Constructivist Teaching and Student Achievement: The Results of a School-Level Classroom Observation Study in Washington. Technical Report. [Report No.: WSRC-R-5

Autor/inn/en	Abbott, Martin L.; Fouts, Jeffrey T.
Institution	Seattle Pacific Univ., Lynnwood, WA. Washington School Research Center.
Titel	Constructivist Teaching and Student Achievement: The Results of a School-Level Classroom Observation Study in Washington. Technical Report. [Report No.: WSRC-R-5
Quelle	(2003), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Constructivism (Learning); Elementary Secondary Education; Family Income; Low Income Groups; Socioeconomic Status; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study built on a 2001-02 classroom observation study of Washington K-12 and technical schools that identified the extent of constructivist teaching activity. Results from classroom observations found that strong constructivist teaching was observable in 17 percent of the classroom lessons. The other 83 percent of the lessons observed may have contained some elements of constructivist teaching, but up to one-half had very little or no elements of constructivist teaching present. More constructivist teaching appeared to occur in alternative schools and integrated subject matter classes. There appeared to be no differences among elementary, middle/junior, and high schools in the degree to which constructivist practices were used. This study explored the relationship of this practice to student achievement, examining the percent of variance in student achievement accounted for by constructivist teaching beyond that contributed by low-income. Data came from the original observation study and from school-level standardized test scores of 4th, 7th, and 10th graders. Results found large correlations between study variables (a negative correlation between school-level family income and student achievement, large positive correlations between constructivist teaching and student achievement, and a negative correlation between constructivist teaching and school-level family income). (SM)
Anmerkungen	Washington School Research Center, 3500 188th Street, S.W., Suite 328, Lynnwood, WA 98037. Tel: 425-744-0992; Fax: 425-744-0821; Web site: http://www.spu.edu/wsrc/. For full text: http://www.spu.edu/orgs/research/ObservationStudy-2-13-03.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01