(2010). Evolution of constructivism. Contemporary Issues in Education Research, 3(4), 63-66. Retrieved from http://search.proquest.com/docview/196354565?accountid=12085 Naylor, S., & Keogh, B. (1999).
McIsaac, M. S., & Blocher, J. M. (March 1998). How research in distance education can affect practice. Educational Media International, 35, 1, 43-47. Moller, L. (1998). Designing communities of learners for asynchronous distance education.
Fang, Z. (1996). A Review of Research on Teacher Beliefs and Practices.Educational Research, 38(1), 47-65. Fauziati, Endang. (2015).
(1999). School reengineering and SAT-I performance: A case study. International Journal of Education Reform, 9(2), 148–153. Bain, A., & Smith, D. (2000). • Technology enabling school reform.
16, (32), 4 Kassen, M. and Higgins, C. (1997) Meeting the Technology Challenge. In Bush, M.D. (Ed.) (1997) Technology-Enhanced Language Learning (pp. 263-285) Linconlwood, IL: NTC Publishing Group.
Constructivism: A Matter of Interpretation The theory of constructivism rests on the notion that there is an innate human drive to make sense of the world. Instead of absorbing or passively receiving objective knowledge that is "out there," learners actively construct knowledge by integrating new information and experiences into what they have previously come to understand, revising and reinterpreting old knowledge in order to reconcile it with the new (Billett 1996). The cognitive structures that learners build include procedural knowledge (how--techniques, skills, and abilities) and propositional knowledge (that--facts, concepts, propositions). Often neglected are dispositions--attitudes, values, and interests that help learners decide: Is it worth doing? Knowing how and that is not sufficient without the disposition to do.
Retrieved from [http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/ Zeichner, K. & Noffke, S. (2001). Practioneer research. In V. Richardson (Ed.). Handbook of research on teaching (4th ed., p. 298-300). Washington, D.C.: American Educational Research Association.
Many schools are reluctant to hold students accountable for their own actions. The education establishment warns teachers that they will be placing themselves in a questionable role if they emphasize rules, punish bad behavior, and reward good conduct (Bennett, et. al., 1999). Teachers need to create a learning environment in which students are encouraged to do their best and therefore, motivated to work to their highest potential. Teachers need to also set expectations and maintain the learning environment they have developed.
Education, V119, N1, pgs 161-171, Fall 1998. Moore, Joyce L.; Lin, Xiaodong; Schwartz, Daniel L.; Petrosino, Anthony; Hickey, Daniel T.; Campbell, Olin; and Hmelo, Cindy. The Relationship Between Situated Cognition and Anchored Instruction: A Response to Tripp. Educational Technology, October, 1994. Wilson, Arthur L. The Promise of Situated Cognition.