Multistate Research Findings About Teacher Reflections Regarding Desired and Current Constructivist Practices

• In Event: 47.064 - Constructivist-Aligned Teaching Practices: Implementation, Principles, and Fidelity

Abstract

Research findings of various studies conducted or in progress in a dozen states by a research team of experienced educational leaders are presented and analyzed in this session. The quantitative survey results and qualitative case study summaries are compared to established benchmarks to facilitate comprehension of the current use frequency and desired use frequency of various constructivist strategies and techniques associated with differentiation of instruction. A procedural guideline based on the researched-based quartiles including specific strategies are recommended for individual educators and professional learning communities in various contexts to promote a greater implementation of differentiation techniques and further expand constructivist practices.

Authors

• Walter S. Polka, Niagara University

• Freddie Elizabeth A Bowles, University of Arkansas

• Amanda L Eller, Idaho State University-Twin Falls

• Nancy P. Gallavan, University of Central Arkansas

• Terrell M Peace, Lander University

• William M. Young, Oglala Lakota College

• Jennifer Young, Jackson State University

• Monica J. VanHusen, Stafford County Public Schools

• Kelly Lewis, Hiram College

• Rosina Mete, Niagara University

• Cathy J. Pearman, Missouri State University

• Sherry Bever Goodvin, Wichita State University