research about learner centered psychological principles

The Learner-Centered Psychological Principles

Beginning in 1990, the American Psychological Association (APA) appointed a special Task Force on Psychology in Education, one of whose purposes was to integrate research and theory from psychology and education in order to surface general principles that have stood the test of time and can provide a framework for school redesign and reform. The result was a document that originally specified twelve fundamental principles about learners and learning that, taken together, provide an integrated perspective on factors influencing learning for all learners (APA, 1993). This document was revised in 1997 (APA, 1997) and now includes 14 principles that are essentially the same as the original 12 principles with the exception that attention is now given to principles dealing with diversity and standards. [Note to readers: For those interested in research support for the Principles, several sources are relevant. The specific research and theory that was reviewed in developing the Principles is described in McCombs and Whisler (1997). Further research support is also provided in Alexander and Murphy (1998) and Lambert and McCombs (1998)].

The 14 learner-centered principles are categorized into four domains as shown in Table 1. These categories group the principles into research-validated domains important to learning: metacognitive and cognitive factors, affective and motivational factors, developmental and social factors, and individual difference factors. An understanding of these domains and the principles within them establishes a framework for designing learner-centered practices at all levels of schooling. It also helps define what "learner-centered" means from a research-validated perspective.

Defining "Learner-Centered"

From an integrated and holistic look at the Principles, the following definition emerges:

"Learner centered" is the perspective that couples a focus on individual learners - their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs - with a focus on leaning - the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners. This dual focus then informs and drives educational decision making. Learner-centered is a reflection in practice of the Learner-Centered Psychological Principles - in the programs, practices, policies, and people that support learning for all.

This definition of learner-centered is thus based on an understanding of the Learner-Centered Psychological Principles as a representation of the current knowledge base on learners and learning. The Principles apply to all learners, in and outside of school, young and old. Learner-centered is also related to the beliefs, characteristics, dispositions, and practices of teachers - practices primarily created by the teacher. When teachers and their practices function from an understanding of the knowledge base delineated in the Principles, they (a) include learners in decisions about how and what they learn and how that learning is assessed; (b) value each learner's unique perspectives; (c) respect and accommodate individual differences in learners' backgrounds, interests, abilities, and experiences; and (d) treat learners as co-creators and partners in the teaching and learning process.

Alexander, P.A., & Murphy, P. K. (1998). The research base for APA's Learner-Centered Psychological Principles. In N. Lambert & B.L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education. Washington, DC: American Psychological Association.

APA Work Group of the Board of Educational Affairs (1997, November). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: American Psychological Association.

APA Task Force on Psychology in Education (1993, January). Learner-centered psychological principles: Guidelines for school redesign and reform. Washington, DC: American Psychological Association and Mid-Continent Regional Educational Laboratory.

Bartolome, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173-194.

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Learner-Centered Teaching

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• Georgia C. Brooke 2 &
• Heidi L. Andrade 2  

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Child-centered teaching ; Learner-centered education ; Learner-centered lesson planning ; Learner-centered principles ; Person-centered instruction ; Student-centered learning

A learner-centered perspective couples a focus on individual learners – their experiences, perspectives, backgrounds, talents, interests, capacities, and needs – with a focus on the best available knowledge about learning and teaching practices that promote motivation and achievement for all learners. Grounded in the Learner-Centered Psychological Principles (APA Work Group of the Board of Educational Affairs 1997 ), this dual focus is used to inform decision-making and drive educational reform.

Theoretical Background

In 1990, concern over national declines in student achievement prompted the American Psychological Association (APA) to charge the Presidential Task Force on Psychology in Education with producing a synthesis of research on human learning, development, and motivation in order to...

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American Psychological Association Work Group of the Board of Educational Affairs. (1997). Learner-centered psychological principles: A framework for school reform and redesign . Washington, DC: American Psychological Association.

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Donohue, K. M., Perry, K. E., & Weinstein, R. S. (2003). Teachers’ classroom practices and children’s rejection by their peers. Applied Developmental Psychology, 24 , 91–118.

McCombs, B. L., & Miller, L. (2007). Learner-centered classroom practices and assessments: Maximizing student motivation, learning and achievement . Thousand Oaks: Corwin.

McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement . San Francisco: Jossey-Bass.

Perry, K. E., Donohue, K. M., & Weinstein, R. S. (2007). Teaching practices and the promotion of achievement and adjustment in first grade. Journal of School Psychology, 45 , 269–292.

Salinas, M. F., & Garr, J. (2009). Effect of learner-centered education on the outcomes of minority groups. Journal of Instructional Psychology, 36 (3), 226–237.

Salinas, M. F., Kane-Johnson, S. E., & Vasil-Miller, M. A. (2008). Long-term learning, achievement tests, and learner centered instruction. Journal of the Scholarship of Teaching and Learning, 8 (3), 20–28.

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Brooke, G.C., Andrade, H.L. (2012). Learner-Centered Teaching. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1510

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LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign

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