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

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  1.  1
    Liz Jackson (2015). Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never Fail a Nahayan’. Educational Philosophy and Theory 47 (8):760-773.
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  2. Cristina Sin (2015). Student-Centred Learning and Disciplinary Enculturation: An Exploration Through Physics. Educational Studies 41 (4):351-368.
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  3.  5
    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.
  4. 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.
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  5.  18
    Michael Gettings (2013). Student-Centered Discussions in Introductory Philosophy. Teaching Philosophy 36 (4):321-336.
    There are many teaching techniques designed to elicit student participation in a philosophy classroom. In this paper I present a student-centered discussion model that makes the students directly responsible for most aspects of discussion. I used this model in a first year seminar devoted to the nature of art, and I explain how this collaborative model has certain advantages over other collaborative learning models, how I implemented it in the course, and the results I observed. The model I (...)
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  6.  8
    Carl Chung (2004). Enhancing Introductory Symbolic Logic with Student-Centered Discussion Projects. Teaching Philosophy 27 (1):45-59.
    This paper describes two collaborative projects that illustrate the value of learning symbolic logic and provide students a break from the routine work of learning new symbols or proof techniques. The first project has students work together to reconstruct the argument in Peter Singer’s “Famine, Affluence, and Morality”. This project has the benefit of showing students that what they are reading in college has an underlying logical structure and that their knowledge of conditionals, conjunctions, etc. functions in real, (...)
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  7.  11
    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.
    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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  8.  23
    E. Alpay (2013). Student-Inspired Activities for the Teaching and Learning of Engineering Ethics. Science and Engineering Ethics 19 (4):1455-1468.
    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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  9.  3
    Doris Santoro Gómez (2008). Women’s Proper Place and Student-Centered Pedagogy. Studies in Philosophy and Education 27 (5):313-333.
  10. William Hayes (2006). The Progressive Education Movement: Is It Still a Factor in Today's Schools? Rowman & Littlefield Education.
    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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  11.  50
    Norman Dale Norris (2004). The Promise and Failure of Progressive Education. Scarecroweducation.
    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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  12.  9
    Venera-Mihaela Cojocariu (2008). Student-Centred Philosophy. Proceedings of the Xxii World Congress of Philosophy 37:35-41.
    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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  13.  14
    John Kohls (1996). Student Experiences with Service Learning in a Business Ethics Course. Journal of Business Ethics 15 (1):45 - 57.
    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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  14.  6
    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.
    This study examines teaching and learning economics and entrepreneurship through a student-run Montessori middle school store. By designing and managing a school store, students created a "community of practice" to learn economics concepts in their daily environment. Questions guiding this study were: (a) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics content knowledge? (b) How do students' social-interactions in a Montessori middle school student-operated business demonstrate economics skills? (c) How do students' business roles in (...)
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  15.  11
    Kevin Zanelotti (2011). Enhancing Student Learning Through Web-Based Assignments. Teaching Philosophy 34 (4):373-391.
    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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  16.  3
    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.
    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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  17. Anthony Maher (2014). Transforming Theology: Student Experience and Transformative Learning in Undergraduate Theological Education [Book Review]. Australasian Catholic Record, The 91 (1):119.
    Maher, Anthony Review of: Transforming theology: Student experience and transformative learning in undergraduate theological education, by Les Ball ISBN 9781743240298, pp.177, pb, $44.95.
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  18. Edward G. Pultorak (2014). Reflectivity and Cultivating Student Learning: Critical Elements for Enhancing a Global Community of Learners and Educators. Rowman & Littlefield Publishers.
    Reflectivity and Cultivating Student Learning includes theory, research, and practice appropriate for teacher educators, teacher candidates, classroom teachers, school administrators, and educational researchers.
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  19. 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.
  20.  42
    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.
    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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  21.  1
    Doris Santoro Gómez (2008). Women's Proper Place and Student-Centered Pedagogy. Studies in Philosophy and Education 27 (5):313-333.
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  22.  8
    Jim Reynolds (2006). Learning-Centered Learning: A Mindset Shift for Educators. Inquiry 11 (1):55-64.
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  23.  1
    George E. Deboer (2002). Student-Centered Teaching in a Standards-Based World: Finding a Sensible Balance. Science and Education 11 (4):405-417.
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  24. Mumtaz Akhtar (2007). A Comparative Study of Student Attitude, Learning and Teaching Practices in Pakistan and Britain. Educational Studies 33 (3):267-283.
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  25. J. Bowie (2001). Student Problems with Hypertext and Webtext: A Student-Centered Hypertext Classroom. Kairos 6 (2).
     
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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.
  27. Jim Reynolds (2000). Learning-Centered Learning: Theory Into Practice. Inquiry 2:9-15.
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  28.  23
    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.
    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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  29. David D. Cooper (2014). Learning in the Plural: Essays on the Humanities and Public Life. Michigan State University Press.
    Can civic engagement rescue the humanities from a prolonged identity crisis? How can the practices and methods, the conventions and innovations of humanities teaching and scholarship yield knowledge that contributes to the public good? These are just two of the vexing questions David D. Cooper tackles in his essays on the humanities, literacy, and public life. As insightful as they are provocative, these essays address important issues head-on and raise questions about the relevance and roles of humanities teaching and scholarship, (...)
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  30.  16
    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.
    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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  31.  21
    Kevin F. Williams (2012). Rethinking 'Learning' in Higher Education: Viewing the Student as 'Social Actor'. Journal of Critical Realism 11 (3):296-323.
    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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  32.  18
    Scott Seider & Jason Taylor (2011). Broadening College Student Interest in Philosophical Education Through Community Service Learning. Teaching Philosophy 34 (3):197-217.
    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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  33.  11
    Nancy Stanlick (2007). Individual-Centered Collaborative Research. Teaching Philosophy 30 (1):85-110.
    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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  34.  54
    William E. Evenson (2012). "Strengthening Student Learning Through" Tuning". Synesis: A Journal of Science, Technology, Ethics and Policy 3 (1).
  35.  5
    Sharon Rodie (2008). Whistleblowing by Students in Practice Learning Settings: The Student Perspective. Ethics and Social Welfare 2 (1):95-99.
  36. Paula S. Weber & Brad Sleeper (2003). Enriching Student Experiences: Multi-Disciplinary Exercises in Service-Learning. Teaching Business Ethics 7 (4):417-435.
  37.  9
    Todd A. Shimoda, Barbara Y. White & John R. Frederiksen (2002). Student Goal Orientation in Learning Inquiry Skills with Modifiable Software Advisors. Science Education 86 (2):244-263.
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  38.  3
    Abdul Razaq Ahmad, Ahmad Ali Seman, Mohd Mahzan Awang & Fadzilah Sulaiman (2014). Application of Multiple Intelligence Theory to Increase Student Motivation in Learning History. Asian Culture and History 7 (1).
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  39.  2
    Ben L. Green, Iain Kennedy, Hadi Hassanzadeh, Suneal Sharma, Gareth Frith & Jonathan C. Darling (2015). A Semi-Quantitative and Thematic Analysis of Medical Student Attitudes Towards M-Learning. Journal of Evaluation in Clinical Practice 21 (5):925-930.
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  40.  7
    Armando Tijerina Garcia (2010). La Evaluación Del Alumno En Un Proceso de Enseñanza-Aprendizaje En la Modalidad Virtual (The Student's Evaluation in a Teaching-Learning Process in Virtual Modality). Daena 5 (2):145-169.
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  41.  8
    Thuy T. Vu & Gloria Dall'Alba (2013). Authentic Assessment for Student Learning: An Ontological Conceptualisation. Educational Philosophy and Theory 46 (7):1-14.
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  42.  1
    Susannah Wright & Stephanie Wilde (forthcoming). Supporting Student Transitions 14–19. Approaches to Teaching and Learning. By John Bostock and Jane Wood. Pp 140 + Xi. London and New York: Routledge. 2015. £26.00 , £95.00 . ISBN 978-0-415-82286-2 , ISBN 978-0-415-82287-9. [REVIEW] British Journal of Educational Studies:1-3.
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  43.  2
    Lee Jerome (2014). Student Teachers in School Practice: An Analysis of Learning Opportunities. British Journal of Educational Studies 62 (4):470-471.
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  44.  6
    Lisa M. Blank (2000). A Metacognitive Learning Cycle: A Better Warranty for Student Understanding? Science Education 84 (4):486-506.
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  45.  6
    Fran Conroy (1990). Learning to Be Human: Confucian Resources for Person-Centered Education. The Personalist Forum 6 (1):27-49.
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  46.  8
    K. Curtis (2014). Learning the Requirements for Compassionate Practice: Student Vulnerability and Courage. Nursing Ethics 21 (2):210-223.
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  47.  3
    Kelly C. Strong & Rhonda Wiley Jones (2005). A Model for Feed-Forward Assessment of Student Learning in Industry-Issues Courses. Proceedings of the International Association for Business and Society 16:379-380.
    The validity of assessment programs is increasingly important in higher education. Existing approaches to assessment are problematic because they eitherfail to provide timely feedback or have suspect measurement issues. We propose a feed-forward assessment model to help overcome these two limitations oftraditional assessment approaches.
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  48. William C. Lasher (2004). Using Active Learning to Improve Technical Text Comprehension and Increase Student Participation. Ethos: Journal of the Society for Psychological Anthropology 9.
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  49.  10
    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.
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  50.  9
    J. T. Dillon (1986). Student Questions and Individual Learning. Educational Theory 36 (4):333-341.
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