Summarizes literature supporting instructional approaches used in one college's classrooms, describing strategies that have been effective and linking them to what, in practice, are overlapping domains of the Learner-Centered Psychological Principles (LCPs). The article examines what novice-expert research says about "thinking like a…

Rather than prescribe activities, teachers should approach the development of literacy programs from a functional point of view, allowing students to achieve purposes relevant to their situation. Research leading to this view is summarized. (MT)

Discusses how the Learner-Centered Principles (LCP) can provide a framework to create effective curricula, instruction, and assessment in literacy, detailing examples of learner-centered literacy strategies and tools at various ages and stages of development; describing learner-centered literacy strategies for English as a Second Language…

Describes strategies for engaging high school students, including a research-validated tool for high school teachers, and the Assessment of Learner-Centered Practices (ALCP) surveys. Based on the Learner Centered Psychological Principles, ACLP self-assessment surveys help teachers address the growing number of high school students who are…

Addresses issues related to the application of learner-centered psychological principles (LCPs) in higher education, specifically, the promotion of self-regulated learning and the importance of examining preservice teachers' beliefs regarding students, learning, and teaching, suggesting learner-centered instructional practices in teacher education…

Summarizes the historical context for development of the Learner-Centered Psychological Principles (LCPs), discussing why LCPs and their practices are particularly important in the current educational reform era; offering implications for practice; noting how LCPs can contribute to a national framework for the systemic redesign of K-20 education;…

A proposal for curriculum criticism contains three characteristics: (1) Criticism provides a view of curricula from the perspective of the student; (2) Criticism provides an assessment from the viewpoint of the critic; and (3) Criticism reveals the common interactions of students with facets of the curricula. (JN)

Introduces a theme issue on learner-centered psychological principles (LCP), which undergird learner-centered teaching. Learner-centered teaching embodies the notion of learning partnerships between teachers and students. The articles address such issues as applying LCP in middle school, high school, and teacher education; postsecondary strategies…

Presents insights from interviews with elementary students in the form of lessons learned regarding learner-centered principles and self-determination theory. Children note and endorse learner-centered principles, particularly those addressing their desires for teacher care and support, tasks promoting new learning and increased competence, and…

Draws on a motivational framework for examining the use of Learner-Centered Psychological Principles (LCPs) to improve middle school student's academic engagement and achievement. Surveys of 2,200 diverse middle school students indicated that students reported more positive forms of motivation and greater academic engagement when they perceived…

Provides ideas for applying the Learner-Centered Psychological Principles to meet the needs of special education students in inclusive classrooms, examining the perceptions of middle school students with and without disabilities about teacher practices known to enhance student learning and motivation for all students; and describing examples of…

Describes a project in liberatory social studies for eighth-grade students in which a generative curriculum was implemented to help students understand the vital role they could play in producing and utilizing knowledge. The paper explores students' reactions to plans for this project, teachers' responses to student reactions, and what was learned…

When children choose their learning experiences, they learn the emotional states that accompany decisions. They also learn to choose according to their potentials, to identify strengths and interests, and, ultimately, to determine their lifestyles. Such a program in Montclair, New Jersey is described. (CJ)

Using the Kite (a framework for school development) as a diagnostic tool can help schools identify barriers to reform efforts by constructing an authentic picture of the school which can be measured against the qualities and practices of a learner centered environment. The paper describes organizational theories supporting the model. (SM)

Historical information about how teachers have taught over the past century was reviewed to determine what patterns of teacher behavior have persisted over time, despite reformers' efforts to change them. Although there were periods of change during the 1920s and the 1960s, teacher-centered instruction reasserted itself after reform efforts…