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Relevant bibliographies by topics / Teacher-centered learning / Dissertations / Theses

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Dissertations / Theses on the topic 'Teacher-centered learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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4

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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Schad, Michael L. "A Teacher’s Adoption of Maker-Centered Learning: A Phenomenological Case Study." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6090.

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The maker movement is a social movement which espouses the importance of artifact creation through physical and digital tools. As the maker movement moves into educational spaces, researchers and educators are exploring ways to integrate it alongside current classroom practices. A prevalent framework for maker integration is the maker-centered learning framework, which was used as part of the conceptual framework. Currently, more research is needed which justifies and analyzes maker-centered learning in an educational environment. This study aimed to use phenomenological methods to capture the

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Aalharbi, Anwar Has. "Ways of Understanding and Perceiving Learner-Centered Education in Technology- Based Classes Among Faculty Members in a College of Education." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554125737020589.

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Kulakow, Stefan [Verfasser], Diana [Akademischer Betreuer] Raufelder, Diana [Gutachter] Raufelder, Ursula [Gutachter] Kessels, and Kathrin [Gutachter] Mahlau. "Learning Environments in Contrast: How Adolescent Students Differ in their Self, Emotions, Motivation, and Learning Behavior in Teacher-Directed Learning and Student-Centered Learning Classes / Stefan Kulakow ; Gutachter: Diana Raufelder, Ursula Kessels, Kathrin Mahlau ; Betreuer: Diana Raufelder." Greifswald : Universität Greifswald, 2021. http://d-nb.info/122853618X/34.

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Eldeib, Aalaa Mohammed. "Experience Versus Grade Level Taught: An Analysis of the Factors that Contribute to Student Achievement." University of Toledo / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1135220039.

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Kashima, Andreas Akwenye. "Teaching for conceptual understanding : an analysis of selected teachers' practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017348.

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The purpose of this study was to explore how teachers’ practice either supports or constrains learners’ conceptual understanding. The study is structured within an interpretive paradigm. The research takes the form of a case study and focused on the teaching practice of two purposefully selected teachers who had been identified as being effective/successful practitioners. The data was collected in two stages. In the first stage, qualitative data was collected by video recording six classroom lessons, three for each of the two participating teachers. In stage 2, participating teachers were indi

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Hillard, Wonda Y. "An Art Educators' Perception of an Art Professional Development Workshop." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6578.

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There are no guidelines in South Carolina for developing workshops that reflect the needs of art educators, and there are no tools to evaluate and support their professional development. The problem is a lack of informative, substantive, and academically oriented art inservices that are standards-based and focused on the enhancement of pedagogy, teaching strategies, and content. The purpose of this case study was to explore participants' perceptions of an art professional development workshop as an approach to examining art standards, instructional strategies, and policy changes. Dewey's exper

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Sharick, Sara. "Case Study on How High School Teachers Incorporate Technology in the Classroom to Meet 21st Century Student Learning Needs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2887.

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Students are not adequately prepared to contribute to the workforce or engage in global citizenship in the 21st century. Research indicates proper education of students cannot be accomplished without teachers' acceptance of technology in the classroom, engagement in effective professional development, and ability to transform their curricula. Although there is an abundance of research supporting the use of technology in the classroom, little research has examined how to incorporate the technology into student-centered learning. The research questions in this study examined teachers' use and ac

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Chang, Pearl. "A Qualitative Case Studying Collaboration Use to Improve Listening Instruction in Taiwanese Secondary Schools." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5002.

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Taiwan English teachers in secondary schools are facing a new challenge of having to teach listening comprehension skills to their students. Many instructors are not equipped to deliver adequate listening instruction although listening comprehension has become a benchmark for senior high students aspiring to enter a tertiary institution and earn a college degree. Instructors, students, parents, administrators, and members of the Ministry of Education agree that there is a need to meet the demands of the National English Curriculum Standards. Weimar's approach of learner-centered teaching serve

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Garreta, Domingo Muriel. "Human-centered learning design with technology." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/667048.

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To improve and innovate education, a novel conception of the role of design in this realm is needed. Human-centered design (HCD), a problem-solving framework underpinned by the user perspective in all stages of the process, provides professional designers with a mindset and a toolbox that includes both process and methods. HCD is multidisciplinary by default and also practice-oriented, context-aware, empathetic and incremental. As such it naturally fits both the design for learning and many of educators’ everyday realities. We apply this conception in the context of technology-enhance

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

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

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Wallace, Kyle S. "An Exploratory Study of Learning Journeys for Makers in the Fields of Art, Craft andDesign: An Investigation of the Blurred Boundaries between Art, Craft, and Design." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460024614.

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Aguiton, Rhonda Lisa. "The Relationship Between Student Engagement, Recess and Instructional Strategies." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012.

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Sorbie, Jill I. "Exploring Teacher Perceptions of Blended Learning." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1866.

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Although research supports the blended learning methodology as a way to personalize and engage students, research also documents the widespread hesitation among educators when it comes to embracing technology. District leaders believe that such is the case in an upper Midwest school district where all high school students are provided devices, yet these leaders note that few teachers are fully exploiting the tools. Framed by the connectivism and social constructivism theories, this qualitative case study focused on teachers' views of blended learning, its influence on their teaching practices,

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Keidan, Joshua. "Learning, Improvisation, and Identity Expansion in Innovative Organizations." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1586874155982614.

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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.

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The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the developmen

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Pausigere, Peter. "Primary maths teacher learning and identity within a numeracy in-service community of practice." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017183.

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This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard

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Kalande, Wotchiwe Mtonga. "The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30146.

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The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the in

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Jackson, Christopher. "Effects of teacher-directed and student-centered instruction on science comprehension of eighth grade students." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1467064.

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"Constructivist teaching and teacher-centered teaching at university: a comparison of the classroom processes and learning outcomes." 2002. http://library.cuhk.edu.hk/record=b5891216.

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Yuen Ka-ming.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.<br>Includes bibliographical references (leaves 86-93).<br>Abstracts in English and Chinese.<br>ABSTRACT Page --- p.i<br>TABLE OF CONTENTS --- p.iii<br>LIST OF TABLES --- p.vi<br>LIST OF FIGURES --- p.vii<br>LIST OF EXAMPLES --- p.viii<br>Chapter I. --- INTRODUCTION --- p.1<br>Chapter II. --- REVIEW OF LITERATURE --- p.4<br>The Theory of Constructivism --- p.4<br>From the Teacher-centered to Constructivism --- p.4<br>Constructivist Teaching --- p.8<br>Constructivist Views of Learning --- p.13<br>Exogenous Const

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"Teachers' views on learners' perceptions of mathematics in Mahikeng area office / J.M Malindi." Thesis, 2010. http://hdl.handle.net/10394/15750.

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In many instances, learners perceive Mathematics as "difficult" and either avoid the subject or drop it as soon as they are allowed to (Van Rooyen & De Beer, 2006: vii). Research studies conducted have shown that South African learners as compared to learners of other countries are not achieving in mathematics. In the past, examination tended to drive the curriculum. Teachers acted as transmitters of knowledge, transferring information into the heads of the learners. The traditional teaching approach tended to be theoretical , examination driven and content based. Competent and committed Mathe

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Kussumua, IIda Tavita Jurda Tomas. "A constructivist learning event using computers at the Instituto Superior de Ciências de Educação (ISCED) - Angola." Diss., 2007. http://hdl.handle.net/2263/29063.

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The aim of this study was to investigate how well pre-service teachers are being prepared by the Computers in Education course to integrate computers into their teaching methods by the Faculty of Education at the Instituto Superior de Ciências de Educação (ISCED) in Lubango, Angola. The study used a constructivist learning event devised by the researcher to assess how well the selected sample of pre-service teachers were able to use computers and the Internet to fulfil a series of tasks contained in the constructivist learning event under carefully controlled research conditions. After they ha

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Tsai, Chiao-Fen, and 蔡巧芬. "The Effects of Individual Learning and Teacher-Centered Learning Utilizing Electronic Storybook on the Fourth Graders' Reading Ability and Attitude in New Taipei City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/29043828700840583113.

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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>99<br>The purpose of this study was to investigate the effects of individual learning and teacher-centered learning on the English reading ability and reading attitude. The subjects were 56 students from two Fourth grade classes in New Taipei City. The experiment course was carried out for 12 weeks. The data were analyzed by independent-sample-test, dependent-sample-test and the Pearson’s product-moment correlation procedures. The major findings of this study were as following: 1. The English reading ability of the individual learning group was signific

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"Promoting Students' Learning in Student-Centered Classrooms: Positive Teaching Experiences of Middle Years Teachers in China and Canada." Thesis, 2014. http://hdl.handle.net/10388/ETD-2014-11-1901.

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The purpose of this study was to explore the selected middle years teachers’ experiences of promoting student learning in student-centered classrooms, and how these recalled experiences might affect their own future teaching and assist other teachers to promote student learning. Based on social constructivism as the epistemological foundation, I chose Appreciative Inquiry (AI) as the research methodology. AI values people’s positive experiences and emphasizes the importance of the positive core of change (Cooperrider & Whitney, 2000). In total, there were 53 middle years teachers in China and

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Chang, Jen-chuan, and 張仁全. "Project-Based Learning Centered on Teacher-Parent Coordination----- the Subject of “Exploring the World of Insects” in Elementary School as the Example." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/25066226408642158044.

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碩士<br>國立臺南大學<br>自然科學教育學系碩士班<br>91<br>The purpose of this study was to investigate, in a “case study” and qualitative way, the opinions of the case teacher and parents on learning content, concepts, evaluation and other values applied to teaching in the process of co-instructing students to do project-based learning. Project- or problem-based learning is a learning mode organized around special topics available in life. These topics are either challenging problems or complicated questions. Students must carry out a series of activities, such as designing, resolving problems, making decisions

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Carrier, Allison Mary. "The emergence of democratic educational and experiential educational philosophies in the practice of outdoor education." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=95274&T=F.

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

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

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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 appro

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Degago, Adinew Tadesse. "Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities." Thesis, 2015. http://hdl.handle.net/10500/18580.

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The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strateg

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Ferreira, Lucy Mary. "Managing change : the measurement of teacher self-efficacy in technology-enhanced student-centred learning environments." 2013. http://hdl.handle.net/10170/639.

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The aim of this research was to create a reliable and valid measure of teacher self-efficacy in relation to the use of technology for student-centred learning. This study introduces two scales, the Student-Centred Use of Technology Teacher Efficacy Scale (SCUTTES) and the Student-Centred Use of Technology Teacher Outcome Expectancy Scale (SCUTTOES) for development. This study focused on the initial stages of development which involved the comparison of the two scales with an existing measure of efficacy, the Teachers' Sense of Efficacy Scale (TSES) as a preliminary test for validity. The surve

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Osman, Ali. "Experiences of physics teachers when implementing problem-based learning : a case study at Entsikeni cluster in the Harry Gwala District Kwazulu-Natal, South Africa." Diss., 2018. http://hdl.handle.net/10500/25794.

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Problem-based learning (PBL) is an active teaching strategy that could be implemented in the South African educational system to assist in developing problem-solving skills, critical thinking skills, collaborative skills, self-directed learning and intrinsic motivation in students. Even though it is not easy to drift from a teacher-centred strategy to a student-centred strategy, but this drift is supposed to be a paradigm drift for the nation. ‘Physics is difficult’ has been the anthem of students in South African high schools. This has led to lower pass rates in physics and as a result low ph

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Osei-Asiamah, Joel. "An investigation of teaching and learning methods in information technology : a case study at a selected high school in Kwa-Zulu-Natal." Diss., 2019. http://hdl.handle.net/10500/26464.

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The Information Technology (IT) as subject taught in South African secondary schools is considered to be a very perplexing subject. The IT as a subject has four learning outcomes which are E-Communication (weight 10%), Social and Ethical Issues (weight 10%), Hardware and Systems Software (weight 20%) and Programming and Software Development (weight 60%). The Programming and Software Development enjoys the highest weight as outcome of IT and it is believed to be the main cause of the difficulty of IT. The number of Grade 9 learners willing to offer IT as a subject in Grade 10 is decreasin

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Labuschagne, Elizabeth Ellen. "Factors to consider in the transition from a teacher-centred model to a learner-centred model in a computer-rich learning environment." Diss., 2003. http://hdl.handle.net/2263/22843.

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This study reports on an exploration of one group’s experience of making the transition from a teacher-centred to a learner-centred computer-rich classroom. The learners’ experiences are investigated in the light of the premises of learner-centred learning as they are defined by the American Psychological Association. The researcher seeks to identify the factors that would make the transition to a more learner-centred learning environment easier for learners and provides some factors that teachers need to consider if they wish successfully to transform their classrooms to a learner-centred lea

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Pyle, Sandra Joanne. "The instructional leadership role of the principal in independent schools : towards 21st century classrooms." Diss., 2017. http://hdl.handle.net/10500/22726.

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Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to keep education relevant and engaging. Classrooms where critical thinking, communication, creativity and collaboration are embraced are required in schools. The environment where these components are present can be referred to as 21st century classrooms. Establishing these locales require a leader who is able to create the vision for the changes that need to take place. One who will fashion a learning environment where te

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Nambahu, Priskila. "The effect of basic education teacher's diploma graduates on the quality of education in selected primary schools in the Kunene region, Namibia." Diss., 2011. http://hdl.handle.net/10500/6149.

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Acknowledging the various benefits that can be reaped from good quality education in schools, the primary aim of this study was to explore and investigate the effect of the BETD Graduates on the quality of education in primary schools, in Kunene region. Seventeen primary school principals took part in the study. They completed a questionnaire and the data was analysed using a qualitative method. Four main categories were investigated: (i) socio-demographic information (ii) the implementation of the BETD skills (iii) job performance and (iv) organizational effectiveness. This study suggests t

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Manqele, Clement Mandlenkosi. "An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools." Thesis, 2017. http://hdl.handle.net/10500/23198.

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The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring and safeguard quality education for all, and to amend the previous education inequalities among all racial groups. Hence, the new curriculum that was introduced by the National Department of Basic Education was meant to be a drastic departure from the school curricula of the apartheid administration. One critical innovation sought was to replace a teacher-centred curriculum with a learner-centred curriculum. The em

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Dilrajh, Kamla Moonsamy. "Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig." Diss., 1998. http://hdl.handle.net/10500/18009.

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Abstract:

Summaries in Afrikaans and English<br>In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser

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