Abstract
This paper explores socio-constructivism in the contemporary arts classroom by looking at a recent article by Eliza Petri. The paper also briefly analyzes how the introduction of socio-constructivist teaching might impact pedagogy in his own school. Ultimately, the paper shows how art allows students to actively integrate and synthesize new learning while, in the particular case of socio-constructivism, working collaboratively with others. The paper asserts that for reasons such as these, socio-constructivism is something worth exploring.

From the Paper
"The following paper will explore socio-constructivism in the contemporary arts classroom by looking at a recent article by Eliza Petri; the paper will also briefly analyze how the introduction of socio-constructivist teaching might impact pedagogy in my own school. Ultimately, art allows students to actively integrate and synthesize new learning while, in the particular case of socio-constructivism, working collaboratively with others. For reasons such as these, socio-constructivism is something worth exploring.

Tags:instructional, practices, constructivism

Abstract
The paper relates that constructivism appears to be a far more vital and expressive method of teaching that has greater appeal for both students and teachers. It allows students to use their own experiences and their own reasoning processes to reach conclusions while being guided by their teacher. The learning achieved using this process is of greater value to the student as it may be retained longer and may also teach students skills that can be used throughout their lifetimes. The paper asserts that while constructivism has its flaws, it appears to be an excellent teaching method that is appropriate for use in today's modern classroom.

From the Paper
"The concept of constructivism is an important one for teachers today. One difficulty that students have historically experienced is that education is a boring, lecture-based process that makes learning tedious. Worse, the "learning" done with this kind of educational process is merely rote memorization in which words and concepts are parroted back to the instructors and are swiftly forgotten. The concept of constructivism overturns this outmoded perspective on education. Teaching through an interactive process that encourages students to learn to learn is ultimately more satisfying for both the..."

Tags:constructivism, classroom, education

Abstract
This paper presents an analysis of the constructivism leadership model with regard to its use in education reform. It contends that in contrast to the traditional hierarchical structure of leadership, the constructivist leadership model distributes powers and responsibilities to all stakeholders in the community.

From the Paper
"For this activity I selected the constructivist leadership model for further analysis. In view of the difficulties and the challenges confronted by educators with implementing educational reforms to improve the quality of education ..."

Tags:Constructivism, leadership, Model

Abstract
This paper explains that constructivism, as a teaching method, is an evolving and inquiry-based system, based on utilizing knowledge that students already have to formulate new concepts. The author points out that constructivism appears to have a greater appeal for both students and teachers because learning gained under this method may be retained longer. The paper indicates that the use of constructivism in the classroom changes the role of the teacher from someone who delivers knowledge to students to someone who guides students to opportunities to test the adequacy of their current understandings. The author concludes that, while constructivism has its flaws, it appears to be an excellent teaching method that is appropriate for use in today's modern classroom.

Table of Contents:
What is Constructivism?
The "Pros" of Constructivism
Implications for Classroom Practice
Response to Criticism of Constructivism
Conclusion

From the Paper
"According to Jones and Brader-Araje, application of social constructivist theory is making the classroom a more positive place in which to be. Students are able to collaborate and "challenge each other's perspectives," while being organized in "small group reading areas, mathematics centers, and science stations." The assertion that "middle schools and high schools have moved away from unmovable desks" to flexible seating in the classroom vaguely echoes the arrangements made in Montessori classrooms."

Tags:montessori, system, positive, collaborate, interactive

Abstract
This paper compares and contrasts constructivism and rationalism, two philosophies that fundamentally oppose each other. The paper takes a particular look at Aristotle's constructivism and Plato/Socrates' rationalism. It argues that the core of this opposition is that, according to constructivism, human knowledge does not reflect reality, while rationalism believes that it does. The paper concludes that, despite its problematic nature, rationalism is a truer philosophical approach.

From the Paper
"Constructivist theory finds its roots in the ancient Greek philosophers, including Aristotle, who argued "man is the measure of all things". In other words, Aristotle believed that man, or the knowledge of man, is the accumulated result of the human experience, which is the cumulated result of the how humans have perceived their world as opposed to how their world actually is. Thus, human reality become reality not because its based in reason and rational thinking, but because it is what we have constructed it to be. As Kant stated in 1708: "The norm of the truth is to have made it" or simply the truth is what one makes true instead of what is actually true."

Tags:Socrates, Plato, Aristotle, Greek

Abstract
This paper examines how the central concept that underlies and informs the theory of constructivism in education is that learning is essentially a process of construction rather than instruction. It discusses how constructivist theory brings many positive and innovative theoretical and practical ideas to the educational arena and how it places a new and interactive emphasis on the participation of the student in the learning process. It also shows how constructivism is not without its detractors, many of whom correctly point out that a sense of balance between the instructional and realistic necessities and subjective exploration should be kept in mind.

From the Paper
"One of the positive aspects attributed to constructivism is the recognition that learning is a social activity and that "...our learning is intimately associated with our connection with other human beings, our teacher, our peers, our family, as well as casual acquaintances. " (Epstein M. 2002) This is an extremely important aspect and a major point of difference to the more conventional "objectivist" modes of teaching and learning theory. As Dewey pointed out,"...most of traditional learning is directed toward isolating the learner from social interaction, and towards seeing education as a one-on-one relationship between the learner and the objective material being learned." (Epstein M. 2002) Constructivist theory attempts to reduce this "isolation" of the learner from his or her milieu and social as well as psychological environment. "

Tags:instruction, student

Abstract
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) "

Tags:education, training, preparation, schools, principal, students

Abstract
This paper explains the Constructivism movement, which relied on geometric shapes and was almost mathematical, and the Suprematism movement, in which art, before all else, is spiritual. Suprematism carried much more symbolism than the Constructivist artwork, which emphasized function. The author describes the work of Alexander Rodchenko, Vladimir Tatlin, El Lissitzky, and Casimir Malevich. The paper summarizes that, despite the fact that political changes during the mid-1900s brought these abstract art movements almost to an end, the impact of these artists on Russia, Eastern Europe, and the West continues to this day. Illustrations.

From the Paper
"Rodchenko asserted that the concept of composition was a relic, because it was mere aesthetics and related to taste and other out-of-date artistic concepts. Instead, he said, composition had to be replaced by principles of construction and organization. "All new approaches to art arise from technology and engineering and move towards organization and construction." Construction represented the height of hundreds of years of artistic creation. It was part of the same process that led to Communist Russia. Rodchenko also stressed that a utilitarian element was present in the idea of organization and construction. The artist's goal was not to create a work of art but rather a utilitarian product and solving technological problems. Such statements polarized the Constructivists and those who were strongly aligned with aesthetic concerns."

Tags:geometric, symbolism, spiritual, function, composition

Abstract
This paper compares the Russian Constructivism Movement to that of the De Stijl Movement and suggests that the latter was more futuristic and commercial in its presentation.

Abstract
This paper explains that 20th century pioneers of the constructivism movement include Jean Piaget, John Dewey, and Lev Vygotsky. The author stresses that teaching using inquiry emphasizes a hands-on, problem-centered approach, applies investigational or analytical strategies as opposed to the textbook "scientific method", and purports that developing an understanding of scientific constructs is more important than memorizing data. The paper includes a lesson plan for studying Egyptian hieroglyphics based on the Schwab Inquiry Model, a structured laboratory inquiry. Table.

From the Paper
"Dewey's approach to epistemology deals with the relationship between knowledge and action. According to Toulmin, Dewey's work contains a "radical dismantling of epistemological tradition,
displaying "farsightedness, perception and originality of a kind that could hardly be recognized [at the time it appeared]." Dewey's widely publicized article of 1896 entitled: "The Reflex Arc Concept in Psychology" denounced the contemporary notion of viewing organisms as separate from their environment. His posture melds the subjective (individual) and intersubjective (sociocultural) dimensions of knowledge attainment into a sole constructivist framework. He stated: "It is the motor response of attention which constitutes that, which finally becomes the stimulus to another act.""

Tags:dewey, hands-on, problem-centered, investigation, tradition