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The study centered on the measures to curb lack of learning interest among secondary school students in Entebbe Municipality. Our method of investigation was both qualitative and quantitative approaches through a cross-sectional design with a sample size of 383 respondents. From the study findings, it validated 90% with a mean values above 3.0 (M =4.13, Std = 0.89) agreement that collaboration with schools and communities; implementation of student-centered approach, designing hands on activities that involves multiple sense, parents active participation in their child education and provision for economically disadvantaged students are possible solutions to curtail learners’ lack of interest. We recommend stakeholders to work collaboratively to strengthen and encourage students to value their education and see reasons to complete their studies. This can be implemented through multisectoral activities geared towards helping the students cope with learning stressors. For that reason, the implementation of these channels or measures aforementioned is every stakeholders business for learners’ retention and decrease of dropout rate in secondary schools to be effective and efficient. [ABSTRACT FROM AUTHOR]

Introduction: The study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators' perspectives on teaching approaches. Method: Exploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students' autonomy, (b) Comparison and synergy in the teacher's group, (c) Development of the student as a person, and (d) Standardization of teaching. Results and discussion: The TAS serves as a valuable instrument for capturing teachers' perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments. [ABSTRACT FROM AUTHOR]

This study explores the educational methodologies employed by Saudi English as a foreign language (EFL) teacher, with a specific emphasis on contrasting teacher-centered approaches and student-centered approaches. Additionally, the research examines the teachers' personal beliefs regarding the most effective approach for implementation in EFL classrooms. To gather data, an online questionnaire was administered to 42 EFL teachers across Saudi K-12 schools in the Southern part of Saudi Arabia. The questionnaire comprised two sections: a demographic information segment and an inquiry into teachers' perspectives and practices. The results of the study showed a dichotomy. While a majority of participants professed that both teacher-centered and student-centered methodologies carry equal importance, a more nuanced picture emerged when examining their claimed practices versus actual classroom behavior. The majority of EFL K-12 instructors in Saudi classrooms leaned toward adopting teacher-centered approaches. These findings hold significant implications for EFL teacher training and professional development courses. This may be due to teachers' lack of confidence in implementing student-centered approaches, the traditional educational culture in Saudi Arabia, or pressure to prepare students for high-stakes exams. The study suggests that teacher education programs should focus on developing teachers' understanding and confidence in using student-centered approaches and that the Ministry of Education should create a more supportive environment for student-centered teaching approaches. [ABSTRACT FROM AUTHOR]

This study examines the issue of language anxiety in the EFL classroom from the perspective of EFL teachers, aiming to understand their views, experiences, and strategies for addressing anxiety while offering practical recommendations. It takes a comprehensive approach by exploring the creation of supportive environments, the use of communicative activities, the provision of explicit strategy instruction, and the implementation of relaxation techniques. The study integrates relevant research with teacher input to identify gaps in the literature and emphasize individualized support. Ultimately, focusing on teachers’ viewpoints and endorsing a multilayered approach across professional learning, classroom practices, and student services, the study contributes unique insights and recommends establishing an anxiety-reducing learning environment through communication, collaboration, coping strategies, and a holistic framework coordinated across levels of the education system. [ABSTRACT FROM AUTHOR]

Since the beginning of its application, the Problem-Based Learning (PBL) has been recognized for its success in improving the quality of learning in various disciplines from different countries. Then, it has been recommended to be applied in all levels of education, especially in higher education. Therefore, this review is aimed at exploring the most influential principles of PBL which give contribution to the success of the learning outcome in English language learning. This review was compiled based on the guideline from PRISMA (Preferred Reporting Items for systematic reviews and Meta-Analysis). Data was searched and collected from studies published from electronic data bases of reputable international journals issued from 2012 to 2020. From 105 articles in the same area of English language learning, 7 articles were chosen to match the purpose of this review. The 7 articles have the same research methodology (experimental study), in which the discussions of the articles are analyzed to find the most influential principles supporting the success of PBL for all level of education in English language learning. It was found that PBL has proven to be effective in English language learning for all levels of education. In addition, the review shows that all discussions of the articles state that there are five most influential principles of the PBL that give contribution to the success of the language learning, the incorporation of ill structured/real life problems, a student-centered approach, collaborative learning, problem solving, and critical thinking.

Purpose: The purpose of this study was to establish any difference in terms of game performance and game involvement using Sport Education (SE) or a combined use of SE and Teaching Games for Understanding (TGfU). In a bid to facilitate future implementation of these models, the study provides a rich description of the pedagogies arising during both interventions. Method: The participants were 85 fourth- and fifth-grade students (aged 9–11) from four physical education classes within one elementary school. The content was a 15-lesson season of basketball taught through the principles of SE or a combined use of SE and TGfU. The game performance assessment instrument was used in a systematic observation of video recordings of students' game behavior. Results: In terms of decision making, support, overall game performance, and game involvement, a combined use of SE and TGfU unit overtakes the scores in SE. Conclusions: There is evidence that supporting the use of combined models in the physical education context can improve students' game performance and game involvement. [ABSTRACT FROM AUTHOR]

IntroductionThe study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators’ perspectives on teaching approaches.MethodExploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students’ autonomy, (b) Comparison and synergy in the teacher’s group, (c) Development of the student as a person, and (d) Standardization of teaching.Results and discussionThe TAS serves as a valuable instrument for capturing teachers’ perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments.

Purpose: The researchers discuss the debate of ideas (DoI) and student understanding conducted on questioning and student answers or discussions in game-based approaches and on DoI as used in the tactical-decision learning model. Literature Review: Literature regarding types of questions and expected student answers and questioning for learning in game-based approaches is reviewed. In addition, a brief overview of the context in which DoI was originally developed is presented. Findings and Discussion: Studies that used DoI are discussed with regard to the management of game play and observation, DoI content and the dynamics of student discussions, and impact on game play statistics and on students' tactical knowledge. Challenges for teachers and students are discussed, as a student-centered approach encourages changes in traditional teacher and student roles. Finally, the importance of understanding the internal logic of team sports for solving tactical problems and learning is discussed. [ABSTRACT FROM AUTHOR]

Abstract A literature review was conducted to develop a clear understanding of the student-centered approach using modern technologies in distance learning. The study aimed to address four research questions: What research experience already exists in the field of the student-centered approach in distance learning? What modern technologies are used in distance learning, and how are they related to the student-centered approach? What are the advantages and limitations of implementing the student-centered approach and modern technologies in distance learning? What recommendations can be derived from existing research for the effective implementation of the student-centered approach and modern technologies in distance learning? The purpose of writing this review article is to provide a comprehensive overview of the student-centered approach using modern technologies in distance learning and its advantages. To conduct this review, a Web of Science and Scopus database was searched using the keywords “student-centered approach,“ “modern technologies,“ and “distance learning.“ The search was limited to articles published between 2012 and 2023. A total of 688 articles were found, which were selected based on their relevance to the topic. After the verification and selection process, 43 articles were included in this review. The main results of the review revealed that the student-centered approach to learning took various forms or was defined individually, and there were significant differences in the main research findings. The review results provide a comprehensive overview of existing studies, advantages and limitations of the student-centered approach using modern technologies in distance learning as well as examples of successful implementation in various educational institutions. The article also discusses the challenges that online and distance learning may pose to the student-centered approach, the modern technologies that support the student-centered approach, and suggests ways to overcome these challenges. The role of technology in facilitating the student-centered approach in online and distance learning is analyzed in the article, along with recommendations and best practices for its implementation. The student-centered approach is gaining increasing attention and popularity as a means to address these issues and improve the quality of online and distance learning.

AbstractBy the beginning of 2020, there were widespread school closures caused by the spread of coronavirus for an unknown duration. Consequently, many schools turned to online learning using a software application, or a video conferencing system. As high levels of self-directed learning (SDL) are important for the quality of online learning, the present study aimed to understand learner SDL in an online environment and identify its challenges and barriers at one of the higher education institutes in Oman. It addressed a case study that documented how learning went in three online courses and reported perceptions of learners pertaining to effective SDL. Data were collected through interviews with seven selected students from each course, virtual observations of online teaching, and course documents. Results revealed four issues related to students’ SDL in online classes: 1) student cognitive engagement with online learning, 2) student-centered approach, 3) time-management and 4) student emotional engagement with online learning. The findings suggest a need to design an effective online learning environment through reinforcing students’ satisfaction and motivation in online classes, their time management skill, a student-centered approach and teacher presence.

A literature review was conducted to develop a clear understanding of the student-centered approach using modern technologies in distance learning. The study aimed to address four research questions: What research experience already exists in the field of the student-centered approach in distance learning? What modern technologies are used in distance learning, and how are they related to the student-centered approach? What are the advantages and limitations of implementing the student-centered approach and modern technologies in distance learning? What recommendations can be derived from existing research for the effective implementation of the student-centered approach and modern technologies in distance learning? The purpose of writing this review article is to provide a comprehensive overview of the student-centered approach using modern technologies in distance learning and its advantages. To conduct this review, a Web of Science and Scopus database was searched using the keywords "student-centered approach," "modern technologies," and "distance learning." The search was limited to articles published between 2012 and 2023. A total of 688 articles were found, which were selected based on their relevance to the topic. After the verification and selection process, 43 articles were included in this review. The main results of the review revealed that the student-centered approach to learning took various forms or was defined individually, and there were significant differences in the main research findings. The review results provide a comprehensive overview of existing studies, advantages and limitations of the student-centered approach using modern technologies in distance learning as well as examples of successful implementation in various educational institutions. The article also discusses the challenges that online and distance learning may pose to the student-centered approach, the modern technologies that support the student-centered approach, and suggests ways to overcome these challenges. The role of technology in facilitating the student-centered approach in online and distance learning is analyzed in the article, along with recommendations and best practices for its implementation. The student-centered approach is gaining increasing attention and popularity as a means to address these issues and improve the quality of online and distance learning. [ABSTRACT FROM AUTHOR]

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This article explores instructors and students’ beliefs toward effective teaching in higher education in Ethiopia. Besides classroom observations, we developed and conducted semi-structured interviews with ten instructors and 12 students at one higher education institution. We followed the data condensation and displayed it for interpreting the data. The findings highlight the qualities of effective teaching and the hope for a change in the current teaching approach to actively participate in the teaching-learning action. This, however, demands a change in designing the course syllabus and assignments and the continuous professional development of the teaching faculty.

“Competence” is a very important concept in education and has been valued by several countries and international organizations in recent years, sparking a wave of curriculum reforms worldwide. The STEAM education is considered a feasible way to equip all students with problem-solving skills in various real-world situations and complicated challenges, as well as nurturing them 21st century skills and competencies. Moreover, a recent maker movement that focuses more on hands-on creation, design, and innovation is considered an innovative way to redefine the learning process through which students’ maker competence can be nurtured. Based on this trend, new national curriculum guidelines were established by Taiwan’s Ministry of Education in 2014. Particularly for the technology domain in the junior high school level (grade 7–9), “Life Technology” and “Information Technology” become requirements, where an interdisciplinary and competence-based maker curriculum needs to be developed. Based on this curriculum reform wave, we emphasize for the implementation of a targeted maker curriculum as a way to increase 7th-grade students’ maker competence. A post-test quasi-experimental design was employed to gather the data, and corresponding statistics were applied for quantitative comparison. A total of 230 7th-graders from eight classes in the targeted junior high schools participated in this study. Students in the experimental group received an interdisciplinary and competence-based maker curriculum as the intervention, which was designed and implemented with the support of the teacher professional development community and briefly presented in this paper. The quantitative findings revealed that the 7th-graders who received the experimental intervention possessed significantly superior marker competence compared to those who received regular technology courses. Based on these findings, maker competence (i.e., knowledge, attitude, and skills), which can be fully established within interdisciplinary and competence-based maker classrooms, was significantly favorable for helping targeted adolescents survive in this ever-changing and fast-paced era. Consequently, as teacher educators and teachers, we must endeavor to redefine the way of learning and construct a learning environment that is full of the maker spirit and STEAM integration.

This mini-review explores the conceptual framework of distributed leadership and its application in middle school classrooms. Traditional teacher leadership in middle school classrooms has been found to be deficient in meeting the diverse needs of students. Therefore, this article investigates the potential advantages of distributed leadership in addressing the shortcomings of teacher leadership. The article examines the impact of distributed leadership on student achievement, particularly in promoting students’ academic performance and ability. Through a critical analysis of existing literature, the review highlights the need to establish effective communication channels, teamwork, and trust in distributed leadership. Furthermore, the article acknowledges the limited empirical research on the effectiveness of distributed leadership in middle school classrooms. Despite this, the article concludes that the adoption of distributed leadership in middle school classrooms can improve student learning outcomes, classroom teaching effectiveness, and school operation efficiency. Overall, this conceptual exploration suggests that distributed leadership has the potential to offer a more effective and inclusive approach to leadership in middle school classrooms.

Using a mixed-method approach, the study explored the capacity of the Italian educational system to be oriented at inclusion examining, according to adoptive parents' perspectives, the enforcing of the national guidelines on adopted students' right to education (NG). It explored the main obstacles and opportunities faced by families in their children's school path, as well as their suggestions to meet adoptive children's educational needs. Eighty parents of school-aged (6–14 years) adopted students participated in the study. Sixty-five were involved in the quantitative step of research and filled out an ad hoc survey; 15 took part in the qualitative step, by participating in the focus group discussions. Results show that adopted students face a variety of educational barriers in school environments and their educational paths are not always characterized by the principles of NG, suggesting that Italian schools are generally little equipped to promote the school achievement and inclusion of adopted students. The findings are discussed highlighting some practical implications to improve adopted students' adjustment at school and underlining the need to promote specific training programs for teachers, better communication among partners involved in the adoption process, and measures aimed at supporting adoptive families. [ABSTRACT FROM AUTHOR]

The present study examined the relationships among variables of student-centered learning and online international students’ satisfaction in two distinct universities in China (Jiangsu University and Jiangsu University of Science and Technology) after the advent of COVID-19 pandemic. The total participants for this study were two hundred and fifty (250) international students from the two Chinese universities. The student-centered learning hypothesis were verified through structural equation modeling. The results showed that all the four constructs for student-centered learning- course flexibility, mode of collaboration, environment, and curriculum design, predicted online international students’ satisfaction with proximity and program satisfaction are at a statistically significant level. The results provided an empirical student-centered understanding of online international student expectations. Further, it identifies that the universities’ knowledge of online international students’ expectation may help in designing an online educational campaign to tap into possible desires and decision-making around students in choosing online courses and to prepare students for a progressive online learning experience.

The result of the determination of dissatisfactions is presented, based on the gaps detected, in relation to the expectations that students have about the service offered by the different departments of the Instituto Superior Tecnológico Bolivariano (ITB) and what each one of them perceives in relation to these services to later delve into the root causes that provoke them. With this point of reference, it is intended in the future to focus the management towards the continuous improvement of the processes involved, guaranteeing the satisfaction and fulfilment of the institutional strategic objectives. The results of the measurement are presented using the SERVQUAL model that allows to measure the quality of the service and determine the existing gaps between expectations and perceptions in each of the dimensions under study, namely: tangibility, reliability, response capacity, security and empathy. The comparison resulted in a decrease in the quality of the service perceived against expectations in the time period evaluated. The result that is presented is partial, and constitutes the continuity of the application of the approach within the institutional scheme started in 2017. [ABSTRACT FROM AUTHOR]

This article focuses on soft skills that are needed for young engineers starting their professional careers. The objectives of the study were: 1) to determine soft skills of young engineers that are most in demand among employers; 2) to assess the importance of soft skills for the successful start of the graduates’ professional career; 3) to determine the necessary conditions for soft skills development in the engineering bachelor’s degree educational process. The methods of expert assessment, written survey, oral conversation, decomposition, statistical and structural-logical analysis were used in the study. A review of foreign and domestic studies focusing on the analysis and assessment of soft skills needed in the work of engineering and technical personnel in various fields of activity is made. The results of an empirical study showed which soft skills are assessed by young engineers and heads of industrial enterprises as highly demanded for university graduates’ successful career start. On their basis, an optimal grouping of soft skills was compiled, which meets the requirements of professional training for many types of engineering activities. The authors adduce the results of a comparative analysis of the highlighted soft skills, based on the assessments of their importance made by teachers of engineering disciplines, heads of departments and engineers of industrial enterprises, as well as senior students of engineering bachelor’s degree. It was found that representatives of industrial enterprises, especially managers more highly assess the importance of soft skills for the successful professional activity of graduates of an engineering university in comparison with teachers and students. An explanation of the discrepancies in the obtained assessments of soft skills is proposed. The difficulties and necessary conditions for soft skills development in engineering bachelor degree educational process are determined. The article substantiates the key role of the studentcentered approach to teaching and the corresponding teaching and learning technologies for the successful development of soft skills on the basis of different disciplines, including specialized and practice-oriented ones for the engineering profile. The authors formulate the conclusions about the features of soft skills development, which can be used to improve the university training of engineering personnel.

Globalisation and increasing competition have resulted in the increased demand for marketologists without whom today any organisation finds it virtually impossible to operate. However, only a professional with a high level of education, a developed personality, well-informed moral values and an active civil position, who is able to act and think in modern conditions, can compete effectively in the labour market. Leadership should be seen as a necessary component in achieving professional competence, without which full self-realisation of a specialist is not possible. Therefore, the problem of developing leadership competence of future marketologists in the university's educational environment arises. The article highlights the technology aimed at future marketologist leadership competence formation in the process of interdisciplinary training in accordance with the requirements of new standards of higher education for bachelor students majoring in 075 "Marketing" in higher educational establishments. It determines the essence of implementation of student-centered and interdisciplinary approaches as well as the use of interactive learning methods. The purpose of the technology has been determined, methodological approaches and principles of the study have been described. The blocks of technology have been сharacterised which contain the components as follows: targeted, theoretical-methodological, content-organizational and diagnostic-resultative blocks. The stages of implementing the pedagogical technology of future marketologist leadership competence formation into the practice of university education are outlined: orientation-motivational, practical, evaluative-reflexive. Within the mentioned stages, the corresponding forms and methods of organizing the educational process of forming future marketologist leadership competence are presented. The important role of extracurricular activities, internship and research work in formation of future marketologist leadership competence is emphasized, their content and tasks are described

This qualitative research aims to explore the reported experiences of five Afghan EFL instructors at the English Department, Herat University, concerning the creative teaching of English. It specifically investigated the challenges and the opportunities regarding the creative teaching of English that these teachers have encountered in their courses. The researchers employed constructivist perspectives of learning in which learners make meaning out of their previous experiences and knowledge (Hill, 2014) as the theoretical framework to analyze and interpret the data. The data were collected through semi-structured interviews and analyzed by using thematic analysis. The findings indicated that creative teaching made the learning process fun. It also revealed that creative teaching increased students’ participation and motivation because it put students in the center of the learning process. The findings also demonstrated that some students showed resistance toward change—moving from a teacher-centered approach to a student-centered approach—when creative teaching was implemented. It also showed that some instructors needed the support of higher education administrators to incorporate creative teaching into their courses as there was a conspicuous lack of professional development needs in this regard. The study argued that the creative teaching of English positively impacted students’ academic achievements. This study could serve as a significant way to introduce information and strategies on creative teaching to L2 instructors in similar contexts as Afghanistan. The results provided implications for creative teaching in EFL classrooms as well as for the future of teaching English in ESL and EFL contexts.

The effectiveness of learner autonomy with respect to second language acquisition has been investigated by various researchers all over the world. Still, it is not given adequate attention in Pakistan, where language proficiency is mostly a matter of developing expertise in writing skills. The education system in Pakistan is highly teacher-centered. It is based on delivering instructions through traditional methods that compel students to do nothing but merely listen to the lecture, passively. Later on, they are evaluated solely on the basis of their performance in the written exam. This research aims to evaluate the effectiveness and challenges of introducing learner autonomy in developing writing skills at intermediate level in ESL classrooms in Punjab, Pakistan. Learner autonomy works in three major areas. Firstly, it aims at enhancing the effectiveness of learning in short- and long-term language learning contexts. Secondly, it lowers the barriers between language learners and learning contexts. Thirdly, it transforms language learners into useful and effective individuals. The research sample comprised the intermediate students of Sialkot district. For the current study, a total of 120 female students of intermediate were selected. Experimental research design was used. The students were divided into two groups: control and experimental. Control group was taught the lecture using the existing teacher-centered approach. Experimental group was taught through autonomous activities using student-centered approach in order to develop learner autonomy in them. Lesson plans were designed and paired sample t-test was employed for the analysis of pre-tests and post-tests . The results revealed that the students of control group, who were taught by the lecture method, showed better results in their post-tests. On the contrary, students of experimental group, who were taught using a student-centered approach to develop learner autonomy, showed a remarkably small growth in their post-tests. The researchers observed that there was relatively low harmony and collaboration in between students and teachers, while pursuing for learner autonomy. They also conducted participants’ observations and interviews for data triangulation. They observed that most of the teachers do not want to promote learner autonomy and remain stuck with the traditional lecture method in order to ensure the success of the participants in written examination. The current research will help the teachers and students to remove the barriers and promote learner autonomy for the real acquisition of the English language. Keywords: English as Second Language (ESL), lecture method, learner autonomy, student-centered approach

Objectives: The purpose of this research was to compare the effect of self-care education in disasters with two student-centered and family-centered approaches to self-care in students of the Red Crescent Societies in the city of Lenjan in 2017.Methods: One hundred and fifty individuals were selected by random sampling from 270 people. The research instrument was a questionnaire. The questionnaire was approved by the opinion of supervisors and other experts. The present research is a quasi-experimental study. The covariance analysis was used to determine the difference between the two groups in the experimental and control groups and the effect of educational intervention. All of the above steps were performed using the SPSS 23 statistical program.Results: The results indicate that there is a significant difference between the two groups in self-care through the student-centered approach. The mean of the self-care group with a family-centered approach (21.72) was more than the mean of the control group in this variable (16.61). Moreover, the mean of the self-care group's education with family-centered approaches (42.61) was more than the mean of self-care education h in a disaster with a student-centered approach (31.23).Conclusion: According to the results of this study, it can be concluded that there is a significant difference between self-care education with two student-centered and family-based approaches to self-care in students, and a family-centered approach has better outcomes. [ABSTRACT FROM AUTHOR]

This study conducted a review of the research focused on six game-centered approaches (Teaching Games for Understanding, Tactical Games Model, Step-Game Approach, Invasion Games Competence Model, Game Sense and Play Practice) in Physical Education between 2015 and 2021. A systematic review method was used, which included searching in electronic databases, selecting studies based on pre-established inclusion criteria and refining this selection to identify research-based papers. A total of 46 articles were selected, and information was retrieved about the study context and purpose, the participants, the methodology used and the main findings. The manuscripts were analyzed using thematic analysis. Results suggest that game-centered approaches research increased over the last years, with the Teaching Games of Understanding outstanding as the most popular. Studies commonly investigated experienced teachers (with more than five years of experience), the middle school grade, team sports and proposed to compare two distinct teaching approaches (tactical approach vs traditional teaching), concluding that game-centered approaches are more effective in diverse domains (e.g., decision-making, physical activity levels, perceived effort, motivation). Overall, most studies implemented single teaching units, using multiple data sources collected over short periods of time, mostly based on quantitative procedures. Future research should prioritize: 1) more empirical studies on Step-Game Approach, Invasion Games Competence Model, Play Practice and Game Sense; 2) hybrid pedagogical approaches; 3) expanding research on individual sports; 4) using pre-service, novice teachers and primary students as study participants; 5) deepen the investigation of the processes that contribute to teaching and learning tactics; and 6) the use of longitudinal intervention-based study designs. [ABSTRACT FROM AUTHOR]

This systematic review aimed to examine the main findings concerning to the investigations focused on compare, within Physical Education context, the influence of Sport Education (SE) and Traditional Teaching (TT) on students' learning outcomes. A literature search was conducted on nine electronic databases (PubMed, Google Scholar, Web of Science, SCOPUS, Academic Search Ultimate, ERIC, Education Source, APA PsycINFO and APA PsycARTICLES). Inclusion criteria were defined before the selection process. Accordingly, were only included articles that (i) were published in peer-reviewed international journals indexed in Journal Citation Reports or Scientific Journal Rankings; (ii) were available in full-text; (iii) were published in English, Portuguese or Spanish; (iv) were performed within Physical Education context; and (v) provided specifically a comparison between the effects of SE and TT on students' learning outcomes. Globally, twenty-eight studies met the inclusion criteria. The manuscripts' methodological quality was assessed through Downs and Black checklist, with all studies displaying moderate quality. Results showed that comparisons among SE and TT tend to analyze team sports activities sampling high-school students via quasi-experimental designs, with more than half of them were published over the past five years. Also, these investigations typically focused on the differences between both models on the development of personal and social skills, as well as its impact on the motor and cognitive domains. In this respect, although the results tend to point out increases in both SE and TT, superior values are achieved when SE is implemented. The analysis of the teaching-learning process using alternative research methods and designs (i.e., experimental studies, qualitative data, longitudinal analysis, actionresearch and case studies), longer units with appropriate planning, and the report of model´s fidelity so that robust findings can endorse the teachers' praxis, must be a concern in future studies. [ABSTRACT FROM AUTHOR]

Study aim: The purpose of this study was to evaluate the effects of astudent-centered approach and alternative assessments on students’ learning domains (i.e., cognitive, affective, psychomotor) during health education learning sessions.

Teaching extensive reading at university has a great potential for development of students’ linguistic, thinking and creative skills. By embracing the content of a literary work, students expand their vocabulary and increase their range of grammar constructions. Moreover, literary texts comprise a variety of social, ethical, and moral problems and are characterized by diverse conflicts. They are perceived and understood as a result of literary interpretation and are determined by readers’ life experience and attitudes, cultural and moral standards. Therefore, the reader-response theory becomes relevant, since it considers reading as transaction (interaction) between the reader and the text. It means that the meaning wasn’t put by the author once and for all but will be interpreted differently by different readers. Accordingly, there is no single interpretation of the literary work. The subject of this research is the problem of teaching extensive reading in English at university through reader-response theory. The purpose of the article is to introduce the premises of this theory making a case for its application and to describe the operation of literature circles as a local example of the scientific paradigm. The methodological framework of the research was comprised of the communicative approach to teaching English, task-based language learning and the studentcentered approach in collaborative learning. The article demonstrates that literature circles function in a group where each student performs his/her role and different layers of understanding of the literary text are uncovered through peer discussion. The results of the research can be of interest to both foreign language teachers and to the researchers dealing with applied methodology of teaching literature. The author proves that literature circles favorably affect both students’ motivation for extensive reading and English teaching enhancement at university.

Abstract: The purpose of this article is to illustrate an inquari-learning strategy nowadays. Providing an in-depth illustrations, this ar-ticle written based on the teoretical study of Inquari Educational Technology as a learning strategy that focus on the process to search and discover. Material of the study should not give directly to students. Their roles in this learning to look for and discover the material by theirselves. By looking at the basic conception of Educational Technology and the current employment development, there will still be many new variation of learning will appear that is student-centered Approach. As a strategy, this learning have to develope students’ sistematical, logical, and critical thinking ability. Therefore, it needed a proper learning strategy to be implemented in islamic school (Madrasah Ibtidaiyah). Keywords : Pembelajaran inkuiri, Pendekatan siswa aktif, Madrasah Ibtidaiyah.

The article is intended to cover the new strategies to individual activity of students dealing with the self-management of study process organization providing quality higher education, strengthening mobility for better learning in the framework of competence/learning outcome-based, student-centered approaches to learning, teaching and assessment. It presents the main competences of individual activity throughout students’ careers, major tasks and trends of individual activity, essential criteria for individual work assessment and modern teaching technologies.

The article discusses the importance of learner autonomy in language classes and proposes some activities contributing to develop more autonomous learning skills in students. The concept is analyzed from various aspects, particularly from responsibility perspective noting the development of learner autonomy as a promoter of more responsibility from students’ side. However, it also draws attention on teachers’ role as a facilitator, declaring that learner autonomy has never meant decline in teachers’ responsibility or withdrawal, but the change in the nature of involvement in classroom activities and assignments. The study asked the opinions of language instructors at a university in Azerbaijan collecting quantitative data and drawing conclusions based on literature review and views of the survey participants.

Study aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students’ self-efficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13) participated in this study of student centered soccer lessons twice per week (30 minutes) on a soccer field for three weeks at a Southwestern USA Middle School. The in­tervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students’ self-efficacy was assessed using the modified Traits Sport-Confidence Inventory. Soccer skill performance was assessed using previously validated skill tests. Further, students’ perception of reciprocal teaching were gathered using exit slips. Data were analyzed using descriptive statistics and t-tests to explore pre/post differences. Results: The students’ skill performance slightly improved. Students’ self-efficacy related to soccer skills was significantly higher at post-test. Students’ positively perceived the opportunities to participate in student-centered lessons and the use recip­rocal teaching styles to work together in skill development. Conclusions: This study demonstrated that seventh-grade students could learn soccer skills, develop desirable perceptions and efficacy and improve their physical activity/sport participation levels as they engaged in student-centered teaching and learning.

On the basis of analyzing the problems of the higher school teacher's pedagogical activity through the eyes of higher education postgraduate students the article surveys the essence and peculiarities of the student-centered conception as the methodological basis of organizing the educational process in the context of pedagogical training the prospective higher school teachers; it highlights the principles of education in terms of this approach. The author outlines the conceptual ideas of the studentcentered approach: organizing the educational process as the cognitive activity of students by means of cognitive strategies and metacognition, presenting higher education content in professional and social contexts by using the authentic sources and activity, organizing the educational process on the basis of subject-subject interaction of higher school teacher and students based on a dialogue. [ABSTRACT FROM AUTHOR]

In this research report the researcher reflected that 60 students were interviewed from the University Preparatory Program (UPP) and the freshman year in order to get their views on the ways they want to study and learn. Two broad categories were identified: Students preferred to take part in the classroom activities and they wanted teachers to use games and activities during learning vocabulary as sub-skill and reading comprehension skill. Also classroom observation checklists were used to notice actual teaching in classes. 10 teachers were observed in the UPP who teaches vocabulary and 8 teachers were observed in the freshman year who teaches reading comprehension. Lastly, 18 teachers were interviewed in both the UPP and the freshman year to get their opinions on how to teach vocabulary and reading comprehension in the light of student-based teaching approach to English language. Teachers do not use student-based activities and games to get students involved in the process of learning vocabulary and reading comprehension texts. [ABSTRACT FROM AUTHOR]

The study incorporates the problem-based approach (PBL) in the English class with an attempt to improve English low achievers' grammar competence pertaining to relative clauses and their motivation in learning English. Fifty students divided into seven teams with leader for each were recruited. This study adopts the pre- and post-test research design as well as classroom observation checklist and two assignments. The result indicates that the engagement level of the participants is increased by the scenario-based strategy and their grammar competence improves under PBL instruction after being compared with the scores of pretest and posttest, which suggests that the PBL approach really exerts a positive influence on the performance of the participant. The finding also implies that the participants emphasizes, when offering solutions to the scenario, more on employment than on studies, which may reflect their real life experiences. [ABSTRACT FROM AUTHOR]

In the past different methods were used in teaching German as a foreign language but "student - centered" approach was not adopted too much. Over time, this situation has changed, and today different methods and approaches are used in foreign language courses. The aim of this study is to describe in what ways the German lesson carried out in Slovenia is different from the one in Turkey. For this, a lesson was taught to the students of German Language Department of Trakya University as it was taught in Slovenia. Students’ opinion, attitudes and perceptions were evaluated through surveys and interviews. At the end of the study, it was revealed that both countries have different teaching traditions. Especially group work technique is used less in Turkey than in Slovenia.

The article summed up the analysis of the outstanding Russian and foreign scientists for the design and implementation in the educational process of individual educational routes. We consider the system, axiological, student-centered and competence-based approaches as a methodological basis of designing individual educational route of the future teacher of primary education.

The article is devoted to the problem of individualization of the educational process and optimization of intercultural interaction in teaching Russian as a foreign language at the beginner’s stage.

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