ERIC Number: ED371994
Record Type: RIE
Publication Date: 1993-Jan
Learner-Centered Psychological Principles: Guidelines for School Redesign and Reform.
American Psychological Association, Washington, DC.
Certain guiding principles emerged from a century of research on teaching and learning. Many of those principles arise from research and practice in various areas of psychology. Learner-centered psychological principles and a systems perspective for incorporating them are necessary components of a new design for schooling. Among metacognitive and cognitive factors that influence schooling are the nature of the learning process itself, the goals of the learning process, the construction of knowledge, and higher order thinking. Student motivation is the most significant affective factor influencing schooling. Developmental constraints and opportunities provide another source of the factors affecting schooling. Social and individual factors also enter into the equation. Such factors and others have implications for school reform and redesign. All contribute to the effectiveness of instruction, curriculum, assessment, instructional management, teacher education, and parental and community involvement. Any improvement in education must encompass a program of learner centered assessment that requires high standards for each student and for each goal, individually negotiated by student and teacher. (SG)
Descriptors: Cognitive Processes, Educational Change, Educational Policy, Educational Principles, Elementary Secondary Education, Higher Education, Individual Development, Parent School Relationship, Policy Formation, School Community Relationship, Student Attitudes, Student Motivation, Thinking Skills
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Mid-Continent Regional Educational Lab., Inc., Kansas City, MO.
Authoring Institution: American Psychological Association, Washington, DC.
Note: Produced by the Presidential Task Force on Psychology in Education.