000			04223cam a2200445Ma 4500
001			ocn661528326
003			OCoLC
005			20171018091356.0
006			m d
007			cr un|||||||||
008			090323s2002 enka sb 000 0 eng d
020			_a9781849501507 (electronic bk.) : _c�70.95 ; � 102.95 ; $131.95
020			_a1849501505 (electronic bk.) : _c�70.95 ; � 102.95 ; $131.95
020			_z0762308737 (hbk.)
040			_aS8B _beng _cS8B _dZJC
050		4	_aLB1028 _b.S63 2002
072		7	_aJNA _2bicssc
072		7	_aJNC _2bicssc
072		7	_aEDU037000 _2bisacsh
080			_a37.01
082	0	4	_a370.102 _222
245	0	0	_aSocial constructivist teaching _h[electronic resource] : _baffordances and constraints / _cedited by Jere Brophy.
260			_aBingley, UK _bEmerald, _c2002.
300			_a1 online resource (384 p.) : _bill.
490	1		_aAdvances in research on teaching, _x1479-3687 ; _vv. 9
504			_aIncludes bibliographical references.
505	0		_aLearning and teaching for understanding : the key role of collaborative knowledge building / Gordon Wells -- Social constructivist teaching and the shaping of students' knowledge and thinking / Graham Nuthall -- A diversity of teaching and learning paths : teaching writing in situated activity / Carol Sue Englert and Kailonnie Dunsmore -- A highly interactive discourse structure / Alan H. Schoenfeld -- Methods, goals, beliefs, commitments, and manner in teaching : dialogue against a calculus backdrop / Daniel Chazan and Marty Schnepp -- Talking to understand science / Kathleen J. Roth -- Constructing ideas about history in the classroom : the influence of competing forces on pedagogical decision making / Bruce A. VanSledright and Jennifer Hauver James -- Westward expansion and the ten-year-old mind : teaching for historical understanding in a diverse classroom / Cynthia M. Okolo, Ralph P. Ferretti, and Charles D. MacArthur -- Discussion / Jere Brophy.
520			_aThis volume is a sympathetic but analytical and critical view of social constructivist teaching, considering both its affordances (what it offers to students when implemented well in situations for which it is well suited) and its constraints (enabling conditions; situations in which these conditions are absent and other forms of teaching are more appropriate). Contributors were asked to explain what social constructivist teaching means in the areas of teaching in which their scholarly work has concentrated, to describe the forms that such teaching takes and the rationale for using them, assess their strengths/areas of applicability and their weaknesses/areas of irrelevance or limited applicability, and talk about how the approaches would need to be adjusted from their usual forms in order to match the affordances and limitations of certain students, instructional situations, etc. The authors focus on theory and research relating to social constructivist teaching, not merely social constructivist ideas about epistemology or learning. Taken together, the contributions encompass most grade levels and school subjects and include attention to small-group as well as whole-class settings and to selection of learning activities as well as scaffolding of discourse. Most currently available scholarly writing on social constructivist teaching is limited to consideration of propositional knowledge (defining it and identifying its key characteristics) and procedural knowledge (describing its implementation in detail). This volume also includes much-needed conditional knowledge (specification of when and why it would or would not be used).
588			_aDescription based on print version record.
650		0	_aConstructivism (Education)
650		0	_aTeaching.
650		7	_aPhilosophy & theory of education. _2bicssc
650		7	_aEducational psychology. _2bicssc
650		7	_aEducation _xResearch. _2bisacsh
700	1		_aBrophy, Jere E.
776	0	8	_iPrint version: _tSocial constructivist teaching. _dAmsterdam ; Boston : JAI, 2002 _z0762308737 _w(OCoLC)50053108
830		0	_aAdvances in research on teaching ; _vv. 9.
856	4	0	_uhttp://www.emeraldinsight.com/1479-3687/9
913			_1SSbacklist
999			_c222906 _d222906