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ERIC Number: EJ952273
Record Type: Journal
Publication Date: 2009-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0094-1956
Effect of Learner-Centered Education on the Academic Outcomes of Minority Groups
Salinas, Moises F.; Garr, Johanna
Journal of Instructional Psychology, v36 n4 p226-237 Dec 2009
The purpose of the present study is to determine the effect that learner-centered classrooms and schools have on the academic performance of minority and nonminority groups. A diverse sample of schools at the elementary school level were selected. Teachers were also asked to complete the Assessment of Learner Centered Practices questionnaire, an instrument designed to assess the level of learner-centered orientation of teachers and schools. Data was collected on student's performance on state standardized tests, but in addition, students were assessed in a number of non-traditional learning criteria, such as creativity, motivation, self-regulation, cooperative skills, openness to diversity, and metacognitive skills. Results indicate that minorities in schools and classrooms with higher learner-centered orientations not only have test scores statistically equal of those from their white peers, but also that students in Learner-Centered schools have higher scores in the non-traditional measures, including tolerance and openness to diversity. (Contains 5 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States