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Learner-Centered Instruction
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Learner-Centered Instruction
Building Relationships for Student Success

May 2014 | 240 pages | SAGE Publications, Inc
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Learner-Centered Instruction: Building Relationships for Student Success is a supplementary text that provides a practical yet comprehensive explanation of learner-centered instruction, the empirically supported methods associated with strong teacher-student relationships. The text is primarily intended to help K-12 preservice and inservice teachers understand and realize the benefits of learner-centered instruction (LCI) strategies. While this new text reviews common topics in instruction and classroom management, it is distinct from other texts in its focus on the elements and effects of teacher-student relationships. Learner-Centered Instruction is firmly rooted in research, yet written in an accessible style that brings to life the human dimensions and value of these relationships.
 
Foreword by Barbara L. McCombs
 
Introduction: A Model of Learner-Centered Instruction
 
1. Research on Learner-Centered Instruction
 
2. Theoretical Foundations of Learner-Centered Instruction
 
3. Teaching as Facilitation
 
4. Engagement-Focused Instruction
 
5. Classroom Management
 
6. A Focus on Learning
 
7. Redefining Achievement
 
8. Inquiry Teaching and Authentic Learning
 
9. Cooperative Learning
 
10. Strengthening Relationships in the Ecological Context
 
Glossary
 
Bibliography

Jeffrey H. D. Cornelius-White

Jeffrey H. D. Cornelius-White, Psy.D., LPC, is Associate Professor in the Department of Counseling, Leadership and Special Education, Provost’s Fellow for Teaching and Learning, at Missouri State University in Springfield, and Adjunct Assistant Professor for the Cooperative Ed.D. Program in Educational Leadership and Policy Analysis at the University of Missouri-Columbia. He is Chair of the Board of the World Association for Person-Centered and Experiential Psychotherapy and Counseling, Co-Editor of The Person-Centered Journal, Content Editor of the Journal of Border Educational Research, and co-editor of the 2008 book with PCCS entitled:... More About Author

Adam P. Harbaugh

Adam P. Harbaugh is an Assistant Professor of Curriculum and Instruction in the Department of Middle, Secondary, and K-12 Education at the University of North Carolina at Charlotte. He primarily teaches middle and secondary methods courses. Adam holds a Master’s and Ph.D. Degree in curriculum and instruction and Bachelor’s and Master’s Degrees in mathematics. Adam is also a certified middle grades and secondary mathematics teacher with experience in middle- and high-school mathematics classrooms. Adam’s publications and research interest are centered on supporting teachers' effective use of communications, problem solving, and technology... More About Author

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