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You searched for subject:( Learner centred). Showing records 1 – 30 of 53 total matches.

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University of South Africa

1. Mazvaramhaka, Michael Pasipanodya. The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12) .

Degree: 2018, University of South Africa

 The goal of this research study was to understand the use of learner-centred approaches in teaching Accounting to enhance performance of learners at high schools… (more)

Subjects/Keywords: Curriculum; Learners; Learner-centred approach; Learner performance; Teaching methods; Learner assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mazvaramhaka, M. P. (2018). The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12) . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26495

Chicago Manual of Style (16th Edition):

Mazvaramhaka, Michael Pasipanodya. “The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12) .” 2018. Masters Thesis, University of South Africa. Accessed April 13, 2021. http://hdl.handle.net/10500/26495.

MLA Handbook (7th Edition):

Mazvaramhaka, Michael Pasipanodya. “The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12) .” 2018. Web. 13 Apr 2021.

Vancouver:

Mazvaramhaka MP. The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12) . [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10500/26495.

Council of Science Editors:

Mazvaramhaka MP. The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12) . [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/26495


University of the Western Cape

2. Berhe, Senait Ghebru. The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools .

Degree: 2014, University of the Western Cape

 This study is part of a larger school-based research project aimed at training science teachers to integrate argumentation into K-12 science instruction. The current study… (more)

Subjects/Keywords: Argumentation; Learner-centred curriculum; Toulmin’s argumentation pattern

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APA (6th Edition):

Berhe, S. G. (2014). The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Berhe, Senait Ghebru. “The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools .” 2014. Thesis, University of the Western Cape. Accessed April 13, 2021. http://hdl.handle.net/11394/4317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Berhe, Senait Ghebru. “The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools .” 2014. Web. 13 Apr 2021.

Vancouver:

Berhe SG. The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/11394/4317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berhe SG. The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

3. [No author]. The influence of teacher beliefs on their assessment practices .

Degree: 2010, University of Pretoria

 After decades of implementing a teacher-centred curriculum in Botswana, a learner-centred curriculum was introduced into the education system in 1998. The course of this, teachers… (more)

Subjects/Keywords: Learner-centred curriculum; Teacher-centred curriculum; Botswana; UCTD

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APA (6th Edition):

author], [. (2010). The influence of teacher beliefs on their assessment practices . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07282010-165242/

Chicago Manual of Style (16th Edition):

author], [No. “The influence of teacher beliefs on their assessment practices .” 2010. Masters Thesis, University of Pretoria. Accessed April 13, 2021. http://upetd.up.ac.za/thesis/available/etd-07282010-165242/.

MLA Handbook (7th Edition):

author], [No. “The influence of teacher beliefs on their assessment practices .” 2010. Web. 13 Apr 2021.

Vancouver:

author] [. The influence of teacher beliefs on their assessment practices . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2021 Apr 13]. Available from: http://upetd.up.ac.za/thesis/available/etd-07282010-165242/.

Council of Science Editors:

author] [. The influence of teacher beliefs on their assessment practices . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-07282010-165242/


University of Pretoria

4. Keetshabe, Isaac Keoagile Masole. The influence of teacher beliefs on their assessment practices.

Degree: Humanities Education, 2010, University of Pretoria

 After decades of implementing a teacher-centred curriculum in Botswana, a learner-centred curriculum was introduced into the education system in 1998. The course of this, teachers… (more)

Subjects/Keywords: Learner-centred curriculum; Teacher-centred curriculum; Botswana; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Keetshabe, I. K. (2010). The influence of teacher beliefs on their assessment practices. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26770

Chicago Manual of Style (16th Edition):

Keetshabe, Isaac Keoagile. “The influence of teacher beliefs on their assessment practices.” 2010. Masters Thesis, University of Pretoria. Accessed April 13, 2021. http://hdl.handle.net/2263/26770.

MLA Handbook (7th Edition):

Keetshabe, Isaac Keoagile. “The influence of teacher beliefs on their assessment practices.” 2010. Web. 13 Apr 2021.

Vancouver:

Keetshabe IK. The influence of teacher beliefs on their assessment practices. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/2263/26770.

Council of Science Editors:

Keetshabe IK. The influence of teacher beliefs on their assessment practices. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/26770


University of Toronto

5. Buskard, Paula Marie. A Case Study of Teaching Styles at One Ontario College.

Degree: PhD, 2019, University of Toronto

 The purpose of this case study was to explore, describe, and compare the teaching styles practiced by faculty members at Loyalist College (permission to name… (more)

Subjects/Keywords: Adult Learning; Learner-centred; Teacher-centred; Teaching Styles; 0998

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Buskard, P. M. (2019). A Case Study of Teaching Styles at One Ontario College. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/97353

Chicago Manual of Style (16th Edition):

Buskard, Paula Marie. “A Case Study of Teaching Styles at One Ontario College.” 2019. Doctoral Dissertation, University of Toronto. Accessed April 13, 2021. http://hdl.handle.net/1807/97353.

MLA Handbook (7th Edition):

Buskard, Paula Marie. “A Case Study of Teaching Styles at One Ontario College.” 2019. Web. 13 Apr 2021.

Vancouver:

Buskard PM. A Case Study of Teaching Styles at One Ontario College. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/1807/97353.

Council of Science Editors:

Buskard PM. A Case Study of Teaching Styles at One Ontario College. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/97353


University of KwaZulu-Natal

6. Ndlovu, Henry Cedric Mfanuzile. Mathematics teachers’ constructions and enactments of learner-centred practices.

Degree: 2019, University of KwaZulu-Natal

 An important aspect of effective teaching is the personal understandings that teachers have of theories about teaching and learning. In this qualitative case study, I… (more)

Subjects/Keywords: Mathematics Teachers.; Learner-centered practices.; Learner-centred teaching.; Meaningful learning.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ndlovu, H. C. M. (2019). Mathematics teachers’ constructions and enactments of learner-centred practices. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/18960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ndlovu, Henry Cedric Mfanuzile. “Mathematics teachers’ constructions and enactments of learner-centred practices.” 2019. Thesis, University of KwaZulu-Natal. Accessed April 13, 2021. https://researchspace.ukzn.ac.za/handle/10413/18960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ndlovu, Henry Cedric Mfanuzile. “Mathematics teachers’ constructions and enactments of learner-centred practices.” 2019. Web. 13 Apr 2021.

Vancouver:

Ndlovu HCM. Mathematics teachers’ constructions and enactments of learner-centred practices. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Apr 13]. Available from: https://researchspace.ukzn.ac.za/handle/10413/18960.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ndlovu HCM. Mathematics teachers’ constructions and enactments of learner-centred practices. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/18960

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

7. [No author]. Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria .

Degree: 2008, University of Pretoria

 Establishing proficient practices for technology teaching and learning is an immense challenge, especially since technology is a new subject that was added as one of… (more)

Subjects/Keywords: Technology education programmes; Real-life problems; Learner-centred; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2008). Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07212008-093800/

Chicago Manual of Style (16th Edition):

author], [No. “Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria .” 2008. Masters Thesis, University of Pretoria. Accessed April 13, 2021. http://upetd.up.ac.za/thesis/available/etd-07212008-093800/.

MLA Handbook (7th Edition):

author], [No. “Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria .” 2008. Web. 13 Apr 2021.

Vancouver:

author] [. Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2021 Apr 13]. Available from: http://upetd.up.ac.za/thesis/available/etd-07212008-093800/.

Council of Science Editors:

author] [. Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-07212008-093800/


University of Pretoria

8. Maphutha, Mampiane Johanna. Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria.

Degree: Curriculum Studies, 2008, University of Pretoria

 Establishing proficient practices for technology teaching and learning is an immense challenge, especially since technology is a new subject that was added as one of… (more)

Subjects/Keywords: Technology education programmes; Real-life problems; Learner-centred; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Maphutha, M. (2008). Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26478

Chicago Manual of Style (16th Edition):

Maphutha, Mampiane. “Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria.” 2008. Masters Thesis, University of Pretoria. Accessed April 13, 2021. http://hdl.handle.net/2263/26478.

MLA Handbook (7th Edition):

Maphutha, Mampiane. “Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria.” 2008. Web. 13 Apr 2021.

Vancouver:

Maphutha M. Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/2263/26478.

Council of Science Editors:

Maphutha M. Investigating the use of essential features within technology pre-service programmes : a case of University of Pretoria. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/26478


University of Waikato

9. Collin, Anney. A mentoring approach to learner centred education in Tanzania : a case from the grass roots .

Degree: 2019, University of Waikato

 Over the past twenty years there has been an attempt to reform classroom pedagogy in Tanzania by implementing a learner-centred model of education. Even though… (more)

Subjects/Keywords: Mentoring; learner-centred education; Tanzania; indigenous; implementation of policy and curriculum

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Collin, A. (2019). A mentoring approach to learner centred education in Tanzania : a case from the grass roots . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12808

Chicago Manual of Style (16th Edition):

Collin, Anney. “A mentoring approach to learner centred education in Tanzania : a case from the grass roots .” 2019. Masters Thesis, University of Waikato. Accessed April 13, 2021. http://hdl.handle.net/10289/12808.

MLA Handbook (7th Edition):

Collin, Anney. “A mentoring approach to learner centred education in Tanzania : a case from the grass roots .” 2019. Web. 13 Apr 2021.

Vancouver:

Collin A. A mentoring approach to learner centred education in Tanzania : a case from the grass roots . [Internet] [Masters thesis]. University of Waikato; 2019. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10289/12808.

Council of Science Editors:

Collin A. A mentoring approach to learner centred education in Tanzania : a case from the grass roots . [Masters Thesis]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12808


University of KwaZulu-Natal

10. Madide, Celenkosini Henry. An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre.

Degree: 2018, University of KwaZulu-Natal

 Traditionally, education in South Africa has tended to be direct instruction or commonly associated as rote learning which puts the teacher at the centre of… (more)

Subjects/Keywords: Learner-centred teaching strategies.; Mathematics teachers.; Curriculum.; Teaching strategies.

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APA (6th Edition):

Madide, C. H. (2018). An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/17946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Madide, Celenkosini Henry. “An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre.” 2018. Thesis, University of KwaZulu-Natal. Accessed April 13, 2021. https://researchspace.ukzn.ac.za/handle/10413/17946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Madide, Celenkosini Henry. “An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre.” 2018. Web. 13 Apr 2021.

Vancouver:

Madide CH. An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Apr 13]. Available from: https://researchspace.ukzn.ac.za/handle/10413/17946.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Madide CH. An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/17946

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

11. Li, Xinyang. The Introduction of Learner-centred Pedagogy in Northwest China: a Critique.

Degree: 2019, University of Toronto

Learner-centred pedagogy did not originate within a Chinese educational framework. The implementation of this borrowed policy therefore poses difficulties for Chinese educators on cultural, systematic,… (more)

Subjects/Keywords: China; Culture; Learner-centred pedagogy; Policy borrowing and lending; 0515

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APA (6th Edition):

Li, X. (2019). The Introduction of Learner-centred Pedagogy in Northwest China: a Critique. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/97064

Chicago Manual of Style (16th Edition):

Li, Xinyang. “The Introduction of Learner-centred Pedagogy in Northwest China: a Critique.” 2019. Masters Thesis, University of Toronto. Accessed April 13, 2021. http://hdl.handle.net/1807/97064.

MLA Handbook (7th Edition):

Li, Xinyang. “The Introduction of Learner-centred Pedagogy in Northwest China: a Critique.” 2019. Web. 13 Apr 2021.

Vancouver:

Li X. The Introduction of Learner-centred Pedagogy in Northwest China: a Critique. [Internet] [Masters thesis]. University of Toronto; 2019. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/1807/97064.

Council of Science Editors:

Li X. The Introduction of Learner-centred Pedagogy in Northwest China: a Critique. [Masters Thesis]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/97064


University of Waikato

12. Anney, Vicent Naano. Supporting Licensed Science Teachers’ Professional Development in Adopting Learner-Centred Pedagogy in Tanzanian Secondary Schools .

Degree: 2013, University of Waikato

 The purpose of this study was to obtain a better understanding of the professional learning needs of Tanzanian science teachers who were recruited using an… (more)

Subjects/Keywords: Pedagogical Content Knowledge; professional learning communities; Learner-Centred

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Anney, V. N. (2013). Supporting Licensed Science Teachers’ Professional Development in Adopting Learner-Centred Pedagogy in Tanzanian Secondary Schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/8157

Chicago Manual of Style (16th Edition):

Anney, Vicent Naano. “Supporting Licensed Science Teachers’ Professional Development in Adopting Learner-Centred Pedagogy in Tanzanian Secondary Schools .” 2013. Doctoral Dissertation, University of Waikato. Accessed April 13, 2021. http://hdl.handle.net/10289/8157.

MLA Handbook (7th Edition):

Anney, Vicent Naano. “Supporting Licensed Science Teachers’ Professional Development in Adopting Learner-Centred Pedagogy in Tanzanian Secondary Schools .” 2013. Web. 13 Apr 2021.

Vancouver:

Anney VN. Supporting Licensed Science Teachers’ Professional Development in Adopting Learner-Centred Pedagogy in Tanzanian Secondary Schools . [Internet] [Doctoral dissertation]. University of Waikato; 2013. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10289/8157.

Council of Science Editors:

Anney VN. Supporting Licensed Science Teachers’ Professional Development in Adopting Learner-Centred Pedagogy in Tanzanian Secondary Schools . [Doctoral Dissertation]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/8157


University of Canberra

13. Baoyi, Zheng. Towards better self-directed learning of English in China.

Degree: 1984, University of Canberra

 China's open-door policy to the West has created a great demand for Chinese speakers of English. But the existing formal language institutions are far from enough to… (more)

Subjects/Keywords: self-directed learning; China; teacher-centred; learner-centred

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APA (6th Edition):

Baoyi, Z. (1984). Towards better self-directed learning of English in China. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20060607.153957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Baoyi, Zheng. “Towards better self-directed learning of English in China.” 1984. Thesis, University of Canberra. Accessed April 13, 2021. http://erl.canberra.edu.au./public/adt-AUC20060607.153957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Baoyi, Zheng. “Towards better self-directed learning of English in China.” 1984. Web. 13 Apr 2021.

Vancouver:

Baoyi Z. Towards better self-directed learning of English in China. [Internet] [Thesis]. University of Canberra; 1984. [cited 2021 Apr 13]. Available from: http://erl.canberra.edu.au./public/adt-AUC20060607.153957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baoyi Z. Towards better self-directed learning of English in China. [Thesis]. University of Canberra; 1984. Available from: http://erl.canberra.edu.au./public/adt-AUC20060607.153957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Royal Roads University

14. Chio, Victoria Simone. Collaborative practice in student services at Bow Valley College .

Degree: 2017, Royal Roads University

 The objective of this thesis was to explore strategies to enhance collaborative practice within student services at Bow Valley College. This project followed Rowe, Agger-Gupta,… (more)

Subjects/Keywords: collaborative practice; interprofessional teams; leadership in higher education; learner-centred; student services

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APA (6th Edition):

Chio, V. S. (2017). Collaborative practice in student services at Bow Valley College . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10613/4990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chio, Victoria Simone. “Collaborative practice in student services at Bow Valley College .” 2017. Thesis, Royal Roads University. Accessed April 13, 2021. http://hdl.handle.net/10613/4990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chio, Victoria Simone. “Collaborative practice in student services at Bow Valley College .” 2017. Web. 13 Apr 2021.

Vancouver:

Chio VS. Collaborative practice in student services at Bow Valley College . [Internet] [Thesis]. Royal Roads University; 2017. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10613/4990.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chio VS. Collaborative practice in student services at Bow Valley College . [Thesis]. Royal Roads University; 2017. Available from: http://hdl.handle.net/10613/4990

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Toronto

15. KOH, BO YON. Coaching in Applied Music Education: The Solution-focused Approach to Practice and Performance.

Degree: 2014, University of Toronto

The shift towards student-centred learning has been one of the most significant developments in education in the twentieth century. Many research projects have studied the… (more)

Subjects/Keywords: Independent Learner; Self-Directed Learning; Solution-Focused Coaching; Student-Centred Learning; 0413

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APA (6th Edition):

KOH, B. Y. (2014). Coaching in Applied Music Education: The Solution-focused Approach to Practice and Performance. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68289

Chicago Manual of Style (16th Edition):

KOH, BO YON. “Coaching in Applied Music Education: The Solution-focused Approach to Practice and Performance.” 2014. Doctoral Dissertation, University of Toronto. Accessed April 13, 2021. http://hdl.handle.net/1807/68289.

MLA Handbook (7th Edition):

KOH, BO YON. “Coaching in Applied Music Education: The Solution-focused Approach to Practice and Performance.” 2014. Web. 13 Apr 2021.

Vancouver:

KOH BY. Coaching in Applied Music Education: The Solution-focused Approach to Practice and Performance. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/1807/68289.

Council of Science Editors:

KOH BY. Coaching in Applied Music Education: The Solution-focused Approach to Practice and Performance. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68289


University of Melbourne

16. Di Biase, Rhonda. Investigating active learning reform in the small state of the Maldives: what works and under what circumstances?.

Degree: 2016, University of Melbourne

 Globally, national governments and donor organisations have endorsed pedagogical reform in their efforts to improve the quality of education, yet disparity between policy and practice… (more)

Subjects/Keywords: active learning reform; learner-centred education; small states; design-based research; participatory research; developing country

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Di Biase, R. (2016). Investigating active learning reform in the small state of the Maldives: what works and under what circumstances?. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/112496

Chicago Manual of Style (16th Edition):

Di Biase, Rhonda. “Investigating active learning reform in the small state of the Maldives: what works and under what circumstances?.” 2016. Doctoral Dissertation, University of Melbourne. Accessed April 13, 2021. http://hdl.handle.net/11343/112496.

MLA Handbook (7th Edition):

Di Biase, Rhonda. “Investigating active learning reform in the small state of the Maldives: what works and under what circumstances?.” 2016. Web. 13 Apr 2021.

Vancouver:

Di Biase R. Investigating active learning reform in the small state of the Maldives: what works and under what circumstances?. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/11343/112496.

Council of Science Editors:

Di Biase R. Investigating active learning reform in the small state of the Maldives: what works and under what circumstances?. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/112496

17. Clarke, Deirdre. What place does accreditation have in learner centred adult literacy?.

Degree: 2012, RIAN

 In recent times the field of adult literacy has witnessed many developments. From a position of low status pre 2000 it now finds itself firmly… (more)

Subjects/Keywords: What place does accreditation have in learner centred adult literacy? accreditation; learner centred; adult literacy; learner centred adult literacy; literacy; adult; learning; adult learning; M. Ed. in Adult and Community Education; M.Ed.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Clarke, D. (2012). What place does accreditation have in learner centred adult literacy?. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/9604/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Clarke, Deirdre. “What place does accreditation have in learner centred adult literacy?.” 2012. Thesis, RIAN. Accessed April 13, 2021. http://eprints.maynoothuniversity.ie/9604/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Clarke, Deirdre. “What place does accreditation have in learner centred adult literacy?.” 2012. Web. 13 Apr 2021.

Vancouver:

Clarke D. What place does accreditation have in learner centred adult literacy?. [Internet] [Thesis]. RIAN; 2012. [cited 2021 Apr 13]. Available from: http://eprints.maynoothuniversity.ie/9604/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clarke D. What place does accreditation have in learner centred adult literacy?. [Thesis]. RIAN; 2012. Available from: http://eprints.maynoothuniversity.ie/9604/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Clarke, Deirdre. What place does accreditation have in learner centred adult literacy?.

Degree: 2012, RIAN

 In recent times the field of adult literacy has witnessed many developments. From a position of low status pre 2000 it now finds itself firmly… (more)

Subjects/Keywords: What place does accreditation have in learner centred adult literacy? accreditation; learner centred; adult literacy; learner centred adult literacy; literacy; adult; learning; adult learning; M. Ed. in Adult and Community Education; M.Ed.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Clarke, D. (2012). What place does accreditation have in learner centred adult literacy?. (Thesis). RIAN. Retrieved from http://mural.maynoothuniversity.ie/9604/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Clarke, Deirdre. “What place does accreditation have in learner centred adult literacy?.” 2012. Thesis, RIAN. Accessed April 13, 2021. http://mural.maynoothuniversity.ie/9604/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Clarke, Deirdre. “What place does accreditation have in learner centred adult literacy?.” 2012. Web. 13 Apr 2021.

Vancouver:

Clarke D. What place does accreditation have in learner centred adult literacy?. [Internet] [Thesis]. RIAN; 2012. [cited 2021 Apr 13]. Available from: http://mural.maynoothuniversity.ie/9604/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Clarke D. What place does accreditation have in learner centred adult literacy?. [Thesis]. RIAN; 2012. Available from: http://mural.maynoothuniversity.ie/9604/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

19. Rajcoomar, Ronesh. Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India .

Degree: 2013, University of South Africa

 Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction… (more)

Subjects/Keywords: Active learning; Learner-centred; Teacher-centred; Physics; Large underfunded classroom; Constructivist approach; Problem solving; Collaborative work; Bloom’s Taxonomy; Multiple intelligences; Zone of proximal development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rajcoomar, R. (2013). Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/11885

Chicago Manual of Style (16th Edition):

Rajcoomar, Ronesh. “Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India .” 2013. Masters Thesis, University of South Africa. Accessed April 13, 2021. http://hdl.handle.net/10500/11885.

MLA Handbook (7th Edition):

Rajcoomar, Ronesh. “Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India .” 2013. Web. 13 Apr 2021.

Vancouver:

Rajcoomar R. Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10500/11885.

Council of Science Editors:

Rajcoomar R. Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/11885


Universidade Nova

20. Silva, Maria Antónia Pinto Soares Duarte. A dimensão intercultural do inglês como língua estrangeira em contexto de formação profissional - estudo de caso.

Degree: 2012, Universidade Nova

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino do Inglês

Este estudo de caso foi conduzido… (more)

Subjects/Keywords: Inglês língua estrangeira; Intercultural Awareness e Intercultural Competence; Learner-Centred Learning (LCL); Task-based Learning/Teaching (TBLT); role-play; Simulação

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Silva, M. A. P. S. D. (2012). A dimensão intercultural do inglês como língua estrangeira em contexto de formação profissional - estudo de caso. (Thesis). Universidade Nova. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Silva, Maria Antónia Pinto Soares Duarte. “A dimensão intercultural do inglês como língua estrangeira em contexto de formação profissional - estudo de caso.” 2012. Thesis, Universidade Nova. Accessed April 13, 2021. http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Silva, Maria Antónia Pinto Soares Duarte. “A dimensão intercultural do inglês como língua estrangeira em contexto de formação profissional - estudo de caso.” 2012. Web. 13 Apr 2021.

Vancouver:

Silva MAPSD. A dimensão intercultural do inglês como língua estrangeira em contexto de formação profissional - estudo de caso. [Internet] [Thesis]. Universidade Nova; 2012. [cited 2021 Apr 13]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Silva MAPSD. A dimensão intercultural do inglês como língua estrangeira em contexto de formação profissional - estudo de caso. [Thesis]. Universidade Nova; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:run.unl.pt:10362/10102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Pretoria

21. Kundema, Imani Bakari. Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools.

Degree: MEd, Science, Mathematics and Technology Education, 2016, University of Pretoria

 In this study, I examined the topic of teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. One of the goals of teaching… (more)

Subjects/Keywords: UCTD; Teaching mathematics for literacy; Tanzanian Form 2 mathematics teachers; Learner-centred teaching style; Cooperative learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kundema, I. (2016). Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60951

Chicago Manual of Style (16th Edition):

Kundema, Imani. “Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools.” 2016. Masters Thesis, University of Pretoria. Accessed April 13, 2021. http://hdl.handle.net/2263/60951.

MLA Handbook (7th Edition):

Kundema, Imani. “Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools.” 2016. Web. 13 Apr 2021.

Vancouver:

Kundema I. Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/2263/60951.

Council of Science Editors:

Kundema I. Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/60951


University of Melbourne

22. del Valle, Julie Lucille H. Bridging binaries: an ethnographic enquiry into student and teacher perceptions of good teaching beyond the presumed dichotomy between ‘teacher-centred and learner-centred’ pedagogies under the K to 12 reform in the Philippines.

Degree: 2019, University of Melbourne

 In the face of international comparisons and global standards of ‘quality education’, the Philippines overhauled its national curriculum as part of its reform of public… (more)

Subjects/Keywords: curriculum and pedagogy; teacher education; comparative education; learner-centred teaching; Philippine education; high school education; disadvantaged schools; public schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

del Valle, J. L. H. (2019). Bridging binaries: an ethnographic enquiry into student and teacher perceptions of good teaching beyond the presumed dichotomy between ‘teacher-centred and learner-centred’ pedagogies under the K to 12 reform in the Philippines. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/225624

Chicago Manual of Style (16th Edition):

del Valle, Julie Lucille H. “Bridging binaries: an ethnographic enquiry into student and teacher perceptions of good teaching beyond the presumed dichotomy between ‘teacher-centred and learner-centred’ pedagogies under the K to 12 reform in the Philippines.” 2019. Doctoral Dissertation, University of Melbourne. Accessed April 13, 2021. http://hdl.handle.net/11343/225624.

MLA Handbook (7th Edition):

del Valle, Julie Lucille H. “Bridging binaries: an ethnographic enquiry into student and teacher perceptions of good teaching beyond the presumed dichotomy between ‘teacher-centred and learner-centred’ pedagogies under the K to 12 reform in the Philippines.” 2019. Web. 13 Apr 2021.

Vancouver:

del Valle JLH. Bridging binaries: an ethnographic enquiry into student and teacher perceptions of good teaching beyond the presumed dichotomy between ‘teacher-centred and learner-centred’ pedagogies under the K to 12 reform in the Philippines. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/11343/225624.

Council of Science Editors:

del Valle JLH. Bridging binaries: an ethnographic enquiry into student and teacher perceptions of good teaching beyond the presumed dichotomy between ‘teacher-centred and learner-centred’ pedagogies under the K to 12 reform in the Philippines. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/225624


University of KwaZulu-Natal

23. Mlilo, Thobekile. Exploring the integration of technology-based tools in intermediate mathematics classrooms.

Degree: 2019, University of KwaZulu-Natal

 There is evidence that technology use in South Africa is increasing, furthermore its implementation supports teaching and learning of mathematics. However, teacher competence, lack of… (more)

Subjects/Keywords: Technology-based tools.; Integration.; Intermediate mathematics.; Mathematics classrooms.; Mathematical concepts.; Performance of learners.; Learner-centred teaching methods.

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APA (6th Edition):

Mlilo, T. (2019). Exploring the integration of technology-based tools in intermediate mathematics classrooms. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/19133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mlilo, Thobekile. “Exploring the integration of technology-based tools in intermediate mathematics classrooms.” 2019. Thesis, University of KwaZulu-Natal. Accessed April 13, 2021. https://researchspace.ukzn.ac.za/handle/10413/19133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mlilo, Thobekile. “Exploring the integration of technology-based tools in intermediate mathematics classrooms.” 2019. Web. 13 Apr 2021.

Vancouver:

Mlilo T. Exploring the integration of technology-based tools in intermediate mathematics classrooms. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Apr 13]. Available from: https://researchspace.ukzn.ac.za/handle/10413/19133.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mlilo T. Exploring the integration of technology-based tools in intermediate mathematics classrooms. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/19133

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

24. Martin, Jennifer Priscilla. Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners .

Degree: 2013, University of the Western Cape

 There is global interest in teacher education as a strategy for national development. More specifically, emphasis is placed on teachers as the driving force behind… (more)

Subjects/Keywords: Holistic learner development; Teacher in-service programmes; Learners; Learner-centred teaching; Teaching; Western Cape Education Department (WCED); Continuing professional teacher development; Department of Basic Education (DBE)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Martin, J. P. (2013). Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Martin, Jennifer Priscilla. “Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners .” 2013. Thesis, University of the Western Cape. Accessed April 13, 2021. http://hdl.handle.net/11394/3739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Martin, Jennifer Priscilla. “Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners .” 2013. Web. 13 Apr 2021.

Vancouver:

Martin JP. Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners . [Internet] [Thesis]. University of the Western Cape; 2013. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/11394/3739.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martin JP. Western Cape Education Department (WCED) teacher in-service development programmes with the emphasis on teaching and learning and the holistic development of learners . [Thesis]. University of the Western Cape; 2013. Available from: http://hdl.handle.net/11394/3739

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade do Minho

25. Vasconcelos, Ângela Sofia de Lacerda e. A supervisão colaborativa no ensino do inglês no 1.º CEB .

Degree: 2009, Universidade do Minho

 O estudo de caso que aqui se apresenta teve como objectivo investigar o impacto da supervisão colaborativa no desenvolvimento do conhecimento profissional das participantes e… (more)

Subjects/Keywords: supervisão (colaborativa); construção de conhecimento; pedagogia centrada no aluno; desenvolvimento profissional; Inglês no 1.º CEB; (collaborative) supervision; knowledge construction; learner-centred pedagogy; professional development; English in primary school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vasconcelos, . S. d. L. e. (2009). A supervisão colaborativa no ensino do inglês no 1.º CEB . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/11124

Chicago Manual of Style (16th Edition):

Vasconcelos, Ângela Sofia de Lacerda e. “A supervisão colaborativa no ensino do inglês no 1.º CEB .” 2009. Masters Thesis, Universidade do Minho. Accessed April 13, 2021. http://hdl.handle.net/1822/11124.

MLA Handbook (7th Edition):

Vasconcelos, Ângela Sofia de Lacerda e. “A supervisão colaborativa no ensino do inglês no 1.º CEB .” 2009. Web. 13 Apr 2021.

Vancouver:

Vasconcelos SdLe. A supervisão colaborativa no ensino do inglês no 1.º CEB . [Internet] [Masters thesis]. Universidade do Minho; 2009. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/1822/11124.

Council of Science Editors:

Vasconcelos SdLe. A supervisão colaborativa no ensino do inglês no 1.º CEB . [Masters Thesis]. Universidade do Minho; 2009. Available from: http://hdl.handle.net/1822/11124


University of Pretoria

26. [No author]. Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia .

Degree: 2012, University of Pretoria

 This research study explored the impact of group music therapy at a school for intellectually impaired learners in Namibia. The research project generated qualitative data… (more)

Subjects/Keywords: Learner-centred education; Intellectually impaired learners; Music therapy in namibia; Perceptions of music therapy; Teachers’ perceptions of learners; Special needs education; Teachers’ participation; Music therapy; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2012). Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-02232012-162544/

Chicago Manual of Style (16th Edition):

author], [No. “Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia .” 2012. Masters Thesis, University of Pretoria. Accessed April 13, 2021. http://upetd.up.ac.za/thesis/available/etd-02232012-162544/.

MLA Handbook (7th Edition):

author], [No. “Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia .” 2012. Web. 13 Apr 2021.

Vancouver:

author] [. Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2021 Apr 13]. Available from: http://upetd.up.ac.za/thesis/available/etd-02232012-162544/.

Council of Science Editors:

author] [. Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-02232012-162544/


University of Pretoria

27. [No author]. An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks .

Degree: 2008, University of Pretoria

 In this study, I investigated the interactions between multiple intelligences and performance of learners in open-ended digital learning tasks, and to suggest possible approaches to… (more)

Subjects/Keywords: Authentic tasks; Multiple intelligences; Open-ended digital learning tasks. performance ass; Intelligence profiles; Learner-centred instruction; Computer application skills; Information communication technology; Ict; Curricula; Authentic assessment; Scoring rubrics; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2008). An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07162008-082830/

Chicago Manual of Style (16th Edition):

author], [No. “An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks .” 2008. Doctoral Dissertation, University of Pretoria. Accessed April 13, 2021. http://upetd.up.ac.za/thesis/available/etd-07162008-082830/.

MLA Handbook (7th Edition):

author], [No. “An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks .” 2008. Web. 13 Apr 2021.

Vancouver:

author] [. An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks . [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2021 Apr 13]. Available from: http://upetd.up.ac.za/thesis/available/etd-07162008-082830/.

Council of Science Editors:

author] [. An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks . [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-07162008-082830/


University of Pretoria

28. Kafanabo, Eugenia Joseph. An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks.

Degree: Curriculum Studies, 2008, University of Pretoria

 In this study, I investigated the interactions between multiple intelligences and performance of learners in open-ended digital learning tasks, and to suggest possible approaches to… (more)

Subjects/Keywords: Authentic tasks; Multiple intelligences; Open-ended digital learning tasks. performance ass; Intelligence profiles; Learner-centred instruction; Computer application skills; Information communication technology; Ict; Curricula; Authentic assessment; Scoring rubrics; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kafanabo, E. (2008). An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26337

Chicago Manual of Style (16th Edition):

Kafanabo, Eugenia. “An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks.” 2008. Doctoral Dissertation, University of Pretoria. Accessed April 13, 2021. http://hdl.handle.net/2263/26337.

MLA Handbook (7th Edition):

Kafanabo, Eugenia. “An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks.” 2008. Web. 13 Apr 2021.

Vancouver:

Kafanabo E. An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/2263/26337.

Council of Science Editors:

Kafanabo E. An investigation into the interaction between multiple intelligences and the performance of learners’ in open-ended digital learning tasks. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/26337


University of Pretoria

29. Strydom, Carina. Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia.

Degree: Music, 2011, University of Pretoria

 This research study explored the impact of group music therapy at a school for intellectually impaired learners in Namibia. The research project generated qualitative data… (more)

Subjects/Keywords: Learner-centred education; Intellectually impaired learners; Music therapy in namibia; Perceptions of music therapy; Teachers’ perceptions of learners; Special needs education; Teachers’ participation; Music therapy; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Strydom, C. (2011). Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/30600

Chicago Manual of Style (16th Edition):

Strydom, Carina. “Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia.” 2011. Masters Thesis, University of Pretoria. Accessed April 13, 2021. http://hdl.handle.net/2263/30600.

MLA Handbook (7th Edition):

Strydom, Carina. “Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia.” 2011. Web. 13 Apr 2021.

Vancouver:

Strydom C. Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/2263/30600.

Council of Science Editors:

Strydom C. Two class teachers' experiences of group music therapy for intellectually impaired learners in Namibia. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/30600


University of South Africa

30. Flanagan, Wayne Gary Theo. Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design .

Degree: 2014, University of South Africa

 The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the… (more)

Subjects/Keywords: Progressive teaching approach; Constructivism; Learner-centred; Critical thinking; Problem-solving; Peer learning; Co-operative learning; Real life learning; Higher levels of thinking; Authentic learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Flanagan, W. G. T. (2014). Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19574

Chicago Manual of Style (16th Edition):

Flanagan, Wayne Gary Theo. “Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design .” 2014. Masters Thesis, University of South Africa. Accessed April 13, 2021. http://hdl.handle.net/10500/19574.

MLA Handbook (7th Edition):

Flanagan, Wayne Gary Theo. “Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design .” 2014. Web. 13 Apr 2021.

Vancouver:

Flanagan WGT. Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2021 Apr 13]. Available from: http://hdl.handle.net/10500/19574.

Council of Science Editors:

Flanagan WGT. Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19574

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