Theme 1: Contentment with learner-centred practice
The design of learner-centred, technology-enhanced education
134
Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools
238
The implementation of learner-centred teaching in Mauritian state secondary schools: examining teachers’ beliefs and classroom practice
190
Investigating the learner-centred approach in language teaching in Lesotho
185
Learner-centred facilitation of learning - a possibility for Financial Accounting I
13
The Learner-Centred Status of a Brazilian University Coach Education Program
17
The role of teachers' beliefs in the implementation of learner-centred education in India
319
49 Towards Development and Implementation of Learner-Centred Education in Kosovo
16
Practice centred approach to research in design
15
Learner Centred Development of a Mobile and itv Language Learning Support System
12
Student teachers' perceptions, experiences, and challenges regarding learner-centred teaching
10
High School Teachers’ Beliefs about Learner-Centred E-learning
12
Enhancing learner centred education through the eco-schools framework: case studies of eco-schools practice in South Africa and Namibia
228
An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools
272
Sensemaking and Human-Centred Design: A Practice Perspective
247
Thai pre-service teachers' beliefs about the learner-centred approach and their classroom practices
394
Teacher educators' interpretation and practice of learner-centred pedagogy : a case study
278
The Elusiveness of Learner-centred Teaching
11
From learner-centred to learning-centred: becoming a ‘hybrid’ practitioner
23
Mathematics teachers’ constructions and enactments of learner-centred practices.
268