Learner-Centered Classroom Practices and Assessments
Maximizing Student Motivation, Learning, and Achievement 1st New edition
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Learner-Centered Classroom Practices and Assessments by Barbara L. McCombs
Book DescriptionLearner-centered classroom practices and assessments focus on learning partnerships between teachers and students. Teachers are the role models for continuous learning, and they take on leadership roles within the overall educational system, bringing together students, peer teachers, school staff, parents, and community members to support students in the lifelong process of learning, growth, development, and achievement. All instructional methods and assessment tools within the learner-centered model are based on research from educational psychology, with core principles addressing cognitive and metacognitive factors; motivational and affective factors; developmental and social factors; and individual difference factors affecting each learner. This lively new guide to the learner-centered classroom offers teachers a wide range of strategies for teaching and assessment. Included are interactive training exercises for teachers, self-assessments, reflection tools, a generous collection of illustrations, glossary, research resources, index, and more.
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Book DetailsISBN: 9781412926911
(254mm x 178mm x 11mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 9-Jan-2007
Country of Publication: United States
Books By Author Barbara L. McCombs
Learner-Centered Classroom and School, Hardback (March 1997)
Shows educators and administrators how they can fill their classrooms with students who are eager for success and motivated to learn. The learner-centered approach focuses on designing instruction that is sensitive to the individual students needs, abilities, and interests rather than rigidly tied to the subject matter.
Overcoming Student Failure, Paperback (February 1996)» View all books by Barbara L. McCombs
This work explores ways that teachers can modify classroom incentive systems, including grading systems, to encourage positive reasons for learning among students. The changes and activities discussed can be adapted and used by individual teachers in their own classrooms.
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Author Biography - Barbara L. McCombs
Barbara L. McCombs directs the Human Motivation, Learning, and Development Center at the University of Denver. The center focuses on the professional development of educators, personal and organizational change, systemic educational reform, and school violence prevention. McCombs' current research is directed at new leadership models for redesigning outdated views of schooling and learning. This research has led to her international and national recognition in areas that include transformational teacher development approaches, motivating hard-to-reach students, and the use of technology as a primary tool for empowering youth and facilitating relevant learning. The author has begun a series of books published by Corwin Press. Learner-Centered Classroom Practices and Assessments: Maximizing Student Motivation, Learning, and Achievement (2006) was co-authored with Lynda Miller and written for teachers. Her second book in the series, written for school administrators and other school leaders, was also co-authored with Lynda Miller and is titled A School Leader's Guide to Creating Learner-Centered Education: From Complexity to Simplicity (2008). McCombs is the primary author of Learner-Centered Psychological Principles (LCPs): Guidelines for School Redesign and Reform. She has developed research-validated learner-centered models of teaching and learning based on the LCPs. Through collaborations with colleagues at the University of Bristol in England, she developed an online version of her Assessment of Learner-Centered Practices (ALCP) teacher and student surveys. These surveys have been validated with over 35,000 students and their teachers in Grades K-3, 4-8, 9-12, and college level. The ALCP surveys are being used in numerous national and international K-12 schools as well as colleges. Lynda Miller began her professional career as a junior high school English teacher in Westminster, Colorado. Her interest in language and cognitive development led her to graduate studies, which culminated in a PhD in language development and disorders and learning disabilities. She has held teaching positions at the University of Colorado, the University of Montana, and the University of Texas at Austin, where she pursued her research on cognition, learning styles, and intelligence. Her research and teaching focused on identifying and describing students' learning strengths and abilities, and on translating that information into instructional strategies designed to support students' developing skills as motivated, self-responsible learners. Miller is the author of numerous publications on a variety of topics, the majority of which focus on the learner and learning as the essential features of successful instruction.
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