A Framework for the Redesign of K-12 Education in the Context of Current Educational Reform
Bibliographic Data
| ID | 4255180 |
|---|---|
| Authors | Barbara L Mccombs (corresponding author) |
| Year | 2003 |
| Volume | 42 |
| Issue | 2 |
| Pages | 93-101 |
| Publication date | 2003-05-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4202_2 |
| OpenAlex | W2088956633, W4234215713 |
| Language | EN |
| Citations received | 9 |
| References cited | 8 |
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 provides validation for practices that achieve a balanced focus on both learning and learners. Research-validated principles establish a foundation for clarifying components of a positive learning environment at classroom and school levels that can increase the likelihood of more students experiencing success
Context (archaeology · Engineering ethics · Focus (optics · Foundation (evidence · Knowledge management · Mathematics education · Pedagogy · Political science · Sociology · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Engineering · Psychology · Teacher Education and Leadership Studies
Eritrean teachers' perceptions of learner-centred interactive pedagogy
Learner centredness in high school distance learning
The ecology of learning
The More Things Change, the More They Stay the Same
Learner-Centered Teacher-Student Relationships Are Effective
Theories of Learning and Teaching inTIP
Cultural Diversity, Motivation, and Differentiation
A Rationale for Differentiating Instruction in the Regular Classroom
Student Involvement and Data-Driven Decision Making
| Citations per year | 0.57 |
|---|---|
| Citation span | 2005 - 2021 (17) |
| Highly cited | No |