A discussion regarding the impact that constructivism has on teaching in urban public schools.
Written in 2006; 5,422 words; 21 sources; MLA; $ 133.95
Paper Summary:
This paper attempts to answer the question of what impact
'constructivism' has on teaching in an urban school specifically in relation to the education, training and preparation of leadership in these schools. The paper reviews and examines the available literature in a qualitative research on the impact constructivist leadership has on urban schools.
Outline:
Abstract
Chapter One
Statement of Problem
Statement of Need
Purpose of the Study
Goal of the Study
Research Questions
Hypothesis
Introduction
Constructivist Principles as Stated by J. Bruner
Chapter Two
Review of Literature
Detroit Urban Schools and Constructivism - Making Changes
Leadership for Change
Chapter Three
Methodology
Chapter Four
Findings of the Research
Chapter Five
Discussion
From the Paper:
"This innovation, one member of a family of constructivist teaching and learning approaches, is in keeping with recommendations by the American Association for the Advancement of Science (AAAS) and the National Research Council (NRC). Currently, we are involved in a reform effort in collaboration with the Detroit Public Schools' Urban Systemic Program in Science and Mathematics and the Center for Learning Technologies in Urban Schools, both supported by the National Science Foundation (NSF). The goal is to make inquiry-based science supported by pervasive technology tools the basis for all middle school science in the district." (Krajcik, et al, nd) According to Krajcik, et al "What students learn and how they engage in inquiry supported by technology are important to understand in order to promote science education reform. Some might argue that widespread enactment of a project-based curriculum in urban settings is not possible because students are not likely to have the skills to engage productively in the process." (nd)
Stated by the Center for Highly Interactive Computing in Education is that their work "is rooted in an inquiry pedagogy that is consistent with constructivist ideas (Blumenfeld, et. al, 1991). The presumption is that students need opportunities to construct knowledge by solving real problems through asking and refining questions, designing and conducting investigations, gathering, analyzing, and interpreting information and data, drawing conclusions, and reporting findings." (Ibid) "
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