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Peer reviewed Peer reviewed
ERIC Number: EJ493013
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
Ideologies, Practices, and Their Implications for Special Education.
Dixon, Robert; Carnine, Douglas
Journal of Special Education, v28 n3 p356-67 Fall 1994
This paper proposes that research on a constructivist approach for students with disabilities should emphasize specific instructional and assessment practices, as opposed to broad educational ideologies. The value of a particular instructional or assessment practice (such as constructivism) is probably dependent upon context and learner characteristics, and empiricism is the most reliable means for evaluating practices. (Author/JDD)
Descriptors: Constructivism (Learning), Disabilities, Educational Practices, Elementary Secondary Education, Ideology, Learning Theories, Research Needs, Student Evaluation, Teaching Models
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: Implications of Constructivism for Students with Disabilities and Students at Risk. Issues and Directions.