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Access to Constructivist and Didactic Teaching: Who Gets It? Where is it Practiced?

Abstract

"Calls for the reform of instruction in U.S. classrooms, particularly those in secondary schools, are growing and often strident. Many reformers advocate a move away from traditional, teacher-centered, (didactic) direct instruction, where students are passive receptors of knowledge, toward more student-centered understanding-based (constructivist) teaching that focuses on exploration and experimentation. In this study we investigate the issue of access to these two types of instruction in U.S. high-school science classrooms."

NOTE: This resource is published on the Teachers College Record web site. The link above will take you to an abstract page. To view the full-text for this article, you will need to either sign-in to Teachers College Record with the appropriate membership or purchase this article.

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