Implications of the Learner-Centered Battery for New Teacher Standards and Teacher Education Reform in Kentucky.Report as inadecuate




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This study evaluated the self-assessment measures in the Learner-Centered Battery (LCB), which was developed from the theory and research base represented in the Learner Centered Psychological Principles (LCP) (American Psychological Association & McRel, 1993). The purposes of this study were: (1) to evaluate the use of the LCB self-assessment to measure experienced teachers' beliefs about and use of learner-centered practices; (2) to determine the relationship of student responses on the LCB to student motivation and achievement, and their teachers' teaching practices; and (3) to evaluate the usefulness of the LCB for teacher education reform. Participants were 6th to 12th grade teachers (N=36) and students (N=655) from a rural Kentucky school system. The teachers rated themselves using the LCB Teacher Survey and had one of their classes rate them using the LCB Student Survey. Major findings were that: effective teachers demonstrated more implementation of learner-centered domains of practice than did less effective teachers; student perceptions of teachers' implementation of learner-centered practices and student self-efficacy ratings predicted student achievement; and the LCB reliably differentiated effective from less effective teachers. With regard to teacher education reform, two dimensions need to be taken into account: the substantive content of the principles and preservice teachers' actual learning processes. A table on the learner-centered principles is attached. (Contains 25 references). (SM)

Descriptors: Academic Achievement, Educational Change, Elementary Secondary Education, Higher Education, Preservice Teacher Education, Rural Schools, Self Evaluation (Individuals), Student Attitudes, Student Evaluation of Teacher Performance, Student Motivation, Teacher Attitudes, Teacher Effectiveness, Teacher Expectations of Students











Author: Fasko, Daniel, Jr.; Grubb, Deborah J.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11945&id=ED412209







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