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Direct linkWesterhof-Shultz, Jolanda; Weisner, Jill – Educational Foundations, 2004
In spite of the ongoing discussion and emphasis on student voice, talk curriculum, and small group discussion (Barnitz 1994; Johnson & Johnson 1994; Barnes & Todd 1995; Johnston & Nicholls 1995; Johnson & Johnson 2000), most classroom language/discourse strategies remain rooted in Socratic premises. That is to say, official classroom discourse…
Descriptors: Discussion (Teaching Technique), Middle Schools, Classroom Communication, Teacher Student Relationship
Henry, Michael – History Teacher, 2002
For over thirty years, teaching the United States history survey course has been the focus of the author's professional life. At both the high school and college level, he has introduced students to the sweep of American history from Jamestown to Watergate. During those years, he has grappled with the conundrum of how to make this often-unwieldy…
Descriptors: Constructivism (Learning), United States History, Introductory Courses, Primary Sources
Peer reviewedDavis, Robert B. – Journal of Mathematical Behavior, 1993
Attempts to distinguish between the lecture method and the constructivist approach, in general, and by citing classroom scenarios. The author cautions those whose writing seems to unintentionally endorse traditional lecture and drill and practice methods. (MKR)
Descriptors: Concept Formation, Constructivism (Learning), Content Area Writing, Elementary Secondary Education
