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Constructivist Education in an Age of Accountability

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  • © 2018

Overview

Editors:
  1. David W. Kritt

    1. College of Staten Island, City University of New York, Staten Island, USA

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  • 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

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xv
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  3. Engaged Learning for Understanding

    1. Front Matter

      Pages 71-71
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    2. Pedagogic Doublethink: Scientific Enquiry and the Construction of Personal Knowledge Under the English National Curriculum for Science

      • Keith S. Taber
      Pages 73-96

    3. The Practice Turn in Learning Theory and Science Education

      • Ellice A. Forman
      Pages 97-111

    4. How Constructivism Can Boost Success in STEM Fields for Women and Students of Color

      • Oscar E. Fernandez
      Pages 113-126

    5. Reconceptualizing Accountability: The Ethical Importance of Expanding Understandings of Literacy and Assessment for Twenty-First-Century Learners

      • Kathryn Hibbert, Luigi Iannacci
      Pages 127-142

    6. Where DAP Is Due: Constructing Community Across Difference with the Dialogue Arts Project

      • Adam Falkner
      Pages 143-161

    7. A Constructivist Perspective on Games in Education

      • Linda G. Polin
      Pages 163-188

    8. Social Studies, Common Core, and the Threat to Constructivist Education

      • Alan Singer, Eustace Thompson, Catherine DiMartino
      Pages 189-210

    9. Toward a Resolution for Teacher-Student Conflict: Crafting Spaces of Rigorous Freedom with Classroom Debate

      • Dmitri Seals
      Pages 211-230

    10. Activity Settings as Contexts for Motivation: Reframing Classroom Motivation as Dilemmas Within and Between Activities

      • Michael Middleton, Alison Rheingold, Jayson Seaman
      Pages 231-266

    11. Expeditionary Learning, Constructivism, and the Emotional Risks of Open-Ended Inquiry

      • Amy L. Heath, Peter Smagorinsky
      Pages 267-281
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Keywords

About this book

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. 

Editors and Affiliations

  • College of Staten Island, City University of New York, Staten Island, USA

    David W. Kritt

About the editor

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

Bibliographic Information

  • Book Title: Constructivist Education in an Age of Accountability

  • Editors: David W. Kritt

  • DOI: https://doi.org/10.1007/978-3-319-66050-9

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2018

  • Hardcover ISBN: 978-3-319-66049-3Published: 31 January 2018

  • Softcover ISBN: 978-3-319-88164-5Published: 04 June 2019

  • eBook ISBN: 978-3-319-66050-9Published: 16 January 2018

  • Edition Number: 1

  • Number of Pages: XV, 351

  • Number of Illustrations: 4 b/w illustrations

  • Topics: Administration, Organization and Leadership, Educational Policy and Politics, Curriculum Studies

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