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Informationen zum Autor Barbara L. McCombs directs the Human Motivation! Learning! and Development Center at the University of Denver. The center focuses on the professional development of educators! personal and organizational change! systemic educational reform! and school violence prevention. McCombs' current research is directed at new leadership models for redesigning outdated views of schooling and learning. This research has led to her international and national recognition in areas that include transformational teacher development approaches! motivating hard-to-reach students! and the use of technology as a primary tool for empowering youth and facilitating relevant learning. The author has begun a series of books published by Corwin Press. Learner-Centered Classroom Practices and Assessments: Maximizing Student Motivation! Learning! and Achievement (2006) was co-authored with Lynda Miller and written for teachers. Her second book in the series! written for school administrators and other school leaders! was also co-authored with Lynda Miller and is titled A School Leader's Guide to Creating Learner-Centered Education: From Complexity to Simplicity (2008). McCombs is the primary author of Learner-Centered Psychological Principles (LCPs): Guidelines for School Redesign and Reform. She has developed research-validated learner-centered models of teaching and learning based on the LCPs. Through collaborations with colleagues at the University of Bristol in England! she developed an online version of her Assessment of Learner-Centered Practices (ALCP) teacher and student surveys. These surveys have been validated with over 35!000 students and their teachers in Grades K-3! 4-8! 9-12! and college level. The ALCP surveys are being used in numerous national and international K-12 schools as well as colleges. Klappentext This innovative resource introduces a transformative leadership model that supports student development by focusing on key factors such as cognition, metacognition, motivation, affect, and individual differences. Zusammenfassung In the context of the accountability and testing era! many school leaders have become fearful and feel disenfranchised. This book introduces a model of leadership as part of a transformation process arising from a learner-centered system. Inhaltsverzeichnis Acknowledgments About the Authors 1. Why This Is a Time for Change Why Read This Book? Schools as Living Systems What Does "Learner-Centered" Mean? How This Book Is Organized How Do You Like to Learn? 2. What We Know About Learning and Leading What Kind of Learner and Leader Are You? What Does Existing Evidence Say About Leadership? The "Big Picture" View: An Ecology of Learning Model What It Means to Be Learner-Centered A Learner-Centered Educational Model What Are the New Notions of Schooling as Part of Living Systems? Self-Reflections What¿s Next 3. What the Learner-Centered Model Means for Practice What It Means to Be a Learner-Centered Leader What the Research Shows About the Effectiveness of Learner-Centered Models How the Learner-Centered Principles Translate Into Practice at the School Level Implications for Leadership and Building Communities of Learners Self-Reflections What¿s Next 4. The Tools Needed for the Journey Tools for the Journey Within Tools for a School-Level Assessment System and Leadership Process Implications of Implementing Learner-Centered Leadership Tools Tools for Answering the Truly Important Questions Self-Assessment and Reflection Tools to Chart the Journey Self-Reflections What¿s Next 5. What Learner-Centered Assessment Tools Can Accomplish What Is Expected of Our Educational System? How School Leaders Can Provide Wha...
