The Keys to Effective Schools: Educational Reform as by Willis D. Hawley

By Willis D. Hawley

During this moment variation, best specialists within the box concentrate on the best way to switch a school’s organizational constitution and tradition to enhance the standard of training and studying.

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The Keys to Effective Schools: Educational Reform as Continuous Improvement

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Issues in school reform: A sampler of psychological perspectives on learner-centered schools (pp. 379–408). Washington, DC: American Psychological Association. qxd 9/27/2006 2:29 PM Page 31 Contextualizing Learner-Centered Principles for Teachers and Teaching 31 McCombs, B. , & Whisler, P. T. (1997). The learner-centered classroom and school: Strategies for enhancing student motivation and achievement. San Francisco: Jossey-Bass. Murphy, P. , & Alexander, P. A. (2000). A motivated exploration of motivation terminology.

The final 14 principles represent a synthesis of what is known about learners and optimal learning from a psychological perspective and were conceived as a framework for guiding educational practice. Prior to discussing the principles and their value for teachers and teaching, it seems imperative to explain the notion of learnercentered as conceptualized in the APA document. qxd 9/27/2006 2:29 PM Page 15 Contextualizing Learner-Centered Principles for Teachers and Teaching 15 around the needs of the learner and in which the teacher plays the role of facilitator.

In many cases, students base their conceptions of scientific processes on their out-of-school experiences. qxd 20 9/27/2006 2:29 PM Page 20 THE KEYS TO EFFECTIVE SCHOOLS grass and other plants green. Instead of just teaching about photosynthesis, teachers might have the students conduct an experiment that would counter their naive understandings. By doing so, teachers can help students construct a richer and more accurate knowledge base that will enable future learning. MOTIVATION AND AFFECT Motivational or affective factors, such as intrinsic motivation, personal goals, attributions for learning, and selfefficacy, along with the motivational characteristics of learning tasks, play a significant role in the learning process.

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