What makes a comprehensive school reform model learner centered?

Urban Education

Volumn 37, Issue 4, 2002, Pages 476-496

  McCombs, Barbara L ^a   Quiat, Melinda ^b  

^a UNIVERSITY OF DENVER   (United States)

^b NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036731640     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/0042085902374002     Document Type: Article

References (29)

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2. Integrating metacognition, affect, and motivation in improving teacher education
3. Overview and conceptual framework fora learner-centered seamless model of professional development: Linking teachers to teacher educators
4. What do we know about learners and learning? The learner-centered framework: Bringing the educational system into balance
5. The learner-centered psychological principles: A framework for balancing a focus on academic achievement with a focus on social and emotional learning needs
6. Development and validation of the learner-centered battery: Self-assessment tools for teacher reflection and professional development
7. Success for all is a failure
8. Psychological needs and the facilitation of integrative processes
9. Perils on an essential journey: Building school community
10. The impact of learner-centered practices on the academic and non-academic outcomes of upper elementary and middle school students
11. Bringing life to organizational change