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Relevant bibliographies by topics / Teacher-centered learning / Books

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Books on the topic 'Teacher-centered learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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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8

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

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9

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

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10

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

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11

Direct Instruction Strategies. Allyn & Bacon, 2008.

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12

Curious Classroom: 10 Structures for Teaching with Student-Directed Inquiry. Heinemann, 2017.

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13

Designing teacher-student partnership classrooms. Solution Tree Press, 2015.

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14

Hickman, Karrell. Literacy Projects for Student-Centered Classrooms: Tips and Lessons to Engage Students. Corwin Press, 2007.

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15

Hickman, Karrell. Literacy Projects for Student-Centered Classrooms: Tips and Lessons to Engage Students. Corwin Press, 2014.

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16

Self-Regulation in Learning: The Role of Language and Formative Assessment. Harvard Education Publishing Group (HEPG), 2018.

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17

Self-Regulation in Learning: The Role of Language and Formative Assessment. Harvard Education Publishing Group (HEPG), 2018.

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18

Wilkinson, Ian A. G. The Most Reasonable Answer: Helping Students Build Better Arguments Together. Harvard Education Press, 2017.

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19

Personalized Learning in the Middle Grades: A Guide for Classroom Teachers and School Leaders. Harvard Education Press, 2019.

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20

Teaching and learning in context: Why pedagogical reforms fail in sub-Saharan Africa. CODESRIA, Council for the Development of Social Science Research in Africa, 2013.

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21

Carrier, Allison Mary. The emergence of democratic educational and experiential educational philosophies in the practice of outdoor education. 2004.

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22

Visible learning for teachers: Maximizing impact on learning. Routledge, 2012.

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23

Deb, Masters, and Birch Kate (Consultant), eds. Visible learning into action: International case studies of impact. Routledge, Taylor & Francis Group, 2016.

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24

Bakali, Naved, and Nadeem A. Memon, eds. Teacher Training and Education in the GCC. The Rowman & Littlefield Publishing Group, 2021. https://doi.org/10.5040/9781978727236.

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Schools of Education are emerging academic units in higher educational institutions in Gulf Cooperation Council (GCC) nations. Most of these teacher training programs are in their infancy stages. Modern day educational discourse across teacher training programs globally, including the Middle East and in the GCC, have predominantly focused on student-centered approaches to teaching and learning. This approach to teacher training is infused with critical scholarship and marks a shift away from positivist approaches to educational scholarship. Integrating critical scholarship in GCC teacher train

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25

Barnes, Mark. 5-Minute Teacher: How Do I Maximize Time for Learning in My Classroom? Association for Supervision & Curriculum Development, 2013.

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26

Barnes, Mark. 5-Minute Teacher: How Do I Maximize Time for Learning in My Classroom? Association for Supervision & Curriculum Development, 2013.

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27

Barnes, Mark. 5-Minute Teacher: How Do I Maximize Time for Learning in My Classroom? Association for Supervision & Curriculum Development, 2013.

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28

Conway, Colleen M. Teaching Music in Higher Education. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190945305.001.0001.

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This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is

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29

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 understan

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30

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

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31

Hammel, Alice M., and Ryan M. Hourigan. Teaching Music to Students with Differences and Disabilities. Oxford University PressNew York, NY, 2024. http://dx.doi.org/10.1093/9780197689356.001.0001.

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Abstract Teaching Music to Students with Differences and Disabilities: A Label-Free Approach is designed for faculty, in-service music administrators, in-service music teachers, and preservice music teachers. It is designed as a comprehensive manual and reference guide that introduces those in the field of music education to best practices when teaching music to students with differences and disabilities. It includes research-based strategies for methods courses and professional development. In addition, this text addresses curricular strategies for methods teachers and in-service music educat

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32

R, Rogers Carl. On becoming an effective teacher: Person-centred teaching, psychology, philosophy, and dialogues with Carl R. Rogers and Harold Lyon. 2014.

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