Barbara L Mccombs
Biographic Data
| ID | 709017 |
|---|---|
| NAME | Barbara L Mccombs |
| GIVEN NAMES | Barbara L |
| FAMILY NAME | Mccombs |
| SIGNATURE | MCCOMBS B L |
| AFFILIATIONS | University of Denver |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 2 |
Educational Psychology and Educational Transformation
As we move into a new era of collaborative research and improving the relevancy of our research contributions in educational psychology for solving a variety of pressing real-world educational issues, it is clear that we are no longer just reforming education with our research findings. I argue in this chapter that we are now in an era of educational transformation that has been enriched with recent findings from educational psychology researcher…
The ecology of learning
This paper reports on a cross‐sectional case study designed to explore the relationships between learner‐centred variables in five schools from Years 5–9. The variables examined were elicited through three self‐evaluation tools: (a) students' self reports of their learning power measured on seven dimensions of ‘changing and learning’, ‘meaning making’, ‘critical curiosity’, ‘creativity’, ‘learning relationships’, ‘strategic awareness’ and ‘resili…
This Issue
Applying the LCPs to High School Education
To offset feelings of alienation, it is vital to help youth feel more connected by focusing on both learners and learning. These connections can increase student motivation and achievement, leading to higher self-confidence and more positive feelings about school. This article describes various strategies for engaging high school students, including a research-validated tool for high school teachers, the Assessment of Learner-Centered Practices (…
A Framework for the Redesign of K-12 Education in the Context of Current Educational Reform
The historical context for the development of the Learner-Centered Psychological Principles (LCPs) is summarized. This context includes a discussion of why the LCPs and their practices are particularly important in the current educational reform era. Implications for practice are provided, and the article concludes with how the LCPs can contribute to a national framework for the systemic redesign of K-20 education. The learner-centered framework …
This Issue
What Makes a Comprehensive School Reform Model Learner Centered
One important criterion in adopting a nationally approved comprehensive school reform model is that the model be research based, with evidence of increasing student achievement. The American Psychological Association’s research-validated Learner-Centered Psychological Principles and Learner-Centered Framework provide tools for assessing whether comprehensive school reform models also address individual learner needs. The Community for Learning mo…
Reducing the achievement GAP
A Framework for the Redesign of K-12 Education in the Context of Current Educational Reform
The historical context for the development of the Learner-Centered Psychological Principles (LCPs) is summarized. This context includes a discussion of why the LCPs and their practices are particularly important in the current educational reform era. Implications for practice are provided, and the article concludes with how the LCPs can contribute to a national framework for the systemic redesign of K-20 education. The learner-centered framework …
The ecology of learning
This paper reports on a cross‐sectional case study designed to explore the relationships between learner‐centred variables in five schools from Years 5–9. The variables examined were elicited through three self‐evaluation tools: (a) students' self reports of their learning power measured on seven dimensions of ‘changing and learning’, ‘meaning making’, ‘critical curiosity’, ‘creativity’, ‘learning relationships’, ‘strategic awareness’ and ‘resili…
Reducing the achievement GAP
What Makes a Comprehensive School Reform Model Learner Centered
One important criterion in adopting a nationally approved comprehensive school reform model is that the model be research based, with evidence of increasing student achievement. The American Psychological Association’s research-validated Learner-Centered Psychological Principles and Learner-Centered Framework provide tools for assessing whether comprehensive school reform models also address individual learner needs. The Community for Learning mo…
This Issue
Applying the LCPs to High School Education
To offset feelings of alienation, it is vital to help youth feel more connected by focusing on both learners and learning. These connections can increase student motivation and achievement, leading to higher self-confidence and more positive feelings about school. This article describes various strategies for engaging high school students, including a research-validated tool for high school teachers, the Assessment of Learner-Centered Practices (…
A Framework for the Redesign of K-12 Education in the Context of Current Educational Reform
The historical context for the development of the Learner-Centered Psychological Principles (LCPs) is summarized. This context includes a discussion of why the LCPs and their practices are particularly important in the current educational reform era. Implications for practice are provided, and the article concludes with how the LCPs can contribute to a national framework for the systemic redesign of K-20 education. The learner-centered framework …
This Issue
The ecology of learning
This paper reports on a cross‐sectional case study designed to explore the relationships between learner‐centred variables in five schools from Years 5–9. The variables examined were elicited through three self‐evaluation tools: (a) students' self reports of their learning power measured on seven dimensions of ‘changing and learning’, ‘meaning making’, ‘critical curiosity’, ‘creativity’, ‘learning relationships’, ‘strategic awareness’ and ‘resili…
Educational Psychology and Educational Transformation
As we move into a new era of collaborative research and improving the relevancy of our research contributions in educational psychology for solving a variety of pressing real-world educational issues, it is clear that we are no longer just reforming education with our research findings. I argue in this chapter that we are now in an era of educational transformation that has been enriched with recent findings from educational psychology researcher…
Psychology (8 works) · Pedagogy (7 works) · Mathematics education (6 works) · Early Childhood Education and Development (4 works) · Sociology (4 works) · Educational and Psychological Assessments (3 works) · Political science (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Education, Achievement, and Giftedness (2 works)