ERIC Number: ED470761
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Leadership for Constructivist Schools.
Constructivism is a response to the depersonalized hugeness of our society and institutions. The constructivist model for education offers a way to decentralize the authority of a large and distant administration and return decision-making to the local level, that is, to learning communities, teaching teams, and individual classroom teachers. This book introduces the ideas of the educational movement of constructivism in concrete ways to teachers and teacher leaders. It also provides simple, practical strategies and techniques for practicing, assessing, and improving constructivist techniques in the school and in the classroom. The guide is divided into 4 sections and 12 chapters. Section I, "Constructivism in Classrooms, Teams, Learning Communities, Blocks, and Schools-and Leadership," offers an overview of constructivism. Section II, "How to Make It Work Even Better," discusses key aspects of organizations and change. Section III, "Assessment," looks at purposes and instruments for "authentic" evaluation. Section IV, "Major Issues," offers a quick overview of selected education issues from a constructivist perspective. Each chapter includes a summary and a list of sources and resources. The book also contains a number of illustrative tables and figures, and an index. (WFA)
Descriptors: Change Agents, Classroom Environment, Constructivism (Learning), Educational Change, Elementary Secondary Education, Instructional Improvement, Instructional Leadership, Nonauthoritarian Classes, School Supervision, Teacher Collaboration, Teacher Empowerment, Teacher Student Relationship, Teaching Methods
Scarecrow Press, Inc., 4720 Boston Way, Lanham, MD 20706 (clothbound: ISBN-0-8108-3798-6, $45; paperbound: ISBN-0-8108-3799-4, $27.95). Tel: 800-462-6420 (Toll Free); Web site: http://www.scarecrowpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A