While many people talk about the Constructivist philosophy, there has not been a publication that provides a detailed description of what a Constructivist classroom sounds like and looks like. This book fills that void by examining the philosophy, translating it into teaching strategies, and providing over forty examples. These examples come from the elementary level up to and including the collegiate level, and include all content areas. These examples show how the Constructivist educator uses the linguistic mode, the visual mode, and the kinesthetic mode to create a class environment in which the Constructivist philosophy flourishes. Examples of student work are provided; the book also includes chapters on note-taking, Problem-Based Learning (PBL), action research, and other Constructivist resources. Written in user-friendly form, this book presents a concrete and step by step approach for translating the Constructivist philosophy into classroom practice. This book is intended for every Constructivist researcher, practitioner, and teacher-educator. The researcher and teacher-educator will benefit from topics such as the history of Constructivist thought, the principles of Constructivism and action research. This book is more than a list of recipes, and this will be beneficial to the practitioner. Starting with the principles of Constructivism, and bridging to four basic teaching strategies, the practitioner is guided on how to use different learning modes and “meta-strategies” to create a true Constructivist practice. An educator’s life is made up of one’s philosophy, teaching principles, daily strategies, resources, and research tools. This book provides an in-depth look, from the Constructivist perspective, at each one of these components. In every sense of the word, this book is truly “comprehensive.”

The Handbook of Academic Learning provides a comprehensive resource for educational and cognitive psychologists, as well as educators themselves, on the mechanisms and processes of academic learning. Beginning with general themes that cross subject and age level, the book discusses what motivates students to learn and how knowledge can be made personal for better learning and remembering. Individual chapters identify proven effective teaching methods for the specific domains of math, reading, writing, science, and critical problem solving, how students learn within those domains, and how learning can be accurately assessed for given domains and age levels. The Handbook takes a constructivist perspective to academic learning, emphasizing the construction of personal knowledge of an academic nature. Constructivism within the context of learning theory is viewed as involving an active learner that constructs an academic knowledge base through the development of cognitive strategies and metacognition. The book discusses the development of basic literacy skills that provide the foundation for higher order thinking and problem solving. Constructivism recognizes the social dimension of classroom learning and emphasizes the motivational elements of self-regulation and volition as essential learner characteristics. Written by authors who have first-hand experience with both theory development and the development of authentic classroom instructional techniques, the Handbook empowers educators to develop, implement, and field-test authentic instructional practices at their school site. The book provides a review of the literature, theory, research, and skill techniques for effective teaching and learning. - Identifies effective teaching with specific techniques - Covers elementary school through high school - Discusses teaching methods for all main subject areas: reading, writing, math, science, and critical thinking - Identifies how students learn to learn - Reviews theory, research, techniques, and assessment - Contains field tested examples for the educational professional at the school site - Provides a resource for staff development

Published in cooperation with the Association of Counselor Education and Supervision (ACES) This definitive single-volume guide is the first of its kind on teaching and developing counselor educator programs that embrace constructivist and developmental theory. Leading scholars and experts offer practical advice on teaching courses in every area of counseling practice. As a result, the book is ideal for current and future counselor educators and supervisors as well as faculty in other helping professions. The authors seek to inspire educators to empower and involve, to risk "losing control" over subject matter, to hear student voices, to pose dilemmas, and to challenge their own assumptions in the presence of their students using constructivist, developmental, and experiential thinking and strategies. Key Features: Coverage of the foundations of constructivist and developmental teaching in Part One includes the pedagogies of the classic thinkers in the teaching field, namely John Dewey, Lawrence Kohlberg, and David Kolb, explicit guidelines for teaching, the phases of counselor development, and a primer on six common teaching strategies. Carefully-crafted guides for teaching in 17 content areas in the counselor education curriculum provide readers with practical "how to" information. Innovative ideas for counselor education in Part Three offer readers keys to evaluating outcomes in counselor education, expanding technology in the field, and boldly infusing narrative theory into counselor education. Exercises in constructivist, developmental, and experiential approaches appear in chapters to give readers an opportunity to apply what they have just learned.

This enduring bestseller remains the most comprehensive examination of constructivism and its relationship to teaching and learning. Closing the gap between theory and practice, well-known scholars make constructivism accessible by showing its application in everyday classrooms. Building on the success of the first edition, the authors have completely updated this popular text and expanded its scope to include examples of constructivist teaching across all grade levels and disciplines. An ambitious revision of a now classic text, Constructivism: Theory, Perspectives, and Practice, Second Edition is an invaluable resource for practicing teachers, teacher educators, and curriculum specialists in mathematics, science, social studies, and language arts. New for the Second Edition! An updated theory section that adds further contemporary biological evidence to go beyond the theories of Piaget and Vygotsky—offering a more contemporary framework for a psychological theory of learning.New chapters reflecting the school-based reforms that have been initiated since the writing of the first edition—specifically addressing the changes in mathematics, social studies, and teacher education.A new chapter on the emerging field of disability studies—including a critique that unmasks current practices and assumptions that better serve schools rather than students and their families. Contributors: Paul Cobb • Susan Cowey • Rheta DeVries • Eleanor Duckworth • Dewey I. Dykstra, Jr. • George Forman • Catherine Twomey Fosnot • Catherine A. Franklin • June S. Gould • Maxine Greene • Candace Julyan • Randall Stewart Perry • D. Kim Reid • Deborah Schifter • Jan Weatherly Valle • Ernst von Glasersfeld • Betty Zan. Praise for the First Edition! “Provides the reader with many ways of connecting to the central ideas of constructivism . . . highly readable.” —Gifted Child Quarterly “Shows how constructivist theory can inform classroom practices, and . . . provides teachers with a deeper understanding that gives substance to the rhetoric of school reform.” —Journal of Curriculum Studies

This comprehensive, yet concise, book provides a practical pre-service training program across all secondary subjects by grounding a constructivist approach in seven discrete instructional areas. This groundbreaking book is the only teacher education text with components that shift the focus from a teacher-centered to a student-centered context-while infusing a key component of successful active student learning. Engaged Minds provides strategies with specific examples for moving through lower levels of concrete information and applications to the higher, more abstract, levels of synthesis and evaluation. This dynamic book takes a roll-up-your-sleeves approach-yet constructivist ideology permeates this rigorous, accessible and imaginative training program. For teachers of secondary education.

As technology and technological advancements become a more prevalent and essential aspect of daily and business life, educational institutions must keep pace in order to maintain relevance and retain their ability to adequately prepare students for their lives beyond education. Such institutions and their leaders are seeking relevant strategies for the implementation and effective use of new and upcoming technologies and leadership strategies to best serve students and educators within educational settings. As traditional education methods become more outdated, strategies to supplement and bolster them through technology and effective management become essential to the success of institutions and programs. The Handbook of Research on Modern Educational Technologies, Applications, and Management is an all-encompassing two-volume scholarly reference comprised of 58 original and previously unpublished research articles that provide cutting-edge, multidisciplinary research and expert insights on advancing technologies used in educational settings as well as current strategies for administrative and leadership roles in education. Covering a wide range of topics including but not limited to community engagement, educational games, data management, and mobile learning, this publication provides insights into technological advancements with educational applications and examines forthcoming implementation strategies. These strategies are ideal for teachers, instructional designers, curriculum developers, educational software developers, and information technology specialists looking to promote effective learning in the classroom through cutting-edge learning technologies, new learning theories, and successful leadership tactics. Administrators, educational leaders, educational policymakers, and other education professionals will also benefit from this publication by utilizing the extensive research on managing educational institutions and providing valuable training and professional development initiatives as well as implementing the latest administrative technologies. Additionally, academicians, researchers, and students in areas that include but are not limited to educational technology, academic leadership, mentorship, learning environments, and educational support systems will benefit from the extensive research compiled within this publication.

This book provides a refreshing look at kindergarten teachers’ practical knowledge and their context-specific reasoning of the usefulness of constructivism from a culturally emic perspective. Examining the similarities and differences between constructivism and Confucianism from both instructional and moral perspectives, it provides a unique contribution to teaching and teacher education. An understanding of the compatibility between constructivism and Confucianism is valuable in cross-cultural exchange and learning, and as such the book is a great source for educational researchers in a time of globalization.