While many people talk about the Constructivist philosophy, there has not been a publication that provides a detailed description of what a Constructivist classroom sounds like and looks like. This book fills that void by examining the philosophy, translating it into teaching strategies, and providing over forty examples. These examples come from the elementary level up to and including the collegiate level, and include all content areas. These examples show how the Constructivist educator uses the linguistic mode, the visual mode, and the kinesthetic mode to create a class environment in which the Constructivist philosophy flourishes. Examples of student work are provided; the book also includes chapters on note-taking, Problem-Based Learning (PBL), action research, and other Constructivist resources. Written in user-friendly form, this book presents a concrete and step by step approach for translating the Constructivist philosophy into classroom practice. This book is intended for every Constructivist researcher, practitioner, and teacher-educator. The researcher and teacher-educator will benefit from topics such as the history of Constructivist thought, the principles of Constructivism and action research. This book is more than a list of recipes, and this will be beneficial to the practitioner. Starting with the principles of Constructivism, and bridging to four basic teaching strategies, the practitioner is guided on how to use different learning modes and “meta-strategies” to create a true Constructivist practice. An educator’s life is made up of one’s philosophy, teaching principles, daily strategies, resources, and research tools. This book provides an in-depth look, from the Constructivist perspective, at each one of these components. In every sense of the word, this book is truly “comprehensive.”

The Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject and age level, the book discusses what motivates students to learn and how knowledge can be made personal for better learning and remembering. Individual chapters identify proven effective teaching methods for the specific domains of math, reading, writing, science, and critical problem solving, how students learn within those domains, and how learning can be accurately assessed for given domains and age levels. The Handbook takes a constructivist perspective to academic learning, emphasizing the construction of personal knowledge of an academic nature. Constructivism within the context of learning theory is viewed as involving an active learner that constructs an academic knowledge base through the development of cognitive strategies and metacognition. The book discusses the development of basic literacy skills that provide the foundation for higher order thinking and problem solving. Constructivism recognizes the social dimension of classroom learning and emphasizes the motivational elements of self-regulation and volition as essential learner characteristics. Written by authors who have first-hand experience with both theory development and the development of authentic classroom instructional techniques, the Handbook empowers educators to develop, implement, and field-test authentic instructional practices at their school site. The book provides a review of the literature, theory, research, and skill techniques for effective teaching and learning. - Identifies effective teaching with specific techniques - Covers elementary school through high school - Discusses teaching methods for all main subject areas: reading, writing, math, science, and critical thinking - Identifies how students learn to learn - Reviews theory, research, techniques, and assessment - Contains field tested examples for the educational professional at the school site - Provides a resource for staff development

Published in cooperation with the Association of Counselor Education and Supervision (ACES) This definitive single-volume guide is the first of its kind on teaching and developing counselor educator programs that embrace constructivist and developmental theory. Leading scholars and experts offer practical advice on teaching courses in every area of counseling practice. As a result, the book is ideal for current and future counselor educators and supervisors as well as faculty in other helping professions. The authors seek to inspire educators to empower and involve, to risk "losing control" over subject matter, to hear student voices, to pose dilemmas, and to challenge their own assumptions in the presence of their students using constructivist, developmental, and experiential thinking and strategies. Key Features: Coverage of the foundations of constructivist and developmental teaching in Part One includes the pedagogies of the classic thinkers in the teaching field, namely John Dewey, Lawrence Kohlberg, and David Kolb, explicit guidelines for teaching, the phases of counselor development, and a primer on six common teaching strategies. Carefully-crafted guides for teaching in 17 content areas in the counselor education curriculum provide readers with practical "how to" information. Innovative ideas for counselor education in Part Three offer readers keys to evaluating outcomes in counselor education, expanding technology in the field, and boldly infusing narrative theory into counselor education. Exercises in constructivist, developmental, and experiential approaches appear in chapters to give readers an opportunity to apply what they have just learned.

This enduring bestseller remains the most comprehensive examination of constructivism and its relationship to teaching and learning. Closing the gap between theory and practice, well-known scholars make constructivism accessible by showing its application in everyday classrooms. Building on the success of the first edition, the authors have completely updated this popular text and expanded its scope to include examples of constructivist teaching across all grade levels and disciplines. An ambitious revision of a now classic text, Constructivism: Theory, Perspectives, and Practice, Second Edition is an invaluable resource for practicing teachers, teacher educators, and curriculum specialists in mathematics, science, social studies, and language arts. New for the Second Edition! An updated theory section that adds further contemporary biological evidence to go beyond the theories of Piaget and Vygotsky—offering a more contemporary framework for a psychological theory of learning.New chapters reflecting the school-based reforms that have been initiated since the writing of the first edition—specifically addressing the changes in mathematics, social studies, and teacher education.A new chapter on the emerging field of disability studies—including a critique that unmasks current practices and assumptions that better serve schools rather than students and their families. Contributors: Paul Cobb • Susan Cowey • Rheta DeVries • Eleanor Duckworth • Dewey I. Dykstra, Jr. • George Forman • Catherine Twomey Fosnot • Catherine A. Franklin • June S. Gould • Maxine Greene • Candace Julyan • Randall Stewart Perry • D. Kim Reid • Deborah Schifter • Jan Weatherly Valle • Ernst von Glasersfeld • Betty Zan. Praise for the First Edition! “Provides the reader with many ways of connecting to the central ideas of constructivism . . . highly readable.” —Gifted Child Quarterly “Shows how constructivist theory can inform classroom practices, and . . . provides teachers with a deeper understanding that gives substance to the rhetoric of school reform.” —Journal of Curriculum Studies

Praise for the Original Edition: "Lots of fresh ideas, along with some very helpful suggestions." —Pamela Galvani, Teacher Central Kitsap High School, Silverdale, Washington Praise for the New Edition: "Useful as the first version of their book was, Marlowe and Page′s second edition is even better. It offers a rare blend of thoughtful critique, solid theory, and practical strategy." —Alfie Kohn, author of The Schools Our Children Deserve Make constructivism work for you and your students! Taking students from passive spoon-fed knowledge to creation and acquisition of real learning: It sounds terrific. But how do you do it? This book shows you how. In this updated and expanded second edition, Marlowe and Page use a larger and clearer format to bring together constructivist theory with step-by-step guidance to make constructivist learning a reality in your classroom. Creating and Sustaining the Constructivist Classroom, Second Edition includes the firsthand experiences of practicing teachers to help you understand the challenges and rewards you can expect from constructivism. The teachers′ stories along with guidance from the authors give you a solid foundation on which to build your own student-created learning classroom. The authors provide: Active learning examples to customize for any grade or classroom Checklists to help you evaluate your starting point, progress, and goals Expanded coverage of state and national content standards Practical assistance with issues surrounding student assessment, differentiation, and the inclusive classroom Ideas for involving parents and community members Ways to implement technology into the mix Strategies to help even beginning teachers implement constructivist principles Stimulate your students′ creativity, autonomy, and independent thinking. Help raise their self-esteem and confidence. Get their minds working on proactive ways to bring real-world learning into their schoolwork. Encourage your students to discover new ways to search for information, process what they find out, and translate it into meaningful knowledge for themselves.

As technology and technological advancements become a more prevalent and essential aspect of daily and business life, educational institutions must keep pace in order to maintain relevance and retain their ability to adequately prepare students for their lives beyond education. Such institutions and their leaders are seeking relevant strategies for the implementation and effective use of new and upcoming technologies and leadership strategies to best serve students and educators within educational settings. As traditional education methods become more outdated, strategies to supplement and bolster them through technology and effective management become essential to the success of institutions and programs. The Handbook of Research on Modern Educational Technologies, Applications, and Management is an all-encompassing two-volume scholarly reference comprised of 58 original and previously unpublished research articles that provide cutting-edge, multidisciplinary research and expert insights on advancing technologies used in educational settings as well as current strategies for administrative and leadership roles in education. Covering a wide range of topics including but not limited to community engagement, educational games, data management, and mobile learning, this publication provides insights into technological advancements with educational applications and examines forthcoming implementation strategies. These strategies are ideal for teachers, instructional designers, curriculum developers, educational software developers, and information technology specialists looking to promote effective learning in the classroom through cutting-edge learning technologies, new learning theories, and successful leadership tactics. Administrators, educational leaders, educational policymakers, and other education professionals will also benefit from this publication by utilizing the extensive research on managing educational institutions and providing valuable training and professional development initiatives as well as implementing the latest administrative technologies. Additionally, academicians, researchers, and students in areas that include but are not limited to educational technology, academic leadership, mentorship, learning environments, and educational support systems will benefit from the extensive research compiled within this publication.

This comprehensive, yet concise, book provides a practical pre-service training program across all secondary subjects by grounding a constructivist approach in seven discrete instructional areas. This groundbreaking book is the only teacher education text with components that shift the focus from a teacher-centered to a student-centered context-while infusing a key component of successful active student learning. Engaged Minds provides strategies with specific examples for moving through lower levels of concrete information and applications to the higher, more abstract, levels of synthesis and evaluation. This dynamic book takes a roll-up-your-sleeves approach-yet constructivist ideology permeates this rigorous, accessible and imaginative training program. For teachers of secondary education.

Constructionism has become one of the most popular research approaches in the social sciences. But until now, little attention has been given to the conceptual and methodological underpinnings of the constructionist stance, and the remarkable diversity within the field. This cutting-edge handbook brings together a dazzling array of scholars to review the foundations of constructionist research, how it is put into practice in multiple disciplines, and where it may be headed in the future. The volume critically examines the analytic frameworks, strategies of inquiry, and methodological choices that together form the mosaic of contemporary constructionism, making it an authoritative reference for anyone interested in conducting research in a constructionist vein.

This book provides a refreshing look at kindergarten teachers’ practical knowledge and their context-specific reasoning of the usefulness of constructivism from a culturally emic perspective. Examining the similarities and differences between constructivism and Confucianism from both instructional and moral perspectives, it provides a unique contribution to teaching and teacher education. An understanding of the compatibility between constructivism and Confucianism is valuable in cross-cultural exchange and learning, and as such the book is a great source for educational researchers in a time of globalization.

The need to develop 21st-century competencies has received global recognition, but instructional methods have not been reformed to include the teaching of these skills. Multiple frameworks include creativity, critical thinking, communication, and collaboration as the foundational competencies. Complexities of planning curriculum and delivering instruction to develop the foundational competencies requires professional training. However, despite training, instructional practice can be impacted by barriers caused by personal views of teachers, economic constraints, access to resources, social challenges, pandemic, overwhelming pace of global shifts, and other influences. With digitalization entering the field of education, it is unclear if technology has helped in removing or eliminating the barriers or has, itself, become another obstruction in integrating the competencies. Gaining an educator's perspective is essential to understanding the barriers as well as solutions to mitigate the impediments through innovative instructional methods being practiced across the globe via digital or non-digital platforms. The need for original contributions from educators exists in this area of barriers to 21st-century education and the role of digitalization. The Handbook of Research on Barriers for Teaching 21st-Century Competencies and the Impact of Digitalization discusses teaching the 21st-century competencies, namely critical thinking, creativity, collaboration, and communication. This book presents both the problems or gaps causing barriers and brings forth practical solutions, digital and non-digital, to meet the educational shifts. The chapters will determine the specific barriers that exist, whether political, social, economic, or technological, to integrating competencies and the methods or strategies that can eliminate these barriers through compatible instructional approaches. Additionally, the chapters provide knowledge on the impacts of digitalization in general on teaching and learning and how digital innovations are either beneficial to removing impediments for students or rather causing obstructions in integrating the four competencies. This book is ideally intended for educators and administrators working directly with students, educational researchers, educational software developers, policymakers, teachers, practitioners, and students interested in how 21st-century competencies can be taught while facing the impacts of digitalization on education.