Constructivist Education in an Age of Accountability

Softcover Nachdruck of the original 1. Auflage 2018
ISBN: 978-3-319-88164-5
Verlag: Springer International Publishing

Buch, Englisch, 351 Seiten, Previously published in hardcover, Format (B × H): 148 mm x 210 mm, Gewicht: 476 g

Includes constructivist education approaches rooted in action, activity, interaction, discourse, inquiry, and learning originating from culture and individual experience
Examines the competing demands of accountability and meaningful, engaged learning in the classroom
Considers educational reforms of recent years to set a context for juxtaposing cognitive theory of learning-teaching and educational politics as they affect teacher education and classroom practices

Zielgruppe

Research

Autoren/Hrsg.

Kritt, David W.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Section I: Introduction.- 1. Teaching as if children matter.- 2. The place for Dewey’s constructivism of intelligent action in the American meritocracy of Thorndike.- 3. The Confucian concept of learning.- Section II: Engaged Learning for Understanding: STEM Education.- 4. Pedagogic doublethink: Scientific enquiry and the construction of personal knowledge under the English National Curriculum for science.- 5. The practice turn in learning theory and in science education.- 6. How constructivism can boost success in STEM fields for women and minorities.- Section III: Other Literacies.- 7. Reconceptualizing accountability:  The ethical importance of expanding understandings of literacy and assessment for 21st century learners.- 8. Where DAP is due:  Constructing community across difference with the Dialogue Arts Project.- 9. A constructing perspective on games in Education.- Section IV: Social Studies and Social Life.- 10. Social studies, Common Core, and the threat to constructivist education.- 11. Toward a resolution for teacher-student conflict: Crafting spaces of rigorous freedom with classroom debate.- 12. Activity settings as context for motivation:  Reframing classroom motivation as dilemmas within and between activities.- 13. Expeditionary learning, constructivism, and the emotional risks of open-ended inquiry.- Section V: Implications for the future of public education.- 14. Learning, teaching, and social justice:  Eleanor Duckworth’s perspective.- 15. How documentation of practice contributes to construction and reconstruction of an understanding of learning and teaching.- 16. Reimagining research and practice in education.- 17. School learning as compliance or creation.

Über Autor(innen)

David W. Kritt is Associate Professor of Education at the College of Staten Island, City University of New York, USA.