東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A study on the progress toward imple...

Walters, Carmen Hawkins.

Linked to FindBook

Google Book

Amazon

博客來

A study on the progress toward implementation of learning -centered approaches at a large urban community college.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A study on the progress toward implementation of learning -centered approaches at a large urban community college./
Author:	Walters, Carmen Hawkins.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4558.
Contained By:	Dissertation Abstracts International70-12A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3386355
ISBN:	9781109516975

A study on the progress toward implementation of learning -centered approaches at a large urban community college.
Walters, Carmen Hawkins.

A study on the progress toward implementation of learning -centered approaches at a large urban community college. - 126 p.

Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4558.

Thesis (Ph.D.)--Mississippi State University, 2009.

Faculty facing challenges of teaching students in a post-Katrina environment used learning-centered approaches to restore educational opportunities to its populations of hurricane-displaced students, the growing population of Hispanic students, and the business community. The study sought to determine if the faculty members had made progress toward implementing learning-centered activities and strategies into the classroom after attending seminars and workshops that covered the learning-centered principles. Additionally, the research sought to determine if there were differences among academic disciplines in the implementation of the learning-centered principles in the classroom at the college.

ISBN: 9781109516975Subjects--Topical Terms:

1018008
Education, Community College.

A study on the progress toward implementation of learning -centered approaches at a large urban community college.
LDR:02920nam a2200325 4500 001 1968643
005 20141210113407.5
008 150210s2009 ||||||||||||||||| ||eng d
020 $a 9781109516975
035 $a (MiAaPQ)AAI3386355
035 $a AAI3386355
040 $a MiAaPQ $c MiAaPQ
100 1 $a Walters, Carmen Hawkins. $3 2105822
245 1 2 $a A study on the progress toward implementation of learning -centered approaches at a large urban community college.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4558.
500 $a Adviser: James Davis.
502 $a Thesis (Ph.D.)--Mississippi State University, 2009.
520 $a Faculty facing challenges of teaching students in a post-Katrina environment used learning-centered approaches to restore educational opportunities to its populations of hurricane-displaced students, the growing population of Hispanic students, and the business community. The study sought to determine if the faculty members had made progress toward implementing learning-centered activities and strategies into the classroom after attending seminars and workshops that covered the learning-centered principles. Additionally, the research sought to determine if there were differences among academic disciplines in the implementation of the learning-centered principles in the classroom at the college.
520 $a The study used quantitative research methods. To collect the quantitative data, the researcher used a learning-centered rubric along with specialized worksheets. The rubric assessed the five learning-centered principles: (a) function of content, (b) role of the instructor, (c) responsibility for learning, (d) purpose and processes of assessment, and (e) balance of power.
520 $a Participants had the option to assess themselves at four levels of implementation for each of the learning-centered principles. The four levels were (a) the use of learner-centered approaches, (b) higher level of transitioning, (c) lower level of transitioning, and (d) the use of instructor-centered approaches.
520 $a The results of the study revealed that the majority of the faculty members were at the higher level of transitioning for four of the learning-centered principles. The study indicated that the majority of faculty members were at the lower level of transitioning in implementing the balance of power. The findings also indicated that there were differences in the way faculty members implemented the learning-centered principles across three disciplines.
520 $a Key words: learning-centered principles, learning-centered paradigm, learning-centered rubric.
590 $a School code: 0132.
650 4 $a Education, Community College. $3 1018008
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0275
690 $a 0727
710 2 $a Mississippi State University. $b Education. $3 1023585
773 0 $t Dissertation Abstracts International $g 70-12A.
790 $a 0132
791 $a Ph.D.
792 $a 2009
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3386355