Analyzing Constructivist Dilemmas in the New York City Framework for Teaching

• In Event: 16.057 - Roundtable Session 5
  In Roundtable Session: 16.057-16 - Innovative Frameworks for Building Instructional Capacity in Urban Contexts

Abstract

This paper describes the results of an analysis of the Danielson Framework for Teaching as adapted for New York City concerning its assumptions about teacher learning and constructivist teaching. A text analysis was conducted using Windchitl’s four dilemmas of constructivist practice as a theoretical framework. Findings indicate that multiple dilemmas of constructivism occur in each of the four domains of the Framework for Teaching that may prevent an evaluator from obtaining an accurate depiction of teacher practice. Also, educative conservations used in formative process may be absent when the tool is used for evaluative purposes. Implications suggest that working to foster teachers’ understanding of constructivism through constructivist learning approaches may increase the validity of the upper ratings of the Framework.

Authors

• Cyrene Crooms, Montclair State University

• Douglas B. Larkin, Montclair State University