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| ERIC #: | EJ622261 |
| Title: | Misconstruing Constructivism and State Regulation of Teaching (Unlearning What We Know about Educational Reforms). |
| Authors: | Fleury, Stephen C. |
| Descriptors: | Constructivism (Learning); Educational Change; Elementary Secondary Education; Learning Processes; Persuasive Discourse; Professional Development; Social Studies; State Regulation; State Standards; Teacher Educators |
| Source: | Theory and Research in Social Education, v25 n3 p349-53 Sum 1997 |
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Peer-Reviewed:
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N/A |
| Publisher: | N/A |
| Publication Date: | 1997-00-00 |
| Pages: | N/A |
| Pub Types: | Journal Articles; Opinion Papers |
| Abstract: | Responds to the article "Opportunities Lost: Teachers Learning about the New York State Social Studies Framework" by S. G. Grant. States that Grant loses an opportunity to provide the type of social analysis needed to extricate teacher educators from their complicity in New York State's regulation of teaching by misconstruing constructivism. (CMK) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | For Grant article, see SO 533 324. |
| Identifiers: | New York |
| Record Type: | Journal |
| Level: | N/A |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | ISSN-0093-3104 |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Elementary Secondary Education |
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