Applying the LCPs to high school education

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

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Figure 1 displays the relationships between teachers' beliefs and perceptions of their classroom practices, and how these beliefs and perceptions influence student perceptions of teacher practices. Research on all variables in this model has led to the identification of those domains of classroom practice that are most predictive of positive outcomes (McCombs, 1998, 1999a; McCombs & Lauer, 1997; Weinberger & McCombs, 2001) for students from kindergarten through college age (Daniels, Kalkman, & McCombs, 2001; Lauer, McCombs, & Pierce, 1998; McCombs & Lauer, 1998; Perry & Weinstein, 1998). For students in the 9-12 grade level range, the domains of practice most important to high motivation and achievement are those that (a) create positive personal relationships and a caring classroom climate, (b) honor student voice (c) support students' development of higher order thinking, problem solving, and self-regulated learning skills, and (d) adapt to a range of individual differences in development, culture, and other background and learning differences.

Using the ALCP Surveys to Support Learner-Centered Practices

Our research program at the University of Denver Research Institute (DRI) has examined the role of high school student and teacher perceptions of learner-centered practices in student academic (achievement) and nonacademic (motivation) outcomes using the Assessment of Learner-Centered Practice (ALCP) surveys. The ALCP surveys address teacher characteristics and beliefs and their consistency with the LCPs. For high school teachers and students, the surveys provide a research-validated way to also self-assess the degree to which classroom practices are in keeping with the LCPs in four domains shown by current research to be related to positive student motivation and achievement (e.g., McCombs, 1999b, 2001).

This research illustrates a number of benefits of learner-centered practices. Student perceptions of how their teachers interact with them are positively associated with student motivation and achievement, particularly students' perceptions of being a successful learner and being intrinsically motivated to learn (Weinberger & McCombs, 2001). For example, the more learner-centered a student perceived a teacher to be (e.g., made an effort to get to know him/her personally), the more positive that student's motivation was in class as measured by seven different motivation scales (see Figure 2). Furthermore, students who perceived their teacher creating a positive, personal climate in class achieved more in terms of classroom performance than students who did not believe their teacher was creating this personal climate in class (see Figure 3).

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Shifting Beliefs and Assumptions About Learners, Learning, and Teaching

While current research supports the value of learner-centered practices for enhancing student academic and nonacademic outcomes, it also supports the need to examine what it would take for educators at all levels of the educational system, but particularly at the high school level, to consider shifting practices in a more learner-centered direction. A critical first step, discovered through work with large school systems and higher education institutions, is for people involved with the teaching and learning process in those systems to have an opportunity to "change their minds." Respectful and nonthreatening methods are needed to help shift current beliefs and assumptions about learners, learning, and teaching so they are more consistent with the knowledge base represented by the LCPs.