Activators and impediments to learner centered schools

Activators and impediments to learner centered schools

Identifies and comments on the educational assumptions, policies, and practices that are in harmony with learner- centered schools (processes and purposes of schooling, people in schools, and structure of schools), noting those that serve as repressors to achieving such schools (meritocracy and inst...

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Veröffentlicht in:Theory into practice 1995-09, Vol.34 (4), p.243-249
Hauptverfasser: Astuto, Terry A., Clark, David L.
Format: Artikel
Sprache:eng
Schlagworte:
Academic Standards
Children
Collaborative learning
Economic competition
Educational administration
Educational environment
Educational Objectives
Educational Policy
Educational reform
Elementary Secondary Education
Equal Education
Learner Centered Instruction
Learner Controlled Instruction
Learning
Politics of Education
Professional schools
Public Education
Public Schools
Resistance to Change
Student Centered Curriculum
Student Role
Teacher Role
Teachers
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Beschreibung
Zusammenfassung:Identifies and comments on the educational assumptions, policies, and practices that are in harmony with learner- centered schools (processes and purposes of schooling, people in schools, and structure of schools), noting those that serve as repressors to achieving such schools (meritocracy and instrumentality, competition and standards, repressive policy directions, and bureaucracy). (SM)
ISSN:0040-5841
1543-0421
DOI:10.1080/00405849509543687