This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Windschitl, M. Search for Related Content Social Bookmarking                         What's this?

Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers

University of Washington

Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, "constructivism in practice" is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice

Key Words: constructivism • reform • teacher knowledge • teaching

Review of Educational Research, Vol. 72, No. 2, 131-175 (2002)
DOI: 10.3102/00346543072002131


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. K. Freer Focus on Scaffolding Language and Sequential Units During Choral Instruction Update: Appliations of Research in Music Education, November 1, 2009; 28(1): 33 - 40. [Abstract] [PDF]

				H. Suri and D. Clarke Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective Review of Educational Research, March 1, 2009; 79(1): 395 - 430. [Abstract] [Full Text] [PDF]

				L. A. Schweitzer, E. J. Howard, and I. Doran Planners Learning and Creating Power: A Community of Practice Approach Journal of Planning Education and Research, September 1, 2008; 28(1): 50 - 60. [Abstract] [PDF]

				O. Inbar-Lourie Constructing a language assessment knowledge base: A focus on language assessment courses Language Testing, July 1, 2008; 25(3): 385 - 402. [Abstract] [PDF]

				J. Y. Chow, K. Davids, C. Button, R. Shuttleworth, I. Renshaw, and D. Araujo The Role of Nonlinear Pedagogy in Physical Education Review of Educational Research, September 1, 2007; 77(3): 251 - 278. [Abstract] [Full Text] [PDF]

				R. A. Wiebe Berry Inclusion, Power, and Community:Teachers and Students Interpret the Language of Community in an Inclusion Classroom American Educational Research Journal, January 1, 2006; 43(3): 489 - 529. [Abstract] [PDF]

				R. Stevens, S. Wineburg, L. R. Herrenkohl, and P. Bell Comparative Understanding of School Subjects: Past, Present, and Future Review of Educational Research, January 1, 2005; 75(2): 125 - 157. [Abstract] [PDF]

				A. de Kock, P. Sleegers, and M. J. M. Voeten New Learning and the Classification of Learning Environments in Secondary Education Review of Educational Research, January 1, 2004; 74(2): 141 - 170. [Abstract] [PDF]