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A case study of a school implementing a constructivist philosophy

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Material Information

Title:
A case study of a school implementing a constructivist philosophy
Physical Description:
Book
Language:
English
Creator:
Brown, Joseph C
Publisher:
University of South Florida
Place of Publication:
Tampa, Fla
Publication Date:

Subjects

Subjects / Keywords:
Constructivism
Teacher perceptions
Elementary school
Professional learning communities
Concept-based curriculum
Dissertations, Academic -- Educational Leadership -- Doctoral -- USF
Genre:
bibliography   ( marcgt )
theses   ( marcgt )
non-fiction   ( marcgt )

Notes

Abstract:
ABSTRACT: Isaacson's (2004) dissertation chronicles the implementation of a constructivist instructional approach at Southwood Elementary School. Southwood's faculty experienced a change of principals, which the Tri-Partite Theory of Organizational Change and Succession, a theory of organizational entropy, predicts could lead to organizational entropy. This study examines the dynamics of the change in principal, as well as Isaacson's recommendation to study teachers' perceptions regarding the maintenance of the constructivist approach. This study answers three questions: 1) Are faculty still using constructivist strategies? 2) What are teacher perceptions regarding the maintenance and support of constructivist philosophy? 3) Is there congruence between what literature identifies as constructivist strategies and what teachers identify as constructivism and classroom practice? This study uses three sources. First, literature identified constructivist strategies and approaches. Second, ^teachers and principal were interviewed regarding an array of issues, such as their understanding constructivism, their perception of maintaining the constructivist philosophy, and student and teacher classroom roles. Third, classrooms were observed and scored using the Constructivist Teaching Inventory (CTI) as a rubric.The primary and an outside researcher identified four common themes that all support constructivist practices and philosophies: questioning, student-centered learning, active learning and the social influence on learning. Classroom observations, three for each of the interviewed teachers, were scored using the Constructivist Teaching Inventory.Southwood faculty and staff developed professional learning communities (PLC), which support and maintain constructivist strategies. PLCs are supports for new teachers in developing constructivist strategies. CTI results indicate that teachers are implementing constructivist strategies. Constructivist strategies could be impleme nted by telling teachers what to say or do, without understanding the why behind the actions. Although the principal, who initiated application of constructivist strategies retired and was replaced in 2004, constructivist strategies remain in use. The changes that occur with change in leadership, as predicted in the Tri-Partite Theory, were managed at Southwood by an internal replanning process of establishing PLCs. This study lends credence to the importance of professional learning communities as a constructivist change strategy, which finessed the entropy organizations face with leadership changes by establishing PLCs as a socialization process.
Thesis:
Dissertation (Ph.D.)--University of South Florida, 2006.
Bibliography:
Includes bibliographical references.
System Details:
System requirements: World Wide Web browser and PDF reader.
System Details:
Mode of access: World Wide Web.
Statement of Responsibility:
by Joseph C. Brown.
General Note:
Title from PDF of title page.
General Note:
Document formatted into pages; contains 191 pages.
General Note:
Includes vita.

Record Information

Source Institution:
University of South Florida Library
Holding Location:
University of South Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
aleph - 001914795
oclc - 179520143
usfldc doi - E14-SFE0001765
usfldc handle - e14.1765
System ID:
SFS0026083:00001


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Full Text

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89 4+nrn+ *nr nn4* >n4nn +Arn* nn 1-rrrrr 4 nrnn r'*n 4+nrn n !nnn r%r 4%nn 4n %= rn*rrn *(nr* nrn* 'rnnr nn 4r+nnn+r nr n4( *nn* nr "rr4r*nr *n r+nnn6n )+nrnrr rrnr *%n++n 4G Hn*nnn rGH"+ *+nr n nn n,**n n

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19 n?*rn nnn+ rnn *nnnr *nn r+4+ n+*n n6nrr =* **G,*n+ r r4 +rnr rM$ rM)+ nHC
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./ GrnH n? nrr*Gnn* nA+nn r@n **+ rH48 nr*Gn r nnnH!nrr nrr nrr4-* nrr*nr *Gn n nnn rr H4-* nr6**G n n+nn +rH!<* 6 n*nr *G+nnn +n+r nnH 7rnnr rrnn* rnr 4 nn 6n n+4 nn rnr4+r6 /*?n8*r nr nrr* nrrrn + +nF6n+n48 n*GrNr5 +n+n*' rnn+H4 nrr6 r/*?n8*r

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.8 4Gr HC*-:./D *nn n+*n +rr rn*'n r6n nn>nrn nrrnr r*G+nH n* 6C-8/D 4nnnr 4* rn2%8*+n* (nrr *rn rn nn rn! 4nn n rnnr n!4nrn (r*n% n*n r4n rn *n 44 nnr*r 4n! nn n*n +4nnr 4rrn rnn 86n*nn 8 nn*nr nnnrr nn

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90 "rrnrn*n nn *nr +n* nr*G +n+ HC2-Drn *6nn **GM+ nnr HCr-D nn*n* *G&+M 6rH Cr/D* +nn+n 64n+ n+n nn4 +rrn* nn/@+* GrrnH*nn nn+nC@+ *-:.8D ,rr $*n *% 4n%n +Cnrnr5 6C*,K&n* -:.-DD*rnn +n* n+ +*n++ nrn= nrn++ r+ + n +nn+ 4n *n *+n n+n *n ++

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9n*nn*r r+ n+r= nn+n *n* rn #r4nrnn nn n*nn n,* rr6+* rrn nnnn! nnn nn*nn $4*+nr rn &**n rn n* n$ 6*nrn +n4 rnn+ nnrr *n+nnn 4n *2%8=rr%nn n'nn* nrrrn* nn* ***nnF n4n'nr nnnrr ,*n+n % nnnnn nnnn nnnn n r=nr +' n *nn rnn6*

PAGE 91

9/ nnnnn *rAn4 r*!n 4nnn+n r** nnr'*6nn nnnrr n nn%nnr n=r*+n n*n Bn n@+n+ 4nn'+r rn+n+ rn*n+GnH *4nnn nnrrI *'nn n*n6 '!n r*nn n'rnn n =rn%n rn! nr+n )nnn *nn+ nn nrGrrn*H n+n6 +n4rrn6 n+nnrn* n!nnrrn nrr6*nrr+n 4rrnr* n%n# r$n*r %n* *n*+ $r#r nrn rn! 4nn rn%nr

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9: 5nrnr n* nrnn rrn ,**nrr n n=nr5 nn"nC"Dn4 "nC4"Drn n4 n!4 n4 '> n4n n r nnrnrn nn* nrnr r 4r(nn* nnnr 4r n?n n?*rn nnn+ rnn *nnnr *nn r+4+ n+*n n6nrr =* **G,*n+ r r4 +rnr rM$ rM)+ nHC
PAGE 99

:0 Gnrrrrn n 6++n rr rrn 6+6+ n*+nn +nrr rnr4nr + rnn nnrrHC8D 4nr +nn +nnCD nrnrn nr$4J *rn = nn nr+n n rr*r $4'r+rG nH4 +$4*n n*n n nrrr nn>n4+rr nn +rnnr 4nr 5rn*rn n nnrn 6rn( r5n* ** $4r5n 6nr nnn4 6nnn r.r

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Brown, Joseph C.
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A case study of a school implementing a constructivist philosophy
h [electronic resource] /
by Joseph C. Brown.
260
[Tampa, Fla] :
b University of South Florida,
2006.
3 520
ABSTRACT: Isaacson's (2004) dissertation chronicles the implementation of a constructivist instructional approach at Southwood Elementary School. Southwood's faculty experienced a change of principals, which the Tri-Partite Theory of Organizational Change and Succession, a theory of organizational entropy, predicts could lead to organizational entropy. This study examines the dynamics of the change in principal, as well as Isaacson's recommendation to study teachers' perceptions regarding the maintenance of the constructivist approach. This study answers three questions: 1) Are faculty still using constructivist strategies? 2) What are teacher perceptions regarding the maintenance and support of constructivist philosophy? 3) Is there congruence between what literature identifies as constructivist strategies and what teachers identify as constructivism and classroom practice? This study uses three sources. First, literature identified constructivist strategies and approaches. Second, ^teachers and principal were interviewed regarding an array of issues, such as their understanding constructivism, their perception of maintaining the constructivist philosophy, and student and teacher classroom roles. Third, classrooms were observed and scored using the Constructivist Teaching Inventory (CTI) as a rubric.The primary and an outside researcher identified four common themes that all support constructivist practices and philosophies: questioning, student-centered learning, active learning and the social influence on learning. Classroom observations, three for each of the interviewed teachers, were scored using the Constructivist Teaching Inventory.Southwood faculty and staff developed professional learning communities (PLC), which support and maintain constructivist strategies. PLCs are supports for new teachers in developing constructivist strategies. CTI results indicate that teachers are implementing constructivist strategies. Constructivist strategies could be impleme nted by telling teachers what to say or do, without understanding the why behind the actions. Although the principal, who initiated application of constructivist strategies retired and was replaced in 2004, constructivist strategies remain in use. The changes that occur with change in leadership, as predicted in the Tri-Partite Theory, were managed at Southwood by an internal replanning process of establishing PLCs. This study lends credence to the importance of professional learning communities as a constructivist change strategy, which finessed the entropy organizations face with leadership changes by establishing PLCs as a socialization process.
502
Dissertation (Ph.D.)--University of South Florida, 2006.
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Includes bibliographical references.
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Text (Electronic dissertation) in PDF format.
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System requirements: World Wide Web browser and PDF reader.
Mode of access: World Wide Web.
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Title from PDF of title page.
Document formatted into pages; contains 191 pages.
Includes vita.
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Adviser: William F. Benjamin, Ph.D.
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Constructivism.
Teacher perceptions.
Elementary school.
Professional learning communities.
Concept-based curriculum.
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Dissertations, Academic
z USF
x Educational Leadership
Doctoral.
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t USF Electronic Theses and Dissertations.
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u http://digital.lib.usf.edu/?e14.1765