Search results for 'Student-centered learning' (try it on Scholar)

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  1. Ying‐Shao Hsu (2008). Learning About Seasons in a Technologically Enhanced Environment: The Impact of Teacher‐Guided and Student‐Centered Instructional Approaches on the Process of Students' Conceptual Change. Science Education 92 (2):320-344.score: 87.0
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  2. Hsin‐Kai Wu & Ya‐Ling Huang (2007). Ninth‐Grade Student Engagement in Teacher‐Centered and Student‐Centered Technology‐Enhanced Learning Environments. Science Education 91 (5):727-749.score: 87.0
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  3. E. Alpay (2013). Student-Inspired Activities for the Teaching and Learning of Engineering Ethics. Science and Engineering Ethics 19 (4):1455-1468.score: 72.0
    Ethics teaching in engineering can be problematic because of student perceptions of its subjective, ambiguous and philosophical content. The use of discipline-specific case studies has helped to address such perceptions, as has practical decision making and problem solving approaches based on some ethical frameworks. However, a need exists for a wider range of creative methods in ethics education to help complement the variety of activities and learning experiences within the engineering curriculum. In this work, a novel approach is presented (...)
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  4. Doris Santoro Gómez (2008). Women's Proper Place and Student-Centered Pedagogy. Studies in Philosophy and Education 27 (5):313-333.score: 70.0
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  5. Ryan E. Galt, Damian Parr, Julia Van Soelen Kim, Jessica Beckett, Maggie Lickter & Heidi Ballard (2013). Transformative Food Systems Education in a Land-Grant College of Agriculture: The Importance of Learner-Centered Inquiries. [REVIEW] Agriculture and Human Values 30 (1):129-142.score: 62.0
    In this paper we use a critically reflective research approach to analyze our efforts at transformative learning in food systems education in a land grant university. As a team of learners across the educational hierarchy, we apply scholarly tools to the teaching process and learning outcomes of student-centered inquiries in a food systems course. The course, an interdisciplinary, lower division undergraduate course at the University of California, Davis is part of a new undergraduate major in Sustainable Agriculture (...)
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  6. Norman Dale Norris (2004). The Promise and Failure of Progressive Education. Scarecroweducation.score: 60.0
    What is progressive education? -- Origins of progressive education -- Progressive education in action: what really happens -- Broken promises: why progressive education has failed to deliver -- Making progressive education work: perspectives, conclusions, and recommendations.
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  7. William Hayes (2006). The Progressive Education Movement: Is It Still a Factor in Today's Schools? Rowman & Littlefield Education.score: 60.0
    The rise of progressive education -- John Dewey -- Other pioneers in the progressive education movement -- The progressive education movement during the first half of the twentieth century -- The fifties -- The sixties and seventies -- A nation at risk (1983) -- The eighties and nineties -- No child left behind -- Maria Montessori -- Teacher education programs -- Middle schools -- Choice -- Education of the gifted and talented -- Progressive education today -- The future of progressive (...)
     
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  8. John Kohls (1996). Student Experiences with Service Learning in a Business Ethics Course. Journal of Business Ethics 15 (1):45 - 57.score: 48.0
    Service learning provides many challenges and opportunities for the instructor who wishes to test its potential. This paper looks at some of the promise for service learning in the undergraduate Business Ethics course and describes one experience with this project. Quotations from student journals and reflective papers are utilized to present the student's perspective on the project. Some suggestions are offered for insuring effective service learning in courses like Business Ethics.
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  9. Kevin Zanelotti (2011). Enhancing Student Learning Through Web-Based Assignments. Teaching Philosophy 34 (4):373-391.score: 48.0
    Technology’s impact on pedagogy has been profound, but while resources such as PowerPoint and class management software make teacher’s jobs easier it is not always clear that technology enhances student learning. This essay presents several web-based assignments that make use of current technology to enhance both student learning and appreciation for philosophical analysis. A web-page creation assignment is introduced that demonstrates how traditional textual analysis can be situated in a unique online context that facilitates greater student engagement and (...)
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  10. Kenneth R. Koedinger, Albert T. Corbett & Charles Perfetti (2012). The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science 36 (5):757-798.score: 48.0
    Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we (...)
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  11. Carol A. Brewer (2004). Near Real-Time Assessment of Student Learning and Understanding in Biology Courses. Bioscience 54 (11):1034.score: 48.0
    Computer technologies have transformed biology research, but the application of instructional technology tools to better connect teaching with learning has proceeded at a far slower pace. Especially in large-enrollment classes where many undergraduates are first introduced to biology, faculty can use computer-assisted instructional technologies to help gauge student understanding (and misunderstanding) of core science concepts and to better evaluate their own teaching practices. In this article, I report on two instructional technology tools, which prompt students to reflect on their (...)
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  12. Jane Coughlan & Stephen Swift (2011). Student and Tutor Perceptions of Learning and Teaching on a First‐Year Study Skills Module in a University Computing Department. Educational Studies 37 (5):529-539.score: 48.0
    The level of student preparedness for university?level study has been widely debated. Effective study skills modules have been linked to supporting students? academic development during the transition phase. However, few studies have evaluated the learning experience on study skills modules from both a student and staff perspective. We surveyed 121 first?year students and seven tutors on a study skills module on an undergraduate computing programme. The aspects in which the students? and tutors? views diverge provide insights into the perceptions (...)
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  13. Anthony Maher (2014). Transforming Theology: Student Experience and Transformative Learning in Undergraduate Theological Education [Book Review]. Australasian Catholic Record, The 91 (1):119.score: 48.0
    Maher, Anthony Review(s) of: Transforming theology: Student experience and transformative learning in undergraduate theological education, by Les Ball (Preston, Victoria: Mosaic Press, 2012) ISBN 9781743240298, pp.177, pb, $44.95.
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  14. Sarah B. Laditka & Margaret M. Houck (2006). Student-Developed Case Studies: An Experiential Approach for Teaching Ethics in Management. [REVIEW] Journal of Business Ethics 64 (2):157 - 167.score: 45.0
    To prepare for ethically challenging situations in the workplace, it is useful for students to explore their attitudes toward ethical issues and their own value systems. An experiential assignment to teach ethics in business programs is presented. This method allows instructors to incorporate a “stand alone” assignment in ethics into a course that focuses on another area in management. The assignment, student-developed case studies of ethical situations in the workplace, requires students to develop individual case studies in ethics drawing on (...)
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  15. M. L. Jennings (2009). Medical Student Burnout: Interdisciplinary Exploration and Analysis. [REVIEW] Journal of Medical Humanities 30 (4):253-269.score: 45.0
    Burnout—a stress-related syndrome characterized by exhaustion, depersonalization, and a diminished sense of accomplishment—is a common phenomenon among medical students with significant potential consequences for student health, professionalism, and patient care. This essay proposes that the epidemic of medical student burnout can be attributed to a technocratic paradigm that fails to value medical students as persons with human needs and limitations. After briefly reviewing the literature on medical student burnout, the author uses two theories to elucidate potential causes: unsatisfactory aspects of (...)
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  16. Adrian Jones (2011). Philosophical and Socio-Cognitive Foundations for Teaching in Higher Education Through Collaborative Approaches to Student Learning. Educational Philosophy and Theory 43 (9):997-1011.score: 43.0
    This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being-there and being-aware (Da-sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights (about collective minds let loose to learn) are associated with every realm of higher education (not just (...)
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  17. Dr Caroline Whitbeck (1995). Teaching Ethics to Scientists and Engineers: Moral Agents and Moral Problems. [REVIEW] Science and Engineering Ethics 1 (3):299-308.score: 43.0
    In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses.The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced by those (...)
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  18. Jennifer McWeeny (2011). The Reversibility of Teacher and Student: Teaching/Learning Intersectionality and Activism Amidst the LGBTQ Protest. American Philosophical Association Newsletter on Lesbian, Gay, Bisexual, and Transgender Issues 10 (2):5-12.score: 42.0
  19. Scott Seider & Jason Taylor (2011). Broadening College Student Interest in Philosophical Education Through Community Service Learning. Teaching Philosophy 34 (3):197-217.score: 42.0
    The Pulse Program at Boston College is a community service learning program that combines academic study of philosophy and theology with a year-long community service project. An analysis of the Pulse Pro­gram during the 2008–09 academic year revealed that participating students demonstrated a significant increase in their interest in philosophy; a greater likelihood of enrolling in additional philosophy coursework; and a deeper interest in philosophy than classmates not participating in service-learning. Interviews with participating students revealed that the Pulse (...)
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  20. Carl Chung (2004). Enhancing Introductory Symbolic Logic with Student-Centered Discussion Projects. Teaching Philosophy 27 (1):45-59.score: 42.0
  21. David F. Carrithers & Dean Peterson (2006). Conflicting Views of Markets and Economic Justice: Implications for Student Learning. [REVIEW] Journal of Business Ethics 69 (4):373 - 387.score: 42.0
    This paper describes a flaw in the teaching of issues related to market economics and social justice at American institutions of higher learning. The flaw we speak of is really a gap, or an educational disconnect, which exists between those faculty who support market-based economies and those who believe capitalism promotes economic injustice. The thesis of this paper is that the gap is so wide and the ideas that are promoted are so disconnected that students are trapped into choosing (...)
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  22. Michael Gettings (2013). Student-Centered Discussions in Introductory Philosophy. Teaching Philosophy 36 (4):321-336.score: 42.0
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  23. Mumtaz Akhtar (2007). A Comparative Study of Student Attitude, Learning and Teaching Practices in Pakistan and Britain. Educational Studies 33 (3):267-283.score: 42.0
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  24. J. Bowie (2001). Student Problems with Hypertext and Webtext: A Student-Centered Hypertext Classroom. Kairos 6 (2).score: 42.0
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  25. George E. Deboer (2002). Student-Centered Teaching in a Standards-Based World: Finding a Sensible Balance. Science and Education 11 (4):405-417.score: 42.0
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  26. Ioanna Dionysiou & Despo Ktoridou (2012). Enhancing Dynamic-Content Courses with Student-Oriented Learning Strategies. International Journal of Cyber Ethics in Education 2 (2):24-33.score: 42.0
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  27. Doris Santoro Gómez (2008). Women's Proper Place and Student-Centered Pedagogy. Studies in Philosophy and Education 27 (5):313-333.score: 42.0
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  28. Jim Reynolds (2006). Learning-Centered Learning: A Mindset Shift for Educators. Inquiry 11 (1):55-64.score: 42.0
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  29. Jim Reynolds (2000). Learning-Centered Learning: Theory Into Practice. Inquiry 2:9-15.score: 42.0
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  30. Rev’D. Dr Simon Robinson & Mr Ross Dixon (1997). The Professional Engineer: Virtues and Learning. [REVIEW] Science and Engineering Ethics 3 (3):339-348.score: 40.0
    The ethical codes of the professional engineering bodies identify the responsibilities of the engineer. Of equal importance to the codes are the virtues which enable the engineer to fulfil these responsibilities. After briefly reviewing such virtues this paper argues that the systematic learning of virtues is possible in a formal way through learner centred learning. Central to this learning experience is the development of integrity which focuses the other major virtues and enables reflection upon them. A review (...)
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  31. Caroline Jagoe & Ruth Roseingrave (2011). “If This is What I'm 'Meant to Be'…”: The Journeys of Students Participating in a Conversation Partner Scheme for People with Aphasia. [REVIEW] Journal of Academic Ethics 9 (2):127-148.score: 39.0
    The development of speech language therapy students into clinicians is an area of increasing interest as educators focus on how knowledge, skills and attitudes are taught and learnt within the profession. The personal journeys of students through experiences of service learning have potential to further our understanding of the impact of civic engagement on the student experience and their learning. This paper explores the journeys of first year speech and language therapy students through a Thematic Analysis of reflective (...)
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  32. Kevin F. Williams (2012). Rethinking 'Learning' in Higher Education: Viewing the Student as 'Social Actor'. Journal of Critical Realism 11 (3):296-323.score: 39.0
    A number of authors from different theoretical perspectives have called for new interdisciplinary ways of considering learning within the higher education context. Peter Jarvis’s lifelong learning perspective offers a viable alternative, but lacks a strong theory of the person as self, agent and actor. In response I propose that Margaret Archer’s realist social theory has a particular utility for bridging ‘common dualisms’ as part of an interdisciplinary enquiry into higher education learning, and offers a strong theory of (...)
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  33. Venera-Mihaela Cojocariu (2008). Student-Centred Philosophy. Proceedings of the Xxii World Congress of Philosophy 37:35-41.score: 37.3
    The sciences of education have always, but even more at the present moment, felt the need of a paradigmatic “umbrella” that could offer both a real bases as well as a large and adequate covering. The changes on the philosophical level and, at the same time, the dilemmas in the social life and in the educational process have generated simultaneous and interdependent reshapings. This explains the fact that the new exigencies that education faces, especially from the perspective of the work (...)
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  34. Susan Leigh Anderson (2003). Teaching Today's Students How to Examine Ethical Issues and Be More Actively Involved in the Learning Process. Journal of Academic Ethics 1 (2):189-198.score: 36.0
    In response to the difficulty of teaching an increasingly large number of students who are ill prepared for the sort of abstract thinking and well-structured essay writing that are essential to the field of Philosophy, I have discovered a five-step method for teaching students in my Philosophy and Social Ethics course how to examine any ethical issue and write well-structured essays discussing the issue. Just as important, students are now required to take more responsibility for the learning process which, (...)
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  35. J. T. Dillon (1986). Student Questions and Individual Learning. Educational Theory 36 (4):333-341.score: 36.0
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  36. Sharon Rodie (2008). Whistleblowing by Students in Practice Learning Settings: The Student Perspective. Ethics and Social Welfare 2 (1):95-99.score: 36.0
  37. Jesus De La Fuente, Maria Cardelle-Elawar, Francisco Javier Sánchez Peralta, Maria Dolores Roda Sánchez, Jose Manuel Vicente Martínez & Lucia Sevillano Zapata (2011). Students' Factors Affecting Undergraduates' Perceptions of Their Teaching and Learning Process Within ECTS Experience. Frontiers in Psychology 2.score: 36.0
    Introduction. The objective of this research was to learn what variables determine satisfaction with the teaching-learning process (TLP), from the perspective of students participating in the ECTS experience (European Credit Transfer System). Method. A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class subjects. They completed a protocol for evaluating the ECTS experience. Analyses of Variance were carried out, taking different measures as independent variables, such as student’s grade average, (...)
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  38. Fiorenza Belussi (1994). Summary of Workshop On: Human-Centered Shaping of New Technologies and Social Innovation of Learning. [REVIEW] AI and Society 8 (3):274-282.score: 36.0
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  39. Nancy Stanlick (2007). Individual-Centered Collaborative Research. Teaching Philosophy 30 (1):85-110.score: 36.0
    A method of assigning, assessing, and utilizing individual-centered collaborative research groups enhances student learning, addresses problems of academic integrity such as plagiarism and free-riding in groups, and incorporates the insights of recent literature on the value of collaboration between and among philosophers and scientists. The method stresses the value of collaborative research while maintaining appropriate focus on individual contributions to avoid problems normally encountered in “group work.”.
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  40. K. Curtis (2014). Learning the Requirements for Compassionate Practice: Student Vulnerability and Courage. Nursing Ethics 21 (2):210-223.score: 36.0
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  41. Thuy T. Vu & Gloria Dall'Alba (2013). Authentic Assessment for Student Learning: An Ontological Conceptualisation. Educational Philosophy and Theory:1-14.score: 36.0
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  42. S. R. Agrawal & C. K. Ghosh (2014). Inculcation of Values for Best Practices in Student Support Services in Open and Distance Learning--The IGNOU Experience. Journal of Human Values 20 (1):95-111.score: 36.0
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  43. Dorit Alt (forthcoming). Assessing the Connection Between Students' Justice Experience and Attitudes Toward Academic Cheating in Higher Education New Learning Environments. Journal of Academic Ethics:1-15.score: 36.0
    The present study is aimed at comprehensively assess tendency to neutralize (justify) academic cheating as a function of individual experience of teachers’ just behavior and new learning environments (NLE), while considering the Belief in a Just World (BJW) as a personal resource that has the potential to enhance those experiences. Data were collected from a sample of 193 second-year undergraduate college students. Path analysis main results showed that students who evaluated their teachers’ behavior toward them personally as just, held (...)
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  44. Stephen Beck & Elena María Rodríguez‐Falcón (2009). Student Learning on Non‐Traditional Modules on Traditional Courses. Nexus 1:34-54.score: 36.0
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  45. Callan Bentley (2008). Using Analogies to Assess Student Learning. Inquiry 13 (1):26-35.score: 36.0
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  46. Lisa M. Blank (2000). A Metacognitive Learning Cycle: A Better Warranty for Student Understanding? Science Education 84 (4):486-506.score: 36.0
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  47. A. E. Black & E. L. Deci (2000). The Effects of Student Self-Regulation and Instructor Autonomy Support on Learning in a College-Level Natural Science Course: A Self-Determination Theory Perspective. Science Education 84 (6):740-756.score: 36.0
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  48. John P. Broome & Patrice Preston-Grimes (2011). Open for Business: Learning Economics Through Social Interaction in a Student-Operated Store. Journal of Social Studies Research 35 (1):39-55.score: 36.0
  49. Fran Conroy (forthcoming). Learning To Be Human: Confucian Resources for Person-Centered Education. The Personalist Forum.score: 36.0
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  50. Eber-May Diane, Batzli Janet & Heejun Lim (2003). Disciplinary Research Strategies for Assessment of Student Learning. Bioscience 53 (12):1221-1228.score: 36.0
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