectu
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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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Jacobs, Jennifer. "Developing as Equity-Centered Teacher Leaders Through Job-Embedded Professional Learning." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1883177.

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Liu, Xiaohan. "Critical Knowledge Transfer on Achieving Bloom Taxonomy Objectives in High-Tech Teacher-Centered Environment." In 5th International Academic Conference on Education, Teaching and Learning. GLOBALKS, 2022. http://dx.doi.org/10.33422/5th.iacetl.2022.06.20.

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Reports on the topic "Teacher-centered learning"

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Duong, Bich-Hang, and Joan DeJaeghere. From Student-Centered to Competency-Based Reform: Exploring Teachers’ Perspective of Meaningful Participation. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/089.

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Student-centered pedagogy has been widely advocated in many contexts with student active participation in learning being a central element. Vietnam has adopted innovative pedagogies including child-centered and competency-based teaching to further active learning and develop students’ full potential. This study explores Vietnamese teachers’ views about student participation and teaching roles as they implement these progressive reforms. It also examines pedagogical practices that teachers planned to use and actually employed to support student learning through meaningful participation. Drawing
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Green, Crystal, Clara García-Millán, and Frederika Warren. HundrED Global Collection: 2022. HundrED, 2021. http://dx.doi.org/10.58261/bdye5393.

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2021 has once again been a challenging year, with the educational provision and students’ learning continuing to be impacted globally. We have seen firsthand how education innovators over the last two years have not been overwhelmed, but have risen to the occasion and put students and their education first. This year has shown us the value of enhancing social and emotional learning, supporting teacher professional development, engaging parents in education, and teaching 21st-century skills to ensure students can adapt to a constantly changing society. We have seen that all these factors must b
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