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ERIC Number: ED458276
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 56
Abstractor: N/A
Reference Count: N/A
The Impact of Learner-Centered Practices on the Academic and Non-Academic Outcomes of Upper Elementary and Middle School Students.
Weinberger, Elizabeth; McCombs, Barbara L.
This paper focuses on data collected from students in grades 4-8, using the Assessment of Learner Centered Practices (ALCP) survey tools, including multiple academic and nonacademic student outcome measures. In national samples of more than 4,203 upper elementary and middle school students in rural, urban, and suburban schools, data indicated that as students' perceptions of their teachers' classroom practices became more learner-centered, not only did academic performance increase (as assessed by both teacher classroom grades and standardized achievement tests), but nonacademic outcomes such as motivation to learn, school attendance, and school disruptions also improved. The importance of specific practices that improve both academic and nonacademic outcomes is discussed, especially for students at risk of academic failure. Implications for changing current practices to achieve a balanced focus on learning and learners are outlined briefly. (Contains 2 tables, 8 figures, and 38 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A