Misconstruing constructivism and state regulation of teaching

Theory and Research in Social Education

Volumn 25, Issue 3, 1997, Pages 349-353

  Fleury, Steph C ^a  

^a STATE UNIVERSITY OF NEW YORK AT OSWEGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85024001269     PISSN: 00933104     EISSN: 21631654     Source Type: Journal    
DOI: 10.1080/00933104.1997.10505812     Document Type: Article

References (8)

1. Cobem, W. W. (1993). Contextual constructivism: The impact of culture on the learning and teaching of science. In K. Tobin (Ed.), The Practice of Constructivism in Science Education (pp. 51-69). Washington, DC: American Association for the Advancement of Science.
2. Egan, K. (1983). Education and psychology: From Plato to Piaget. New York: Teachers College Press.
3. Garrison, J. (1996). Contextualizing issue-centered social studies: A pedagogical poetic for listening. Presentation at the Annual Meeting of the National Council for the Social Studies, November, Washington, DC.
4. Goodman, N. (1978). Ways of worldmaking. Indianapolis: Hackett.
5. Philips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism. Educational Researcher, 24(7), 5-12.
6. Popkewitz, T. S. (1992). A review of: W. R. Houston (Ed.), (1990), The Handbook of Research on Teacher Education, New York: Macmillan. Journal of Teacher Education, 43(1) 63-75.
7. Popkewitz, T. S. (1991). A political sociology of educational reform: Power/ knowledge in teaching, teacher education and research. New York: Teachers College Press.
8. von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 50, 121-140.