Applying the LCPs to High School Education
Bibliographic Data
| ID | 4255715 |
|---|---|
| Authors | Elizabeth Weinberger, Barbara L Mccombs |
| Year | 2003 |
| Volume | 42 |
| Issue | 2 |
| Pages | 117-126 |
| 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_5 |
| OpenAlex | W2002504570, W4251734681 |
| Language | EN |
| References cited | 13 |
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 (ALCP) surveys. Based on the Learner-Centered Psychological Principles (LCPs), the ALCP selfassessment surveys help teachers address the growing number of high school students who are alienated from school. Research results confirming the effectiveness of learner-centered practices in meeting student needs within the current educational agenda are also presented
Alienation · Feeling · Mathematics education · Pedagogy · Political science · School education · Early Childhood Education and Development · Education, Achievement, and Giftedness · Educational and Psychological Assessments · Psychology · Social Psychology · Teacher Education and Leadership Studies · Youth Development and Social Support
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
Students as Radical Agents of Change
Social relationships and motivation in middle school
Freedom to Learn
Toward a psychology of positive youth development
Validity concerns and usefulness of student ratings of instruction
Validity concerns and usefulness of student ratings of instruction
Unowned Places and Times
| Highly cited | No |
|---|