Teaching Against the Grain: Enacting Constructivist Beliefs Within Institutional Constraints

Midge Madden*, Sharon Lynch**
*Assistant Professor at Rowan University.
**Associate Professor ,Reading Department,Rowan University
Periodicity:February - April'2008
DOI : https://doi.org/10.26634/jpsy.1.4.416

Abstract

This study purports to document, analyze, and interpret the learning that occurred across two university literacy courses in which faculty implemented a constructivist, critical literacy pedagogy. Findings explore what it means to share power in the classroom and the relationships between critical teaching and developing a literacy theory of practice.

Keywords

How to Cite this Article?

Midge Madden and Sharon Lynch (2008). Teaching Against the Grain: Enacting Constructivist Beliefs Within Institutional Constraints. i-manager’s Journal on Educational Psychology, 1(4), 33-45. https://doi.org/10.26634/jpsy.1.4.416

References

[1].Brown,A.L.&Campione,J.C.(1990).Communities of learning and thinking, or a context by any other name,Human Development,21,108-125.
[2].Cole,M.(1990).Cognitive development and formal schooling: The evidence from cross-cultural research. In L. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 89- 110).
[3]. Curtis, J. L. & Cornell, L. (2002). I'm gonna like me. New York: Joanna Cotier Books
[4]. Duckworth, E. (1997). Teacher to teacher, learning from each other. New York: Teachers College Press.
[5]. Dwight, L. (2003). We are all alike, we are all different. New York: Scholastic.
[6]. Eagleton, T. (1996). The Illusions of post-modernism. NewYork: Blackwell Publishing.
[7]. Freire, R (1988). Literacy: reading the word and the world. South Hadley, MA: Bergin & Garvey.
[8]. Kelly, A. V. (2004). The curriculum: theory and practice. London: Sage Publications.
[9]. Lankshear 8i McLaren (1991). Critical literacy. Albany, NY: State University of NewYork Press.
[10]. Lester, J. (1998). From slave ship to freedom road. NewYork: Puffin Books.
[11]. McLaren, R & Leonard R (Eds.). (1995). Paulo Freire, A critical encounter. NewYork: Routledge.
[12]. Nola, R. (1997). Constructivism in science and science education. A philosophical critique. Science and Education, 6(1-2), 55-83.
[13]. Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49,345-375.
[14]. Piaget, J. (1971). Biology and knowledge. Edinburgh, UK: Edinburg Press.
[15]. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of literary work. Carbondale: Southern Illinois University Press.
[16]. Roth, W. M. (1995). Authentic school science: Knowing and learning In open-inquiry science laboratories. Boston: Kluwer.
[17]. Scribner, S. (1985). Vygotsky's uses of history. In J. Wersch (Ed.), Culture, communication and cognition: Vygotskylan perspective (pp. 119-145). Cambridge, UK: Cambridge University Press.
[18]. Serafini (2004). Informing our practice: Modernist, transactional, and critical perspectives on children's literature and reading Instruction.
[19]. Schmidt, RR. & Finkbeiner, C. (2006). ABC's of cultural understanding and communication: National and International Adaptations. Greenwich: Information Age Publishing.
[20]. Shange, N. (1997). Whitewash. New York: Walker and Company.
[21]. Shor, I. (1993). Empowering education: Critical teaching for social change. Chicago: The University of Chicago Press.
[22]. Sizer, T. (1984). Horace's compromise: the dilemma of the American high school. NewYork: Houghton-Mifflin.
[23]. Simon, K. (2002). Moral questions In the classroom: how to get kids to think deeply about real life and their school work. New Haven, CT: Yale University Press.
[24]. Taylor, C. (1992). The house that crack built. San Francisco: Chronicle Books.
[25]. Wells, G. (1992). Constructing knowledge together: classrooms as centers of Inquiry and literacy. Portsmouth, NH: Heinemann.
[26]. Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual. Pedagogical, cultural and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.
[27]. Vygotsky, L.S. (1978). Mind In society: The development of higher mental process. Cambridge, MA: Harvard University Press.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.