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ERIC Number: ED445657
Record Type: RIE
Publication Date: 2000
Pages: 69
Abstractor: N/A
Constructivist-Compatible Beliefs and Practices among U.S. Teachers. Teaching, Learning, and Computing: 1998 National Survey Report #4.
Ravitz, Jason L.; Becker, Henry Jay; Wong, YanTien
This report, the forth in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," examines teachers' survey responses that describe the frequency with which their teaching practice involves those five types of activities and the frequency with which their practice involves more traditional transmission and skill-development activities instead. Behind all teaching practices and beliefs about teaching are two overarching approaches to teaching that represent different and somewhat incompatible models of good pedagogy: traditional transmission instruction and constructivist-compatible instruction. A constructivist learning environment tends to involve these five types of activities: projects, group work, problem-solving tasks, reflective thought through writing, and a variety of other tasks that engage students in meaningful thinking. In addition, the report examines specific teacher beliefs reflecting a teaching philosophy consistent with the use of those activities, and beliefs reflecting a teaching philosophy that runs counter to these teaching practices. Data are presented in 43 tables throughout the report. Supplementary tables and a summary of study methodology are appended. Contains 23 references. (Author/AEF)
Teaching Learning & Computing, Department of Education, University of California-Irvine, 2001 Berkeley Pl., Irvine, CA 92697-4650 ($8). Tel: 949-824-8965. For full text:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Information Technology and Organizations, Irvine, CA.; Minnesota Univ., Minneapolis.
Note: For Report #1, see ED 429 564; for Report #2, see ED 430 548; for Report #3, see ED 437 927.