Learner Centered
This historical document is derived from a 1990 APA presidential task force (revised in 1997).
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES:
A Framework for School Reform & Redesign
TABLE OF CONTENTS:
Background
Learner-Centered Principles
Prepared by the Learner-Centered Principles Work Group of the American Psychological Association 's
Board of Educational Affairs (BEA), November 1997
BACKGROUND
Throughout its history, psychology has provided vital information for the design of schooling based on theory and research on human learning, development, and motivation. Research in psychology relevant to education has been particularly informative during the past decade. Advances in our understanding of thinking, memory, and cognitive and motivational processes can contribute directly to improvements in teaching, learning, and the whole enterprise of schooling. At the same time, educators concerned with the growing problems of school dropout, low levels of academic achievement, and other indicators of school failure are arguing for more learner-centered models of schooling. Such models attend to the diversity among students, and use this diversity to enrich learning and to produce results within the context of current school reform.
The learner-centered psychological principles, which are consistent with more than a century of research on teaching and learning, are widely shared and implicitly recognized in many excellent programs found in today 's schools. They also integrate research and practice in various areas of psychology, including developmental, educational, experimental, social, clinical, organizational, community, and school psychology. In addition, these principles reflect conventional and scientific wisdom. They comprise not only systematically researched and evolving learner-centered principles that can lead to effective schooling but also principles that can lead to positive mental health and productivity of our nation`s children, their teachers, and
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES:
A Framework for School Reform & Redesign
TABLE OF CONTENTS:
Background
Learner-Centered Principles
Prepared by the Learner-Centered Principles Work Group of the American Psychological Association 's
Board of Educational Affairs (BEA), November 1997
BACKGROUND
Throughout its history, psychology has provided vital information for the design of schooling based on theory and research on human learning, development, and motivation. Research in psychology relevant to education has been particularly informative during the past decade. Advances in our understanding of thinking, memory, and cognitive and motivational processes can contribute directly to improvements in teaching, learning, and the whole enterprise of schooling. At the same time, educators concerned with the growing problems of school dropout, low levels of academic achievement, and other indicators of school failure are arguing for more learner-centered models of schooling. Such models attend to the diversity among students, and use this diversity to enrich learning and to produce results within the context of current school reform.
The learner-centered psychological principles, which are consistent with more than a century of research on teaching and learning, are widely shared and implicitly recognized in many excellent programs found in today 's schools. They also integrate research and practice in various areas of psychology, including developmental, educational, experimental, social, clinical, organizational, community, and school psychology. In addition, these principles reflect conventional and scientific wisdom. They comprise not only systematically researched and evolving learner-centered principles that can lead to effective schooling but also principles that can lead to positive mental health and productivity of our nation`s children, their teachers, and