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Preface | |
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Acknowledgments | |
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About the Authors | |
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What We Know About Learning | |
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How Do You Learn Best? | |
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What Does the Evidence Show About Supporting Natural Learning? | |
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Teachers and Students as Co-Learners: An Invitation | |
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What's Next? | |
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What Is Learner Centered From an Evidence-Based Perspective? | |
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What Does "Learner Centered" Mean? | |
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Seeing the Big Picture: Education as a Complex Living System | |
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Domains of Schools as Living Systems | |
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The Learner-Centered Model | |
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What Are the Learner-Centered Principles? | |
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Factors Affecting Learners and Learning | |
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What's Next? | |
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What Teachers and Students Tell Us About Learner-Centered Practices | |
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What Teachers Have Recognized About the LCPs | |
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Translating the LCPs Into Practice | |
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The LCPs, Testing, and Accountability | |
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What Do the LCPs Mean for Teaching and Learning? | |
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What the Evidence Shows: Characteristics of Effective Teachers | |
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What Students Say | |
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Strategies for Honoring Student Voice | |
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Forming a Student Union | |
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Involving Students in Action Research Projects | |
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Students as Meaningful Partners: International Evidence | |
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Reflection | |
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What's Next? | |
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The Learner-Centered Principles: One By One | |
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Cognitive and Metacognitive Factors | |
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Nature of the Learning Process | |
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Goals of the Learning Process | |
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Construction of Knowledge | |
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Strategic Thinking | |
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Thinking About Thinking | |
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Context of Learning | |
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Motivational and Affective Factors | |
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Motivational and Emotional Influences on Learning | |
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Intrinsic Motivation to Learn | |
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Effects of Motivation on Effort | |
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Developmental and Social Factors | |
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Developmental Influence on Learning | |
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Social Influences on Learning | |
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Individual Differences Factors | |
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Individual Differences in Learning | |
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Learning and Diversity | |
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Standards and Assessment | |
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Finding Examples of LCPs in Your Own Practices | |
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What's Next? | |
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Learner-Centered Practices | |
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Turning Principles Into Practices | |
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Glasser's Six Conditions for Quality Schoolwork | |
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Classroom Climate | |
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Relevance of Learner-Centered Practices in the Context of Standards and Assessment | |
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The Achievement Gap Issue | |
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What Students Say About the Achievement Gap | |
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Reflection | |
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What's Next? | |
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Effective Learner-Centered Practices | |
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Effective Learner-Centered Practices for Students in K-3 | |
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Effective Learner-Centered Practices for Students in Grades 4-12 | |
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What Happened to "Classroom Management"? | |
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Strategies for Creating Learner-Centered, Resilient Classrooms | |
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Insights and Reflections: What Needs to Change in My Classroom? | |
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What's Next? | |
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What Tools Do I Need to Become Learner Centered? | |
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Who's in Charge of My Learning? | |
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Who's in Charge of Students' Learning? | |
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Implications for Practice | |
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Implications for Policy | |
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The Learner-Centered Surveys | |
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Characteristics of Learner-Centered Tools | |
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The Assessment of Learner-Centered Practices (ALCP):Tools for Creating Learner-Centered Classrooms and Departments | |
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Research-Validated Definition of "Learner Centered" | |
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ALCP Feedback Process for Teachers | |
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Understanding Sample ALCP Feedback: Table of Teacher Variables Compared to the Learner-Centered Rubric for One Teacher | |
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Becoming a Magnet for Change in My School and District | |
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Reassessing My Beliefs | |
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What Is My Vision for Schools? | |
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My Plan for a Learner-Centered Classroom | |
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How Can I Manage Resistance to Change? | |
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Obtaining the Necessary Support for Learner-Centered Schools | |
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Where Do I Go From Here? | |
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Teacher Strategy Ideas | |
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Contacts: Learner-Centered Projects and Schools | |
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Books and Journals Worth a Read | |
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Learner-Centered Glossary: Some Definitions | |
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References | |
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Index | |