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The Resource Constructivist Education in an Age of Accountability, edited by David W. Kritt

Constructivist Education in an Age of Accountability, edited by David W. Kritt

Editor
Contributor
Summary
This book contrasts authentic approaches to education with classroom practices based primarily on standards external to the individuals who are supposed to learn. While other books tend to promote either a desperate scramble for meeting standards or determined resistance to neoliberal reforms, this book fills that gap in ways that will inspire practitioners, prospective teachers, and teacher educators. Mandates pay only lip service to constructivist and social constructivist principles while thwarting the value of both students and teachers actively creating understandings. Authors in this book assert the central importance of a range of constructivist approaches to teaching, learning, and thinking, inviting careful reflection on the goals and values of education.#xE029
Language
eng
Work
Publication
Extent
1 online resource (XV, 351 pages 4 illustrations)
Contents
  • 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
Isbn
9783319660493
Instance
Label
Constructivist Education in an Age of Accountability
Title
Constructivist Education in an Age of Accountability
Statement of responsibility
edited by David W. Kritt
Contributor
Editor
Subject
Language
eng
Summary
This book contrasts authentic approaches to education with classroom practices based primarily on standards external to the individuals who are supposed to learn. While other books tend to promote either a desperate scramble for meeting standards or determined resistance to neoliberal reforms, this book fills that gap in ways that will inspire practitioners, prospective teachers, and teacher educators. Mandates pay only lip service to constructivist and social constructivist principles while thwarting the value of both students and teachers actively creating understandings. Authors in this book assert the central importance of a range of constructivist approaches to teaching, learning, and thinking, inviting careful reflection on the goals and values of education.#xE029
Cataloging source
AZU
Dewey number
371.2
Illustrations
illustrations
Index
no index present
LC call number
LB2801-3095
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorName
Kritt, David W.
http://library.link/vocab/subjectName
  • Education
  • Education
  • School management and organization
  • Education and state
  • ducation and state
  • Curriculum Studies
Label
Constructivist Education in an Age of Accountability, edited by David W. Kritt
Instantiates
Publication
Antecedent source
mixed
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
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
Control code
SPR1021200223
Dimensions
unknown
Extent
1 online resource (XV, 351 pages 4 illustrations)
File format
multiple file formats
Form of item
online
Isbn
9783319660493
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-319-66050-9
Other physical details
online resource
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
System control number
  • on1021200223
  • (OCoLC)1021200223
Label
Constructivist Education in an Age of Accountability, edited by David W. Kritt
Publication
Antecedent source
mixed
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
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
Control code
SPR1021200223
Dimensions
unknown
Extent
1 online resource (XV, 351 pages 4 illustrations)
File format
multiple file formats
Form of item
online
Isbn
9783319660493
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-3-319-66050-9
Other physical details
online resource
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
System control number
  • on1021200223
  • (OCoLC)1021200223

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