Facilitating Student-Centered Learning via Teacher Reflections About Desired and Current Constructivist Practices

• In Event: Park Central Roundtable Session 13
  In Roundtable Session: Constructivist Practices in Teaching

Abstract

This paper presentation features the findings of research studies conducted in nine states using the same discrepancy survey instrument designed to focus teacher reflections about their desired and actual constructivist practices used in their teaching-learning settings. The quantitative survey results illustrate that many teachers often use constructivist practices on a regular basis but also desire to become even more constructivist and student-centered. Comparing local survey results to existing benchmarks illustrates that professional demographic factors impact the degree of both the desired and the actual constructivist practices used. But, further analysis at the local level provides opportunities to close the gap between the desired constructivist practices and the actual practices with the outcome being more student-centered instruction for more students.

Authors

• Walter S. Polka, Niagara University

• Terrell M Peace, Huntington University

• Nancy P. Gallavan, University of Central Arkansas

• Fredricka Bowles, University of Arkansas at Fayetteville

• Cathy J. Pearman, Missouri State University

• Amanda L Eller, Idaho State University-Twin Falls

• Sherry Goodvin, Norwich University

• Kelly Lewis, Hiram College

• Monica J. VanHusen, Stafford County Public Schools

• William M. Young, Oglala Lakota College

• Jennifer Young, Jackson State University