Applying the LCPs to high school education

Theory Into Practice, Spring, 2003 by Elizabeth Weinberger, Barbara L. McCombs

To offset feelings of alienation, it is vital to help youth feel more connected by focusing on both learners and learning. These connections can increase student motivation and achievement, leading to higher self-confidence and more positive feelings about school. This article describes various strategies for engaging high school students, including a research-validated tool for high school teachers, the Assessment of Learner-Centered Practices (ALCP) surveys. Based on the Learner-Centered Psychological Principles (LCPs), the ALCP self-assessment surveys help teachers address the growing number of high school students who are alienated from school. Research results confirming the effectiveness of learner-centered practices in meeting student needs within the current educational agenda are also presented.

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MANY GENERATION Y CHILDREN (identified by demographers as those born between 1979 and 1994) feel alone, alienated, and stressed (McCombs, 2001, in press). Both researchers and students have noted that today's youth feel disconnected and question their existence, purpose, and the meaning of life (Brendtro, 1999; Brendtro, Brokenleg, & Van Bockern, 1992; Wheatley, 1999). In a survey of 825 children aged 11-18 in Colorado, the Denver Rocky Mountain News (1998, December 10) reported that 99% of those surveyed want respect and attention from adults. One third of those surveyed did not feel valued or cared about. Regrettably, this survey also found that adults spend, on average, only 7 minutes of quality time each day with their children. Compounding the problem for Generation Y children is the stress of dealing with various issues involving school (e.g., homework, grades, school violence), family (e.g., fear of losing parents, broken families, worry over health issues), peers (e.g., bullies, gangs, fickle friends, vicious teasing, informal initiations into codes of conduct), the world (e.g., safe air and water, global warming, crime, drive-by shootings, terrorism, nuclear war), and the future (e.g., jobs, college). In fact, children today said they are stressed "about everything."

Students from Columbine High School in Colorado, site of the deadliest school shooting in U.S. history, indicated that cliques, vicious hazing, bullying, and basic mistrust of peers were common in their school (Denver Post, 1999, July 20). The fear and pain levels of these students is evident not only at Columbine, but among students of all ages in various parts of the nation. Many youth are subjects of "recreational ridicule" and hardcore bullying. As a result, these youth often resort to "outcast bonding" with other alienated youth (Brendtro, 1999). In addition, feelings of alienation have been linked to such youth issues as school dropout, suicide, alcohol and drug use, school violence, and delinquent behaviors. In this time of youth turmoil, it is vital for educators to help students feel more connected. These connections will help increase student motivation and achievement, leading to higher self-confidence and more positive feelings about school.

Strategies to Help Engage High School Youth

Because many of today's alienated and disconnected high school students are distanced from adults and learning, it is particularly important to develop comprehensive, learner-centered prevention approaches that teach them to avoid negative classroom behaviors, increase personal and social responsibility for school and societal safety, and cultivate empathy and morality. Recent research (Astor, Meyer, & Behre, 1999; Harper, 1998) suggests that the best intervention is to provide students with conditions that foster their natural motivation to learn, and to give them ownership of problems such as low motivation and minimal achievement. Doing so reduces feelings of alienation, which is a common reaction to conditions that do not allow student choice, do not respect students' feelings or interests, and do not consider students' perspectives (McCombs & Whisler, 1997; Ryan, 1992).

For example, by simply listening to students, researchers have found more effective practices for engaging them in the process of learning. When asked, youth are clear about what defines schools where they love to learn. Rogers and Freiberg (1994) asked students what motivates them to learn in school. Students consistently reported that they want (a) to be trusted and respected, (b) to be part of a family, (c) teachers to act as helpers, (d) opportunities to be responsible, (e) freedom, not license, (f) a place where people care, (g) teachers who help them succeed, and (h) to have choices. Current research is increasingly supporting the educational and social benefits of not only listening to youth, but of engaging them in authentic adult partnerships that address key issues of relevance to their lives such as education.

One program that fosters healthy relationships among youth and adults is the Generation Y program, developed in the Olympia Washington School District (Harper, 1998, 2002). Students in grades 3-12 are involved in collaborative partnerships with teachers to assist in the restructuring of education through technology. Students who graduate from the Generation Y program have the opportunity to work with other schools, administrators, teacher education institutions, and the community to use technology to improve the teaching and learning process in ways that are relevant and meaningful to students. This program has lead to greater student engagement in learning, increased school attendance, and reduced discipline problems. As a result of positive youth-teacher partnerships, school cultures of mutual respect and caring have emerged. This program also shows that students can contribute greatly to transformed practices, and in doing so, improve their motivation for learning and their relationships with adults.