메뉴 건너뛰기




Volumn 109, Issue 1, 2008, Pages 16-35

Children's and teachers' perceptions of learner-centered practices, and student motivation: Implications for early schooling

Author keywords

[No Author keywords available]

Indexed keywords


EID: 50849117540     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/592365     Document Type: Article
Times cited : (34)

References (47)
  • 2
  • 3
    • 0024190203 scopus 로고    scopus 로고
    • Alexander, K. L., & Entwisle, D. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53(2, Serial No. 218).
    • Alexander, K. L., & Entwisle, D. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53(2, Serial No. 218).
  • 4
    • 0141484646 scopus 로고    scopus 로고
    • Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety
    • Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570-588.
    • (2003) Journal of Educational Psychology , vol.95 , Issue.3 , pp. 570-588
    • Brand, S.1    Felner, R.2    Shim, M.3    Seitsinger, A.4    Dumas, T.5
  • 5
    • 1642597192 scopus 로고    scopus 로고
    • Teaching children to read: The fragile link between science and federal education policy
    • May 8, On-line, Available
    • Camilli, G., Vargas, S., & Yurecko, M. (2003, May 8). Teaching children to read: The fragile link between science and federal education policy. Education Policy Analysis Archives, 11(15) [On-line]. Available: http://epaa.asu.edu/epaa/v11n15/
    • (2003) Education Policy Analysis Archives , vol.11 , Issue.15
    • Camilli, G.1    Vargas, S.2    Yurecko, M.3
  • 6
    • 85071200673 scopus 로고    scopus 로고
    • Young children's perspectives on learning and teacher practices in different classroom contexts: Implications for motivation
    • Daniels, D. H., Kalkman, D. L., & McCombs, B. L. (2001). Young children's perspectives on learning and teacher practices in different classroom contexts: Implications for motivation. Early Education and Development, 12(2) 253-273.
    • (2001) Early Education and Development , vol.12 , Issue.2 , pp. 253-273
    • Daniels, D.H.1    Kalkman, D.L.2    McCombs, B.L.3
  • 7
    • 0038209681 scopus 로고    scopus 로고
    • Learnercentered according to children
    • Daniels, D. H., & Perry, K. E. (2003). "Learnercentered" according to children. Theory into Practice, 42(2), 102-108.
    • (2003) Theory into Practice , vol.42 , Issue.2 , pp. 102-108
    • Daniels, D.H.1    Perry, K.E.2
  • 8
    • 50849117683 scopus 로고    scopus 로고
    • Eccles, J., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), W. Damon (Series Ed.), Handbook of child psychology: 3. Social, emotional, and personality development (5th ed., pp. 1017-1095). New York: Wiley.
    • Eccles, J., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), W. Damon (Series Ed.), Handbook of child psychology: Vol 3. Social, emotional, and personality development (5th ed., pp. 1017-1095). New York: Wiley.
  • 9
  • 10
    • 3042592805 scopus 로고    scopus 로고
    • Introduction to a Kappan special section on school reform
    • Fuhrman, S. H., & Odden, A. (2001). Introduction to a Kappan special section on school reform. Phi Delta Kappan, 83(1), 59-61.
    • (2001) Phi Delta Kappan , vol.83 , Issue.1 , pp. 59-61
    • Fuhrman, S.H.1    Odden, A.2
  • 11
    • 0037341892 scopus 로고    scopus 로고
    • Sense of relatedness as a factor in children's academic engagement and performance
    • Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
    • (2003) Journal of Educational Psychology , vol.95 , Issue.1 , pp. 148-162
    • Furrer, C.1    Skinner, E.2
  • 12
    • 0003068595 scopus 로고
    • The perceived competence scale for children
    • Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
    • (1982) Child Development , vol.53 , pp. 87-97
    • Harter, S.1
  • 14
    • 0344944230 scopus 로고    scopus 로고
    • Development and validation of a measure to assess Head Start children's appraisals of teacher support
    • Mantzicopoulos, P., & Neuharth-Pritchett, S. (2003). Development and validation of a measure to assess Head Start children's appraisals of teacher support. Journal of School Psychology, 41, 431-451.
    • (2003) Journal of School Psychology , vol.41 , pp. 431-451
    • Mantzicopoulos, P.1    Neuharth-Pritchett, S.2
  • 15
    • 50849131419 scopus 로고    scopus 로고
    • McCombs, B. L. (2002, April). How can we define teacher quality? The learner-centered framework. Paper presented in the symposium (Defining and Developing Quality Teachers: Validity and Value from a Learner-Centered Perspective) at the annual meeting of the American Educational Research Association, New Orleans.
    • McCombs, B. L. (2002, April). How can we define teacher quality? The learner-centered framework. Paper presented in the symposium ("Defining and Developing Quality Teachers: Validity and Value from a Learner-Centered Perspective") at the annual meeting of the American Educational Research Association, New Orleans.
  • 16
    • 0038548456 scopus 로고    scopus 로고
    • A framework for the redesign of K-12 education in the context of current educational reform
    • McCombs, B. L. (2003). A framework for the redesign of K-12 education in the context of current educational reform. Theory into Practice, 42(2), 93-101.
    • (2003) Theory into Practice , vol.42 , Issue.2 , pp. 93-101
    • McCombs, B.L.1
  • 17
    • 50849107208 scopus 로고    scopus 로고
    • McCombs, B. L. (2004a, April). The case for learner-centered practices. Paper presented as part of the interactive symposium (The Case for Learner-Centered Practices across the K-12 and College Levels) presented at the annual meeting of the American Educational Research Association, San Diego.
    • McCombs, B. L. (2004a, April). The case for learner-centered practices. Paper presented as part of the interactive symposium ("The Case for Learner-Centered Practices across the K-12 and College Levels") presented at the annual meeting of the American Educational Research Association, San Diego.
  • 18
    • 27744500597 scopus 로고    scopus 로고
    • The Learner-Centered Psychological Principles: A framework for balancing a focus on academic achievement with a focus on social and emotional learning needs
    • J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg Eds, New York: Teachers College Press
    • McCombs, B. L. (2004b). The Learner-Centered Psychological Principles: A framework for balancing a focus on academic achievement with a focus on social and emotional learning needs. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 23-39). New York: Teachers College Press.
    • (2004) Building academic success on social and emotional learning: What does the research say , pp. 23-39
    • McCombs, B.L.1
  • 19
    • 50849115987 scopus 로고    scopus 로고
    • Building learner-centered communities and cultures of lifelong learning
    • Graduate School of Education, University of Bristol, Bristol, England
    • McCombs, B. L. (2006). Building learner-centered communities and cultures of lifelong learning. Report to Lifelong Learning Foundation, Graduate School of Education, University of Bristol, Bristol, England.
    • (2006) Report to Lifelong Learning Foundation
    • McCombs, B.L.1
  • 20
    • 0001806652 scopus 로고    scopus 로고
    • Development and validation of the Learner-Centered Battery: Self-assessment tools for teacher reflection and professional development
    • McCombs, B. L., & Lauer, P. A. (1997). Development and validation of the Learner-Centered Battery: Self-assessment tools for teacher reflection and professional development. Professional Educator, 20(1), 1-21.
    • (1997) Professional Educator , vol.20 , Issue.1 , pp. 1-21
    • McCombs, B.L.1    Lauer, P.A.2
  • 23
    • 0037872069 scopus 로고    scopus 로고
    • Applying learner-centered principles to middle school education
    • Meece, J. L. (2003). Applying learner-centered principles to middle school education. Theory into Practice, 42, 109-116.
    • (2003) Theory into Practice , vol.42 , pp. 109-116
    • Meece, J.L.1
  • 24
    • 19444378349 scopus 로고    scopus 로고
    • Relations of learner-centered teaching practices to adolescents' achievement goals
    • Meece, J. L., Herman, P., & McCombs, B. L. (2003). Relations of learner-centered teaching practices to adolescents' achievement goals. International Journal of Educational Research, 39(4-5), 457-475.
    • (2003) International Journal of Educational Research , vol.39 , Issue.4-5 , pp. 457-475
    • Meece, J.L.1    Herman, P.2    McCombs, B.L.3
  • 25
    • 0024708324 scopus 로고
    • Student/teacher relations and attitudes toward mathematics before and after the transition to junior high
    • Midgley, C., Feldlaufer, H., & Eccles, J. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high. Child Development, 60, 981-992.
    • (1989) Child Development , vol.60 , pp. 981-992
    • Midgley, C.1    Feldlaufer, H.2    Eccles, J.3
  • 26
    • 0003617154 scopus 로고
    • National Commission on Excellence in Education, Washington, DC: Author
    • National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: Author.
    • (1983) A nation at risk: The imperative for educational reform
  • 27
    • 12944327751 scopus 로고    scopus 로고
    • National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network. (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. Elementary School Journal, 105(3), 305-323.
    • National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network. (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. Elementary School Journal, 105(3), 305-323.
  • 28
    • 34147166053 scopus 로고    scopus 로고
    • Teaching practices and the promotion of achievement and adjustment in first grade
    • Perry, K. E., Donohue, K. M., & Weinstein, R. S. (2007). Teaching practices and the promotion of achievement and adjustment in first grade. Journal of School Psychology, 45(3), 269-292.
    • (2007) Journal of School Psychology , vol.45 , Issue.3 , pp. 269-292
    • Perry, K.E.1    Donohue, K.M.2    Weinstein, R.S.3
  • 29
    • 0032328935 scopus 로고    scopus 로고
    • The social context of early schooling and children's school adjustment
    • Perry, K. E., & Weinstein, R. S. (1998). The social context of early schooling and children's school adjustment. Educational Psychologist, 33(4), 177-194.
    • (1998) Educational Psychologist , vol.33 , Issue.4 , pp. 177-194
    • Perry, K.E.1    Weinstein, R.S.2
  • 31
    • 0000515371 scopus 로고    scopus 로고
    • The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes
    • Pianta, R., La Paro, K., Payne, C., Cox, M., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102, 225-238.
    • (2002) Elementary School Journal , vol.102 , pp. 225-238
    • Pianta, R.1    La Paro, K.2    Payne, C.3    Cox, M.4    Bradley, R.5
  • 32
    • 7544251731 scopus 로고    scopus 로고
    • Teacher-child relationships and children's success in the first years of school
    • Pianta, R., & Stuhlman, M. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458.
    • (2004) School Psychology Review , vol.33 , Issue.3 , pp. 444-458
    • Pianta, R.1    Stuhlman, M.2
  • 33
    • 0001967319 scopus 로고    scopus 로고
    • Perspectives of former Head Start children and their parents on school and the transition to school
    • Ramey, S., Lanzi, R., Phillips, M., & Ramey, C. (1998). Perspectives of former Head Start children and their parents on school and the transition to school. Elementary School Journal, 98(4), 311-327.
    • (1998) Elementary School Journal , vol.98 , Issue.4 , pp. 311-327
    • Ramey, S.1    Lanzi, R.2    Phillips, M.3    Ramey, C.4
  • 35
    • 0032339573 scopus 로고    scopus 로고
    • Linking the study of schooling and mental health: Selected issues and empirical illustrations at the level of the individual
    • Roeser, R. W., Eccles, J. S., & Strobel, K. R. (1998). Linking the study of schooling and mental health: Selected issues and empirical illustrations at the level of the individual. Educational Psychologist, 33(4), 153-176.
    • (1998) Educational Psychologist , vol.33 , Issue.4 , pp. 153-176
    • Roeser, R.W.1    Eccles, J.S.2    Strobel, K.R.3
  • 36
    • 0003354734 scopus 로고
    • Declining perceptions of competence: A consequence of changes in the child or in the educational environment?
    • Stipek, D., & Daniels, D. (1988). Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352-356.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 352-356
    • Stipek, D.1    Daniels, D.2
  • 37
    • 50849105287 scopus 로고
    • Effects of different instructional approaches on young children's achievement and motivation
    • Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children's achievement and motivation. Child Development, 58, 1079-1093.
    • (1995) Child Development , vol.58 , pp. 1079-1093
    • Stipek, D.1    Feiler, R.2    Daniels, D.3    Milburn, S.4
  • 38
    • 0030517768 scopus 로고    scopus 로고
    • Children's beliefs about intelligence and school performance
    • Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397-407.
    • (1996) Journal of Educational Psychology , vol.88 , pp. 397-407
    • Stipek, D.1    Gralinski, J.H.2
  • 39
    • 0031179442 scopus 로고    scopus 로고
    • Economically disadvantaged preschoolers: Ready to learn but further to go
    • Stipek, D., & Ryan, R. (1997). Economically disadvantaged preschoolers: Ready to learn but further to go. Developmental Psychology, 33(4), 711-723.
    • (1997) Developmental Psychology , vol.33 , Issue.4 , pp. 711-723
    • Stipek, D.1    Ryan, R.2
  • 40
    • 0035407220 scopus 로고    scopus 로고
    • Young children's feelings about school
    • Valeski, T., & Stipek, D. (2001). Young children's feelings about school. Child Development, 72(4), 1198-1213.
    • (2001) Child Development , vol.72 , Issue.4 , pp. 1198-1213
    • Valeski, T.1    Stipek, D.2
  • 41
    • 50849110012 scopus 로고    scopus 로고
    • Weinberger, E. H., & McCombs, B. L. (2001, April). The impact of learner-centered practices on the academic and non-academic outcomes of upper elementary and middle school students. Paper presented in the symposium (Integrating What We Know about Learners and Learning: A Foundation for Transforming PreK-20 Practices) at the annual meeting of the American Educational Research Association, Seattle.
    • Weinberger, E. H., & McCombs, B. L. (2001, April). The impact of learner-centered practices on the academic and non-academic outcomes of upper elementary and middle school students. Paper presented in the symposium ("Integrating What We Know about Learners and Learning: A Foundation for Transforming PreK-20 Practices") at the annual meeting of the American Educational Research Association, Seattle.
  • 42
    • 50849114696 scopus 로고    scopus 로고
    • Weinberger, E., & McCombs, B. L. (2002, April). The impact of learner-centered practices on college level courses. Paper presented in the symposium (Defining and Developing Quality Teachers: Validity and Value from a Learner-Centered Perspective) at the annual meeting of the American Educational Research Association, New Orleans.
    • Weinberger, E., & McCombs, B. L. (2002, April). The impact of learner-centered practices on college level courses. Paper presented in the symposium ("Defining and Developing Quality Teachers: Validity and Value from a Learner-Centered Perspective") at the annual meeting of the American Educational Research Association, New Orleans.
  • 43
    • 0038548386 scopus 로고    scopus 로고
    • Applying the LCPs to high school education
    • Weinberger, E., & McCombs, B. L. (2003). Applying the LCPs to high school education. Theory into Practice, 42(2), 117-126.
    • (2003) Theory into Practice , vol.42 , Issue.2 , pp. 117-126
    • Weinberger, E.1    McCombs, B.L.2
  • 44
    • 0000616687 scopus 로고
    • Children's knowledge of differential treatment in school: Implications for motivation
    • T. M. Tomlinson Ed, Berkeley, CA: McCutchan
    • Weinstein, R. S. (1993). Children's knowledge of differential treatment in school: Implications for motivation. In T. M. Tomlinson (Ed.), Motivating students to learn: Overcoming barriers to high achievement (pp. 197-224). Berkeley, CA: McCutchan.
    • (1993) Motivating students to learn: Overcoming barriers to high achievement , pp. 197-224
    • Weinstein, R.S.1
  • 45
    • 0012164157 scopus 로고    scopus 로고
    • Promoting positive expectations for schooling
    • N. M. Lambert & B. L. McCombs Eds, Washington, DC: American Psychological Association
    • Weinstein, R. S. (1998). Promoting positive expectations for schooling. In N. M. Lambert & B. L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education (pp. 81-111). Washington, DC: American Psychological Association.
    • (1998) How students learn: Reforming schools through learner-centered education , pp. 81-111
    • Weinstein, R.S.1
  • 46
    • 0002112644 scopus 로고    scopus 로고
    • Social goals and social relationships as motivators of school adjustment
    • J. Juvonen & K. Wentzel Eds, Boston: Cambridge University Press
    • Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 226-247). Boston: Cambridge University Press.
    • (1996) Social motivation: Understanding children's school adjustment , pp. 226-247
    • Wentzel, K.R.1
  • 47
    • 0031495068 scopus 로고    scopus 로고
    • Student motivation in middle school: The role of perceived pedagogical caring
    • Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411-419.
    • (1997) Journal of Educational Psychology , vol.89 , pp. 411-419
    • Wentzel, K.R.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.