From Conflict to Complement: Embedding Standards Reform in Constructivist Learning

• In Event: Poster Session 15
  In Poster Session: Pushing Student Engagement in Constructivist and Critical Learning Environments

Abstract

At first glance, the test-based accountability (TBA) movement currently aligned with standards-based reform (SBR) may seem antithetical to constructivist learning theory (CLT). However, this research utilizes a case study grounded in activity theory to illustrate these educational approaches as complementary, rather than contradictory practices. Teachers can incorporate educational standards and required accountability-driven tests in ways that enhance students’ autonomy and metacognitive skills without sacrificing student understanding and motivation. The significance of this contribution aligns classroom teaching that facilitates student-centered learning with current educational policy which tends to promote teacher-directed instruction.

Authors

• Mary Lee Danielson, Metropolitan State University of Denver

• Kathrine Kramer, Carroll University

• Kimberly R. White, Carroll University