Implementing More Constructivist Teaching and Learning Practices in Contemporary Classrooms via Focused Teacher Reflections

• In Event: 31.059 - Preparing Educators for Constructivist Learning Environments

Abstract

This presentation provides participants with information and guidelines based on research to facilitate greater constructivist practices in schools via teacher reflections about their current teaching goals and realities. This presentation includes a review and discussion of the findings of seven different quantitative and qualitative research studies that used the survey instrument: Desired and Current Use of Constructivist Activities and Techniques. The studies were conducted with practicing teachers by researchers in the following five states: Georgia, New York, South Dakota, Virginia, and Texas. Those studies resulted in the development of four categories or quartiles of benchmarks related to discrepancies between the desired and actual constructivism practices in contemporary classrooms. Subsequently, an easily replicable model to promote and implement constructivism was developed.

Authors

• Walter S. Polka, Niagara University

• William M. Young, Oglala Lakota College

• Monica J. VanHusen, Stafford County Public Schools

• Kurt Minervino, City Honors High School

• Terrell M Peace, Huntington University

• Cathy J. Pearman, Missouri State University

• Jennifer Young, Jackson State University

• Shirley A. Lefever-Davis, Wichita State University

• Nancy P. Gallavan, University of Central Arkansas