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47.064 - Constructivist-Aligned Teaching Practices: Implementation, Principles, and Fidelity
Sun, April 7, 11:50am to 1:20pm, Metro Toronto Convention Centre, Floor: 200 Level, Room 201CSession Type: Paper Session
Abstract
The papers presented in this session will consider constructivist-aligned practices through a number of different avenues. Research participants and contexts include early childhood, elementary school, adults, Montessori education, online learning, teacher professional development and draw on a variety of research methods.
Sub Unit
Chair
Papers
What Would Vygotsky Say? Effectiveness of Standards-Based Learning Environment - Dorothy Holley, Clayton High School; Kathryn Stevenson; Soonhye Park, North Carolina State University
Teach Me How to Talk, Read, and Think! A Literacy and Language Development Response to Intervention Model - Joanna Lynn Neel, The University of Texas at Tyler
Using Social Constructivist Principles for the Design and Evaluation of Rural Teacher Professional Development Models - Candy L. Skyhar, Brandon University
Dimensions of Fidelity in a Constructivist Classroom - Angela Murray, The University of Kansas; Jie Chen, University of Kansas; Carolyn Daoust, The Center for Educational Teaching & Evaluation - The University of Kansas; Anita Amos, Montessori Compass
Multistate Research Findings About Teacher Reflections Regarding Desired and Current Constructivist Practices - 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