Abstract
The paper explains that the constructivist-interpretive approach to the production and construction of social knowledge is based on a micro approach to social issues, rather than a macro approach. In other words, the paper explains that it might focus on why Timothy Higgins in #3 killed himself, rather than on why Canadians kill themselves. The paper discusses how this follows Weber's methodological approach, which stressed focusing on how individuals interpreted their actions. The paper argues that this puts an onus on the researcher to try and empathetically understand the way in which a particular individual feels, perceives the world and interprets social actions.

From the Paper
"The constructivist-interpretive approach to the production and construction of social knowledge is based on a micro approach to social issues, rather than a macro approach. In other words, it might focus on why Timothy Higgins in #3 killed himself, rather than on why Canadians kill themselves. This follows Weber's methodological approach, which stressed focusing on how individuals interpreted their actions. This puts an onus on the researcher to try and empathetically understand the way in which a particular individual feels, perceives the world and interprets..."

Tags:social, constructivist, interpretist

Abstract
This paper compares and contrasts the traditional and constructivist teaching methods in the classroom.

From the Paper
"The following presents the topic of traditional and constructivist teaching methods in the classroom. These methods are compared and contrasted. This is followed by a summary and conclusions.
"Today's diverse student population has resulted in teachers seeking changes in traditional methods of instructing students. (Kumar) Teachers seek ways to improve student motivation and engagement in the learning process. (Vosniadou) Methods of teaching include the traditional or teacher-centered methods and the constructivist or student-centered methods. Travis and..."

Tags:traditional, vs, constructivist, methods

Abstract
This paper looks at the model of constructivist leadership and how it could be applied in an educational setting. The examines how this model contributes beneficially to the well-being of a school compared with the traditional model of leading.

From the Paper
"While traditional leadership is often limited to individuals with specific traits who occupy roles of power and authority, constructivist leadership offers a fluid and dynamic notion of leadership that transcends personalities and roles. In fact within the model of constructivist leadership, all participants within the school community, principals, teachers, administrators and students, possess the capacity and responsibility to contribute to the..."

Tags:Constructivist, Leading

Abstract
This paper explains that constructivism is a learning theory, which is based on the premise that the learner constructs his own understanding of the world in which he lives. The paper also explains that, in the constructivist classroom, the teacher becomes only a guide for the students and provides the scaffoldings, which help students develop their knowledge or skill sets. The paper then uses teaching composition writing as an example of the constructivist strategy of cognitive classroom methodology employing the oral discourse-based approach.

Table of Contents:
Example of Using Constructivism in a Classroom Setting
The Stimulus
The Problem
Oral Discussion
Written Discussion

From the Paper
"Cognitivism is a learning theory that identifies the learner as being able to establish associations through contiguity and repetition. Cognitivism view learning as a process that involves the acquisition or reorganization of the cognitive structures through which individuals process and store information. Cognitivism states that an individual learns through the organization of thoughts into an internal knowledge structure known as the schema. Schemas, according to cognitivism, can be combined, extended or altered to accommodate new information."

Tags:schema, new experiences, flows, guide questions, dialoguing

Abstract
This paper explains the core idea of constructivism, looks at what is required to implement a constructivist classroom, and outlines a number of practices that can facilitate teachers' understanding of constructivism and that can contribute to the creation of a learning environment in the classroom. The paper also includes a discussion of constructivist teaching from the perspective of the author and describes additional aspects of learning that he believe constructivism should consider as a requirement for a learning environment.

From the Paper
"Developing a classroom atmosphere which encourages all students to take on the desire to become lifelong learners is a challenging task. The task is even more daunting when the context of the assignment takes place within the walls of a 7th grade social studies classroom. Middle school students are progressively less interested in social history, and increasingly more interested in what the latest top 40 music group did on their last concert tour. None the less, by using a constructivist approach to the classroom, the students were engaged in the subject matter, and moved in the direction of developing the target attitude - that of being personally interested in the education process."

Tags:relative, educational, conditions, structuralist, behaviorist, training, performance

Abstract
Ideally, the purpose of education should be to develop not only the intellectual aspect of the children, but also their moral and emotional qualities (Kohn, 1994, p. 280). Therefore, schools should not just churn out human beings with verbal and co

From the Paper
" Ideally, the purpose of education should be to develop not only the intellectual aspect of the children, but also their moral and emotional qualities (Kohn, 1994, p. 280). Therefore, schools should not just churn out human beings with verbal and computational skills to acquire jobs in the real world (O?Malley, 1998, p. 14). They should build on the children's innate desire to learn and explore. Thus, teachers should create learning activities that fully engage the interest of the students in order to capitalize on their natural desire to learn. However, in reality, educators are split into two camps in their beliefs about educating children: tradition versus constructivism. In the traditional system, the teacher is the only active agent in the classroom transmitting knowledge to students who are expected to absorb information passively. "

Abstract
This paper discusses the theory and effectiveness of constructivism as the appropriate methodology for facilitating the intellectual development of students.

From the Paper
"Piaget's constructivist approach focused on the ontogenesis of causal explanation and it's logical and empirical justification. His theory provided a means of analyzing children's methods of explaining and of justifying their explanations."

Tags:bruner, dewey, vygotsky

Abstract
The paper is composed of two essays. The first essay deals with the constructivist international theory. The paper argues that this is a morally relativist theory that can be connected with other theories. The second essay uses constructivism to explain the genocide in Rwanda.

From the Paper
"There is no single universal political morality theory. Instead, there is a range of political morality theories that determine political morality based on a number of philosophical, political, economic and social factors. One of the more popular political morality theories is the Constructivist international theory. According to Robert C. DiPrizio in the "Introduction" to Armed Humanitarians, "Although this approach is still in its formative stages, its core concern is the role of ideas, norms, vales in world politics. Ideas both constrain and shape behaviour. They have constitutive, not just regulative, effects (DiPrizio 2002: 19)." Essentially this means that ideas and norms have political power."

Tags:constructivist, international, theory

Abstract
This paper describes the observation of a kindergarten teacher during a thirty-five minute writing block that was broken down into six sections: the writing lesson, sharing writing topics, individualized writing, sharing authentic writing, literacy workstations and sharing in the author's chair. The paper examines the teaching practices during each section and categorizes them as either constructivist or non-constructivist practices. Large portions of the teacher's instruction were categorized as constructivist. Following the observation the teacher is asked four interview questions. The paper concludes that the teacher observed and interviewed prescribes to the constructivist theory.

Outline:
Classroom Observation
A Constructivist Writing Lesson
The Teacher's Interview

From the Paper
"Most of the teacher's instruction during the writing lesson followed the constructivist theory. First, the lesson was well planned and was summarized on the lesson plan. It was also evident that the lesson connected to writing lessons taught earlier in the week. This shows constructivism because one of the four dimensions of teaching and learning used by constructivist teachers is "systematically planned teaching" (Farstrup and Samuels, 2002, p. 32). At the beginning of the lesson the teacher reminded the students that they were each good writers and that they had many stories in their heads to share. She asked them to suggest topics for the day's writing. After the topic had been selected a student was chosen to dictate a sentence to the teacher. This is an example of constructivism because the writing skill was being taught in the context of writing which was meaningful to the students. "

Tags:writing, literacy, teacher

Abstract
This paper explains that the critical paradigm recognizes that reality is the product of history and analyzes it accordingly through social, political, cultural, economic, ethnic and gender values developed over time. The author states that, when applying the critical-emancipatory approach to T. R. Berger's "Northern Frontier, Northern Homeland", the observer understands that the whole issue surrounding the Mackenzie Valley Pipeline Inquiry involves a strong reaction to historical reality issues especially the importance of the First Nation people and the environmental supporters in deciding against the pipeline project. The paper relates that the constructivist-interpretive paradigm assumes that to understand the world and its meaning, one must interpret it. The author underscores that the constructivist-interpretive paradigm can be applied to Berger's work in that his assessment of the Mackenzie Valley pipeline is heavily subjective and based upon interpretation of multiple realities.

Table of Contents
The Strengths and Weakness of the Critical Paradigm
Application of the Critical-Emancipatory Approach to "Northern Frontier, Northern Homeland"
The Strength and Weakness of the Constructivist-Interpretive Paradigm
Application of the Critical Constructivist- Interpretive Paradigm to "Northern Frontier, Northern Homeland"

From the Paper
"It is easy to analyze the Northern Frontier, Northern Homeland document in terms of the critical-emancipatory approach. Indeed, the whole issue surrounding the Mackenzie Valley Pipeline Inquiry involves a strong reaction of social, political, cultural, economic and ethnic issues derived from processes over history. The writer, Berger, has assessed the contentious issue of the pipeline development firstly in terms of economic issues: that is, that it will be good for the Canadian economy, particularly the northern Canadians who will be brought now into the "mainstream of the Canadian economy" (Berger, 1988, p. 3). Ultimately, however, Berger has acknowledged the role of ethnicity in appraising the pipeline project and assessing its worth. His final position assumes the First Nation Canadians are correct; environmentally-speaking, the project should not go on). The role of acknowledging the importance of the First Nation people and the environment in deciding against the pipeline project display evidence of cultural, social, political and ethnic values in evaluating the situation.

Tags:interpretation, inuit, bias, reality, government