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ERIC Number: ED362967
Record Type: RIE
Publication Date: 1993-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Constructivist Theory and Research Inform Educational Policy.
Baker, Otis
This paper describes how the Missouri Department of Elementary and Secondary Education is using constructivist theory and research to inform educational policy and practice. The state's most concentrated and comprehensive effort in this direction is Project Construct, a unified instructional approach for children ages 3-7. The project consists of the following components: (1) a curriculum framework based on Piaget's belief in child autonomy as the aim of education; (2) formative and summative student assessment that is aligned with the curriculum framework; (3) a teacher-evaluation process that recognizes the use of constructivist classroom practices; and (4) a continuing program to educate early childhood and primary teachers in constructivist theory and practice. The project has resulted in collaboration among state-level policymakers, the educational research community, and public school educators. Constructivist theory has also influenced state policy recommendations for preschool and primary education, contributed to the creation of the Practical Parenting Partnerships program, and influenced the development of a comprehensive outcome-based plan to ensure that high school graduates have the knowledge, skills, and competencies necessary for productive citizenship in the next century. The appendix contains a list of Project Construct's student domains, areas, and goals. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Missouri
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).