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Relevant bibliographies by topics / Teacher-centered study

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Academic literature on the topic 'Teacher-centered study'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Teacher-centered study"

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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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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 (2015): 1192–97. http://dx.doi.org/10.16965/ijar.2015.147.

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Murphy, Laurie, Nina B. Eduljee, and Karen Croteau. "Teacher-Centered versus Student-Centered Teaching." Journal of Effective Teaching in Higher Education 4, no. 1 (2021): 18–39. http://dx.doi.org/10.36021/jethe.v4i1.156.

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This empirical study examined preferences between teacher-centered and student-centered teaching methods and academic major with 507 undergraduate college students. Surveys were administered to the students that assessed their level of agreement with teaching methods utilized in the classroom. The results indicate that across all academic majors, students’ preferences included a mix of teacher-centered and student-centered approaches, some of which include lecture with student interaction, demonstrations and practice, lecture with use of PowerPoint, free flowing classroom discussion, guest spe

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Braine, George. "From a teacher-centered to a student-centered approach." Journal of Asian Pacific Communication 13, no. 2 (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 quic

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Saylor, Laura Lackner, Ginger McKenzie, and Cathy Cebulski Sacco. "Teacher-Centered Mentorship as Meaningful Professional Development." Journal of Montessori Research 4, no. 2 (2018): 10–32. http://dx.doi.org/10.17161/jomr.v4i2.6923.

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A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered mentorship (i.e., clinical supervision), A case study of each participant and of the cocreated professional-development learning communities revealed that the program supported teacher growth and efficacy. Four themes emerged from participants’ experie

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Meilasari, Venty. "IMPLEMENTASI LESSON STUDY PADA MATA KULIAH PENGANTAR LOGIKA DI STKIP MUHAMMADIYAH KOTABUMI." Eksponen 8, no. 1 (2018): 34–41. http://dx.doi.org/10.47637/eksponen.v8i1.139.

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Pengantar logika which focus on teacher-centered learning leads to the lack of student involvement in learning. This study aims to describe the application of learning models TAI-based lesson study and see the impact on improving student learning activities. Application of lesson study consists of three stages: planning, implementation (do), and reflection (see). Open lesson implementation is done three times. Based on the findings of the observers, the application of lesson study is able to shift the learning paradigm from teacher-centered to student-centered. This is indicated by the more do

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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 (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 scho

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Tadesse, Tefera, Aregu Asmare, and Hashim Ware. "Exploring Teachers’ Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study." Education Sciences 11, no. 7 (2021): 332. http://dx.doi.org/10.3390/educsci11070332.

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A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both r

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Kim, Se-Young. "A Study on the Teacher-centered Evaluation Model of National Curriculum." Journal of Elementary Education 34, no. 3 (2021): 215–39. http://dx.doi.org/10.29096/jee.34.3.09.

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Nurjannah, Intansari, Fatihatul Husniyah, and Totok Harjanto. "TEACHER-CENTERED LEARNING AND STUDENT-CENTERED LEARNING APPROACHES IN NURSING SCHOOL: WHICH ONE IS BETTER?" Belitung Nursing Journal 3, no. 2 (2017): 65–72. http://dx.doi.org/10.33546/bnj.59.

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Background: Student academic achievement is influenced by learning instruments such as: of teaching staff, facility and infrastructure as well as the curricular component. Teacher-Centered Learning (TCL) or Student-Centered Learning (SCL) will also contributes to student’s outcomes as an approach to apply a curricular component.Aim: To compare students’ academic achievement levels between undergraduate students who follow TCL and SCL approaches in nursing school.Methods: This was a quantitative research with a descriptive analytic method comparative study with 918 samples.Methods: The entire u

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Dissertations / Theses on the topic "Teacher-centered study"

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Tuanmu, Jung. "A narrative study : how a master teacher develops personal connections with issue-centered social studies /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7534.

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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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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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Scott, Barry Neil Spencer William Allen. "The role of teacher epistemology in integrating student-centered instructional software a case study in social studies education /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Scott_Barry_22.pdf.

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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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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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Epler, Cory Michael. "The Relationship Between Implicit Theories of Intelligence, Epistemological Beliefs, and the Teaching Practices of In-service Teachers: A Mixed Methods Study." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26706.

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The intent of this two-phase, sequential explanatory mixed methods study was to examine the role teachersâ beliefs play when making instructional decisions. The population included in-service teachers representing four Career and Technical Education disciplines located within the commonwealth of Virginia. Using a stratified random sample, 622 teachers were selected for the quantitative strand, and employing a system of four contacts, quantitative data were collected from 292 participants. Dweckâ s Theories of Intelligence scale assessed the nature of in-service teachersâ beliefs about

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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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Graae, Jessica. "Högpresterande elevers läsutveckling i årskurs 1 : En lärarcentrerad studie från ett sociokulturellt perspektiv." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101017.

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Studien behandlar ämnet högpresterande elevers läsutveckling i årskurs 1 ur ettlärarperspektiv där den teoretiska förankringen är det sociokulturella perspektivet.Det finns lite forskning kring ämnet, och det som behandlas är oftast elever mellan5–8 års ålder och forskningen är oftast fokuserad ur ett elevperspektiv. Denna studieär en empirisk studie som bygger på kvalitativa semistrukturerade intervjuer medlärare som undervisar högpresterande elever i årskurs 1. Dessa har sedansammanställts genom en grov transkribering där resultatet visar på att de inte harnågon vidareutbildning i att underv

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Gokce, Semirhan. "A Structural Equation Modeling Study: Factors Related To Mathematics And Geometry Achievement Across Grade Levels." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606697/index.pdf.

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The factors related to mathematics and geometry achievement were modeled in this study. It was based on the data obtained from the Student Assessment Program carried out by Ministry of National Education. Mathematics achievement tests and student questionnaires of each grade were analyzed by using principal component analysis to obtain different dimensions that are expected to be related with student achievement. Before the principal component analysis, a content based evaluation of the content of the mathematics achievement tests was actualized and the items were grouped as mathematics and ge

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Books on the topic "Teacher-centered study"

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

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Hayo, Reinders, and Lewis Marilyn, eds. Using student-centered methods with teacher-centered students. 2nd ed. Pippin Pub., 2008.

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Using student-centered methods with teacher-centered ESL students. Pippin, 1996.

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Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher ... Student-Centered Mathematics Series). Pearson, 2012.

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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 understan

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Book chapters on the topic "Teacher-centered study"

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Schottelkorb, April. "Effectiveness of Child-Centered Play Therapy and Person-Centered Teacher Consultation on ADHD: A Single-Case Study Design." In Child-Centered Play Therapy Research. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269626.ch12.

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Powers, Jillian R. "Parochial School Teachers Instructional Use of the Interactive Whiteboard." In Handbook of Research on Human Development in the Digital Age. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2838-8.ch006.

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This chapter presents findings from a study that utilized Davis' (1989) Technology Acceptance Model (TAM) to investigate K-8 teachers' instructional usage of the interactive whiteboard (IWB). Through surveying 145 teachers and 40 administrators of the Lutheran Church Missouri Synod schools, the researcher used multiple regression and moderator analyses to examine whether the TAM model helped explain teachers' reported teacher-centered and student-centered instructional IWB use. The results of the study indicated two variables adapted from the TAM, teachers' perceived usefulness (PU) and perceived ease of use (PEOU) of the IWB, contributed to the prediction of teacher-centered instructional usage, and PU contributed to the prediction of student-centered instructional usage. Moderator analysis indicated the variable for teachers' technological pedagogical content knowledge of the IWB moderated the relationships between PEOU of the IWB and each teacher and student-centered instructional usage, as well as between PU of the IWB and teacher-centered instructional usage.

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Estes, Judi Simmons. "Teacher Preparation Programs and Learner-Centered, Technology-Integrated Instruction." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch005.

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Integrating technology with instruction using a learner-centered pedagogy, enhances student engagement with learning. Effective technology-integrated instruction involves providing high-quality lesson design, with opportunities for inquiry-based learning, while building a community of learners within a technology-rich classroom (e-MINTS, 2016). For first-year teachers to enter a PK-12 classroom with the knowledge, skills, experiences, and resulting self-efficacy to implement technology-integrated instruction, they must have experienced modeling from teacher preparation faculty and a course of study with relevant experiences (Zhao, 2007). This chapter examines four components of effective technology-integrated, learner-centered instruction as well as the influential role of teacher preparation programs in providing a model and experiences for teacher candidates.

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Amushigamo, Angelina Popyeni. "Teachers' and Students' Role in the Learner-Centered Classrooms." In Research Anthology on Developing Critical Thinking Skills in Students. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch041.

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Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.

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Amushigamo, Angelina Popyeni. "Teachers' and Students' Role in the Learner-Centered Classrooms." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch008.

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Prior to Namibia's independence in 1990, the role of the teacher in an educational environment has been defined as the transmission of information to students, and the teacher was regarded as the all-knowing person in the classroom, who slavishly followed the textbook in transmitting the subject matter to the students. In some cases, the teacher did not understand the subject matter that he/she transmitted to students. Therefore, there was no explanation of what was being taught. Students had to sit passively and listen to the teacher; learn by memorization (rote learning), and recall the transmitted information. This study explored perceptions of the role of teachers and students in learner-centered classrooms in a primary school in Namibia. Learner-centered teachers create learning environments that promote students' active engagement with learning and develop critical thinking skills.

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Mungai, John Njoroge. "Quality Preparation of Mathematics and Science Teachers to Integrate ICT." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch100.

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This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

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Mungai, John Njoroge. "Quality Preparation of Mathematics and Science Teachers to Integrate ICT." In Handbook of Research on Innovative Technology Integration in Higher Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8170-5.ch002.

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This chapter clearly illustrates that emphasis on preparation of teachers to integrate ICT is gaining momentum in the education sector. Arguably, underpinning this emphasis is the convergence of assertions that ICT integration has the potential to enhance the quality of teaching and learning. Nonetheless, considering that the debate about effective teaching has overtime existed between two tensions, namely learner-centered and teacher-centered approaches, the additional concern now is how best to prepare teachers to integrate ICT. It is shown in this chapter that the best teaching approach is context specific since it facilitates the teachers' capacity to enhance student learning through quality teaching. The chapter reviews Teacher Professional Development programs in Sub-Saharan Africa and discusses what constitutes learner-centered education, ICT integration, and provides findings of a case study on preparation of science teachers using ICT.

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Ewing, John, and Doug Reid. "The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch015.

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The study focuses on guiding students through an exploration of social constructivism model as it relates to the roles of instructor and learner. It explores the use of a metaphor, the dot, to demonstrate that metaphors can support deeper understanding of difficult concepts inherent in learner-centered and constructivist pedagogies. This research was conducted to ascertain whether metaphors provide common reference points for learners that can be used to build and test new assumptions of knowledge. Additionally, the study highlights challenges that learner-centered pedagogy face when identifying preconceived constructs and moving towards the adoption of new thoughts, perspectives, and reasoning. In theory, this study identified the continuing role that metaphors play in the learning theory and how the literature can be explored further. In practice, the study identified student-centered activities, which include the learner as a contributor to knowledge, learning in a community of learners, and empowering the learner to change.

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Incikabi, Lutfi, and Ahmet Kacar. "Analyzing Prospective Mathematics Teachers' Development of Teaching Practices in Mathematics." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch011.

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This study analyzed the changes in mathematics teacher candidates' teaching processes in terms of content of lesson plan, pedagogy aspects, and classroom management based on the evaluations of the experts, peers, and their own. The results indicated that experts, peer, and self-evaluation of the teaching processes signaled positive changes in teacher candidates' pedagogical content knowledge in mathematics after the lesson study process. Further, the study also demonstrates that teacher candidates acknowledged lesson study as a tool for providing slight improvement in teaching practices while experts and peers provided evidence for impressive improvements in teaching experiences.

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Gikandi, Joyce W. "Computer-Supported Collaborative Learning and Assessment." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch017.

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This chapter focuses on re-interpreting the findings of a recent study based on collaborative learning perspectives. The study utilized a case study design in which two online postgraduate courses were investigated as a collective case study. Online observations, analysis of the archived course content and interview transcripts were used as data collection techniques. The data from multiple sources were triangulated. Qualitative techniques were used in data analysis and descriptive statistics were integrated to extend the meaning of qualitative data. The findings of the study suggest that social interactivity is pivotal to facilitating meaningful learning in formal online education. The findings further illustrate that development of productive communities in continuing (in-service) education is a gradual process that evolves through four stages starting from community of interest to community of practice.

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Conference papers on the topic "Teacher-centered study"

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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

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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. 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 assesme

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