Year
1998
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Education
First Advisor
Dr. Katherine M. Kasten
Second Advisor
Dr. Bruce Gutknecht
Third Advisor
Dr. Joyce Jones
Abstract
This dissertation is a cross-case study and analysis of four teachers in a school involved in two reform initiatives which promote constructivist approaches to teaching and learning. The study describes the teachers' understandings of the learning theory and their interpretations of it in their classroom practice. The study found that three of the four teachers were practicing in ways consistent with constructivism while one was not because her need for control took precedence. The study found that although teachers are very aware of their students as individuals with different ways of learning and constructing an understanding, they are not much interested in learning theory. Teachers are, therefore, more likely to practice in ways consistent with constructivist learning theory if they see that such practice can help them meet the diverse learning needs of the individuals in their classes and if they are shown the "how-to's" in their professional development.
The study also found that classroom management needs and the need for control of student behavior inhibit practice consistent with constructivism and concluded that teachers are more likely to practice in ways consistent with constructivism if complimentary classroom management techniques can be found and if teachers are comfortable giving students choice and control. The study uncovered the four C's of impediments to constructivist practice: classroom management, control, "coverage," and custodial care.
Suggested Citation
Jensen, Marilyn Duckworth, "Courting Serendipity: Constructivist Theory and Classroom Practice" (1998). UNF Graduate Theses and Dissertations. 136.
https://digitalcommons.unf.edu/etd/136