Search results for: Gordon Mordechai
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An Integrated Research Course Sequence: Empowering Teacher Candidates to Become Researchers in their Classrooms
In this paper, the author examines an attempt to empower teacher candidates to become researchers in their own classrooms through an integrated research course sequence in the Masters of Arts in teaching program at Quinnipiac University. The author identified four recurring themes that shed light on some of the strengths and weaknesses of the research course sequence at Quinnipiac.
Updated: Dec. 11, 2012
In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful. The author concludes that as evidenced by the examples, constructivist teaching can produce tremendous results when used correctly and judiciously; it can also lead to poor results and ineffective learning when it is misconstrued or misused.
Updated: Jan. 31, 2010
Good teaching depends more on connectedness than on technique. The author lays out a constructivist teaching and learning model, he explores some potential limitations facing constructivism, and he examines a specific example from an English methods course that represents an attempt to integrate the virtues of Palmer's approach with those of constructivism.
Updated: Oct. 29, 2008