@article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {http://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2020-09-06}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {shortDOI: 10/f65t73 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2339240:IWUNNNQV 2405685:44GP3DG6 2405685:57MFW2KZ 2534378:ENK8YVXP}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {https://daneshyari.com/article/preview/6841325.pdf}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2020-09-06}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {Extra URL (?): https://www.sciencedirect.com/science/article/abs/pii/S0738059314001084?via\%3Dihub KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP}, keywords = {Learner-centred education, Pedagogy, Post-2015, \_\_\_working\_potential\_duplicate}, pages = {259--266}, } @article{schweisfurth_learner-centred_2015, title = {Learner-centred pedagogy: {Towards} a post-2015 agenda for teaching and learning}, volume = {40}, issn = {0738-0593}, shorttitle = {Learner-centred pedagogy}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314001084}, doi = {10.1016/j.ijedudev.2014.10.011}, abstract = {Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.}, language = {en}, urldate = {2022-05-27}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, month = jan, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 2339240:9ITNETF8 2405685:BX2PV4ZZ}, keywords = {Learner-centred education, Pedagogy, Post-2015}, pages = {259--266}, } @article{schweisfurth_learner-centred_2011, title = {Learner-centred education in developing country contexts: {From} solution to problem?}, volume = {31}, doi = {10.1016/j.ijedudev.2011.03.005}, language = {EN}, journal = {International Journal of Educational Development}, author = {Schweisfurth, Michele}, year = {2011}, note = {shortDOI: 10/cnfz43 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2405685:LDEHPJCR}, pages = {425--432}, } @book{schweisfurth_learner-centred_2013, title = {Learner-centred education in international perspective: {Whose} pedagogy for whose development?}, isbn = {978-0-415-60072-9}, shorttitle = {Learner-centred {Education} in {International} {Perspective}}, abstract = {Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies.}, language = {en}, publisher = {Routledge}, author = {Schweisfurth, Michele}, year = {2013}, note = {Google-Books-ID: E0p0jeZNIIYC KerkoCite.ItemAlsoKnownAs: 2339240:VXYIEQEU 2405685:F9YR4IYI}, keywords = {Education / General}, }