ERIC Number: ED453333
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Results of Pilot Study To Evaluate the Community for Learning (CFL) Program. Publication Series No. 1.
McCombs, Barbara L.; Quiat, Melinda
This study evaluated the Community for Learning (CFL) K-12 school reform program, which emphasizes high standards of student achievement and positive student self-perception. It investigated whether the program was meeting its learner centered design goals. Assessment of Learner-Centered Practices (ALCP) surveys were administered to 4th and 5th grade teachers and students at inner city schools in various stages of CFL implementation. Researchers noted relationships between teacher and student scores on the surveys and degree of CFL program implementation. Overall, teachers classified as high implementers generally demonstrated qualities associated with learner-centered teachers in prior research. There were significant relationships between teacher perceptions of learner centeredness as assessed by research-validated variables on the ALCP surveys and degree to which teachers were implementing the CFL program. High CFL implementers believed they were facilitating higher order thinking and adapting to individual differences, and they expressed more confidence in their ability to be effective teachers and facilitators for all students. Students of high implementers achieved higher test scores and reported higher motivation than did students of low implementers. (Contains 12 references.) (SM)
Descriptors: Academic Achievement, Educational Change, Educational Improvement, Elementary Education, Self Efficacy, Student Attitudes, Student Centered Curriculum, Student Motivation, Teacher Attitudes, Teacher Effectiveness
Temple University Center for Research in Human Development and Education, 9th Floor, Ritter Annex (004-00), Philadelphia, PA 191220. Tel: 800-892-5550 (Toll Free). For full text: http://www.temple.edu/LSS/pubseries2000-1.PDF.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.