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Learner-Centered Practices

Providing the Context for Positive Learner Development, Motivation, and Achievement

Authored by: Barbara Mccombs

Handbook of Research on Schools, Schooling, and Human Development

Print publication date:  May  2010
Online publication date:  June  2010

Print ISBN: 9780805859485
eBook ISBN: 9780203874844
Adobe ISBN: 9781135283872

10.4324/9780203874844.ch5

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Abstract

For decades educators have grappled with how schools can provide not only for the academic achievement of students but also promote their positive social and emotional development. Schools provide a vital social context for overall student development as well as for equipping them with the knowledge and skills to be productive citizens in a democratic society. The ways in which schools can provide this positive social context have been studied extensively over the last century. One consensus is emerging about practices that can achieve these educational goals, in the form of research-validated principles distributed by the American Psychological Association (APA, 1997); for example, The Learner-Centered Psychological Principles: A Framework for School Reform and Redesign. These principles continue to be validated in current research and provide a foundation for learner-centered practices at all levels of schooling. They also provide a framework for addressing the needs of teachers as learners.

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