Educators, concerned with disturbing trends in school failure, are arguing for more learner-centered models of schooling. Such a reform effort requires set principles that emphasize the active and reflective nature of learning and learners; 14 such principles are reported here. The immediate goal of this report is to provide a framework that can aid current educational reform and school redesign efforts. These psychological principles pertain to the learner and the learning process and focus on psychological factors that are primarily internal to, and under the control of, the learner rather than being dependent on conditioned habits or physiological factors. The principles are divided into various factors that influence learning: metacognitive, motivational and affective, developmental and social, and individual differences. The nature of the learning process, the construction of knowledge, the context of learning, the intrinsic motivation to learn, the developmental and social influences on learning, learning and diversity, and standards and assessment are some of the principles defined here. All of the principles can be applied to all learners--from children, to teachers, to administrators, to parents, and to community members involved in the educational system. (RJM)