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Relevant bibliographies by topics / Constructivist classroom dialog

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Journal articles
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Academic literature on the topic 'Constructivist classroom dialog'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Constructivist classroom dialog"

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Korsakienė, Renata. "Analysis of Education Problems at Higher Education Institutions." Business: Theory and Practice 7, no. (3) (2006): 158–62. https://doi.org/10.3846/btp.2006.19.

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The Bologna declaration stresses the importance of education and educational co-operation in the development and strengthening of stable, peaceful and democratic societies. Additionally the declaration highlights the need to promote European co-operation in quality assurance with a view to develop comparable criteria and methodologies. The cooperative activity of universities created preconditions for students' mobility under the Leonardo da Vinci and Socrates programmes. Hence, a comparison of efficiency of engineering education studies at partner institutions has become a topical issue. The

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Sulé, V. Thandi, Abigail Sachs, Courtney Mansor, and Rachel V. Smydra. "The case for case studies: Dialogic engagement and case study creation in a higher education classroom." Active Learning in Higher Education, February 7, 2022, 146978742210752. http://dx.doi.org/10.1177/14697874221075297.

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As engagement and work with diverse others has grown increasingly important in the world, many educators have committed to enhancing students’ ability to address complex equity-based issues in their profession and everyday lives. Although there is growing literature on the value of using case studies and small group dialog, very little exists on dialogic, cooperative case study creation. Using critical pedagogy and constructivism as the epistemic lenses, this study qualitatively examines how students gauge their learning in a course focusing on knowledge development through dialog and cooperat

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Dissertations / Theses on the topic "Constructivist classroom dialog"

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Younse, Stuart. "Dialogic interactions, the construction of self in the secondary choral classroom." connect to online resource, 2004. http://www.unt.edu/etd/all/Aug2004/younse%5Fstuart/index.htm.

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Younse, Stuart. "Dialogic Interactionism: the Construction of Self in the Secondary Choral Classroom." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4557/.

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Examined in this hermeneutic phenomenological study is a transformation in the researcher's choral music teaching in which students' abilities to construct self emerged organically from interactions, or dialogues, that took place among and between the students, the teacher, and the music being studied. To allow for such interaction to emerge organically and meaningfully, students and teacher both shared in the power needed to construct a classroom environment in which the localized issues of the classroom and the specific contexts of students' lived histories were maintained and encouraged. Th

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Stinson, Anthony B. "An Autoethnography:A Mathematics Teacher's Journey of Identity Construction and Change." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/msit_diss/43.

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Despite some gains, improving secondary mathematics instruction remains an area of concern of the National Council of Teachers of Mathematics (NCTM). Recitation, also known as lecturing, prevails as the practice of choice of mathematics teachers in the United States. However, the report of the NCTM Research Advisory Committee 2000 indicates that the mathematical proficiency of students increases when the practice of choice includes more than recitation. Therefore, changes in instruction in the mathematics classroom should occur to improve student learning. The purpose of this dissertation is t

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Van, Reenen-Le Roux Valdi. "Adult learning and social reconciliation: a case study of an academic programme at a Western Cape Higher Education Institution." University of the Western Cape, 2012. http://hdl.handle.net/11394/2891.

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Magister Educationis - MEd<br>Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing professional dev

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Van, Reenen-Le Roux Valdi Cathleen. "Adult learning and social reconciliation: A case study of an academic programme at a Western Cape higher education institution." Thesis, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9699_1363774468.

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<p>Heterogeneous school communities are becoming more apparent under local and global conditions. A school community is more diverse and similar, not only racially but also in respect of&nbsp<br>economic, cultural, national and ethnic identities. Schools would require leaders who are mindful of the need for conflict sensitivity and social reconciliation within a globalising&nbsp<br>classroom.Through the lens of critical constructivism, I investigated the extent to which a higher education institution achieved the aims of the ACE in School Leadership, a continuing&nbsp<br>professional developme

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Book chapters on the topic "Constructivist classroom dialog"

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Taber, Keith S., Kenneth Ruthven, Christine Howe, et al. "Developing a Research-Informed Teaching Module for Learning About Electrical Circuits at Lower Secondary School Level." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch001.

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This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The

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Horan, Deborah A., Afra Ahmed Hersi, and Patrick Kelsall. "The Dialogic Nature of Meaning Making within a Hybrid Learning Space." In Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9680-8.ch002.

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The chapter presents a reflective case study of a specific instance of hybrid teaching with preservice teachers in a graduate course on the languages and literacies of bilingual elementary children. The intensive summer course occurred across eight weeks, with four on-campus meetings and the remainder of the course occurring online. The authors address three specific pedagogical tools meant to scaffold dialogic meaning making through instructor-mediated learning and student individualization. The chapter is framed within a social constructivist stance that examines the nature of dialogic meani

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