NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED452275
Record Type: Non-Journal
Publication Date: 2000
Pages: 93
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Learner-Centered Classroom: Helping Teachers Apply Constructivist Principles to Standards-Based Teaching and Assessment.
Daigle, Marie A.
The knowledge teachers in an elementary school had of constructivist principles in the context of standards-based teaching and assessment was investigated and then addressed through a graduate-level course developed by the researcher. The knowledge level of the teachers was studied through interviews, classroom observations, and responses of 46 teachers to a Scale of Constructivist Approaches developed and administered by the researcher. The researcher then developed and implemented a practicum as a three-credit graduate level course through a local college accompanied by the development of a training and mentoring presentation on CD-ROM. Analysis of the data for the 16 teachers who completed the course and the 7 who continued in the 5-month training and mentoring project that followed the course indicated that after the course and the subsequent training and mentoring, participants were able to use effective questioning strategies to prompt student use of metacognitive strategies and use varied questioning levels to address the needs of all learners. They were able to prepare adequate assessment prototypes promoting higher level thinking skills and to prepare standards-based assessment instruments within a constructivist framework. Participants indicated improvement in their ability to apply constructivist principles to their standards-based classrooms. Seven appendixes contain supplemental information about the practicum, including the initial survey. (SLD)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A