Looking into Learning-Centered Classrooms: Implications for Classroom Management. Working Paper

Autor/inn/en	Evertson, Carolyn M.; Neal, Kristen W.
Institution	National Education Association, Washington, DC.
Titel	Looking into Learning-Centered Classrooms: Implications for Classroom Management. Working Paper
Quelle	(2006), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Practices; Educational Change; Classroom Techniques; Academic Achievement; Social Studies; Student Centered Curriculum; Classroom Environment; Teacher Student Relationship; Student Participation; Student Motivation; High Achievement; Moral Values; Social Values; Science Instruction; Middle Schools; Urban Schools; Elementary School Teachers; Secondary School Teachers; Time Management; Conflict Resolution; Student Evaluation + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsreform; Klassenführung; Schulleistung; Gemeinschaftskunde; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulische Motivation; Moral value; Ethischer Wert; Sozialer Wert; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Mittelschule; Mittelstufenschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zeitmanagement; Conflict solving; Konfliktlösung; Konfliktregelung; Schulnote; Studentische Bewertung
Abstract	Recent research is revealing a great deal about how changes in educational practices and policies can revamp classrooms and schools to close the achievement gaps and promote excellence in learning for all students. This working paper examines best practices that shift classroom management's emphasis from controlling students' behavior to creating "learning-centered" classrooms that foster their engagement, autonomy, and sense of community by giving them progressively more responsibility, under the teacher's careful guidance. These practices are part of an instruction strategy aimed at helping students achieve high academic, moral, and social goals. The report illustrates the implementation of changes in learning goals, classroom environments, management strategies, and assessment practices through the experiences of "Bill," a science and social studies teacher in an urban middle school, and "Patricia," a teacher in an elementary school on the border between city and suburb. (Contains 4 tables.) (ERIC).
Anmerkungen	National Education Association Research Department. 1201 16th Street NW, Washington, DC 20036. Tel: 800-229-4200; Fax: 770-280-4134; Web site: http://www.nea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10