One University’s Journey to Academic Excellence: A Case Study of Effective Practices Including a Dedication to Constructivism

• In Event: Constructivism in Preservice Teacher Education and Classroom Teacher Professional Development

Abstract

Distinguishing practices were unearthed that led to academic success at one university’s lab schools through case study methodology. Over the years, six different lab settings were implemented, and students were academically successful as measured by state and professional organization standards. Triangulation of the interview and document data confirmed the distinguishing practices of: (a) aligning practices to a clear, focused mission; (b) implementing proven, constructivist-based instruction; (c) committing to sustained professional development; (d) fostering collaborative, experienced instructional leadership; (e) embracing market needs and desires; and (f) committing to sustaining lab schools as preparation clinical sites. University educators will gain insight in implementing proven practices through the findings outlined in this study.
Keywords: Lab schools, effective school practices, instructional strategies, constructivism

Authors

• Gloria Jean Gresham, Stephen F. Austin State University

• Kimberly Welsh, Stephen F. Austin State University