Teaching-to-Learn:<i>A Constructivist Approach to Shared Responsibility</i>

Milbrandt, Melody K.; Felts, Janet; Richards, Brooke; Abghari, Neda

doi:10.1080/00043125.2004.11653563

Cited by 22 publications

(13 citation statements)

References 9 publications

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“…Specifically, the constructivist classroom method of teaching enhances student learning and is favorably received by students (Lattuca, 2006;Milbrandt et al, 2004;Travis & Lord, 2004). Further, the work of Dewey (1938), as developed by Kolb (1984), indicates that quality experiences facilitate the learning process.…”

Section: Discussionmentioning

confidence: 99%

“…While Lattuca (2006) and Milbrandt et al (2004) provide an understanding of the fundamentals of constructivism and constructivist pedagogy, Travis and Lord (2004) demonstrate its effectiveness. The authors compared two groups of undergraduate nonscience majors in a biology lab, for which one group was taught in a traditional teacher-centered style, while the other was taught as a constructivist class.…”

Section: The Constructivist Classroommentioning

confidence: 99%

“…As noted by Milbrandt, Felts, Richards, and Abghari (2004), because knowledge is acquired both inside and outside the classroom, students need to develop certain cognitive structures that accommodate and assimilate new knowledge into previously acquired knowledge. To help students to develop these structures, teachers must determine the depth of students' knowledge, design appropriate learning experiences for groups of students, assist students in the learning and practicing of new knowledge and skills, evaluate student learning, and provide students with feedback that will encourage further learning.…”

Section: The Constructivist Classroommentioning

confidence: 99%

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Perceptions of the Effects of a Constructivist Classroom Approach on Academic Service-Learning: An Exploratory Study

Walters¹

2015

brcacadjb

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This exploratory study sought to understand the perceptions of students and a community-client when an academic service-learning project was introduced into a capstone strategic management course using a constructivist pedagogy. Surveys were administered to the students in the course as well as to the community-client. The student surveys provided an understanding of the extent to which the students perceived the academic service-learning project as valuable to the community and the academic service-learning approach as a valuable instructional method, while community-client survey provided an understanding of the extent to which the community-client perceived the academic service-learning project as valuable. The results of the study suggest that the use of the 36 The BRC Academy Journal of Business Vol. 5, No. 1 constructivist classroom in conjunction with academic service-learning supports students' positive perceptions of the value of the service-learning project to the community and as an instructional method. The results also suggest that the simultaneous use of these two approaches provides a product perceived as valuable to the community client.

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Section: Discussionmentioning

confidence: 99%

Section: The Constructivist Classroommentioning

confidence: 99%

Section: The Constructivist Classroommentioning

confidence: 99%

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Perceptions of the Effects of a Constructivist Classroom Approach on Academic Service-Learning: An Exploratory Study

Walters¹

2015

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“…Milbrandt began with a research study to identify teachers' desire for the inclusion of socially informed approaches in visual art classrooms (2002). Milbrandt followed the initial study with pedagogical articles exploring intersections between constructivist approaches and socially constructed curricula (e.g., Milbrandt, Felts, Richards, & Abghari, 2004), further research concerning attitudes toward incorporating issues of social justice (Milbrandt & Klein, 2008), and a theoretical proposal for the absorption of these topics within a redefinition of creativity (Milbrandt & Milbrandt, 2011). Milbrandt's articles are focused on broad topics of social justice rather than specific LGBT issues, but they present a potential model for those seeking the integration of LGBT-related research, theory and practice in the pages of NAfME's five journals.…”

Section: Discussionmentioning

confidence: 99%

Challenging the Canon: LGBT Content in Arts Education Journals

Freer¹

2013

Bulletin of the Council for Research in Music Education

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A B S T R A C T The purpose of this study was to examine LGBT-related content across arts education journals in order to identify prevalence, themes, and trends. This study consisted of a content analysis of peer-reviewed articles appearing in the major journals affiliated with professional arts education associations in the United States. A total of 4,193 articles were published from 2000 to 2012 in the 11 journals, of which 70 (1.67%) included LGBT-related content. The percentage of LGBT-related content was steady over time. The most frequent LGBT themes in discipline-specific journal content related to pedagogy, the contributions of LGBT persons to art forms, gender, social justice, and homophobia. A more focused analysis included two pairs of long-running journals purposed for similar audiences and considered all article content since the journals' inception:Music Educators Journal (1914) and Art Education (1948); and the Journal of Research in Music Education (1953) and Studies in Art Education (1959). The emergence of LGBTrelated content, including letters to the editor, followed similar paths in the two practitioneroriented journals. Music education articles referencing LGBT topics appeared later and are less numerous than in other arts disciplines. Analysis suggests methodological issues to be addressed in future research studies and points toward strategies for introducing LGBT-related content where none has yet been published. C H A L L E N G I N G T H E C A N O N : L G B T C O N T E N T I N A R T S E D U C AT I O N J O U R N A L SFour articles associated with LGBT (lesbian, gay, bisexual, and transgender) topics have appeared in the Music Educators Journal since the first overt mention of sexual orientation was published in the journal's pages (Bergonzi, 2009). Since that time, national symposiums in 2010 and 2012 explored intersections between "LGBT Studies and Music Education." This is an opportune moment to examine LGBT-related content in our professional journals in order to establish a basis for historical scholarship and future research efforts.There is no published analysis of LGBT-related journal content in fields specific to teacher education or the arts. Researchers have conducted such analyses of academic journal content in other domains, with most situated in counseling, sociology, and psychology. Titles given to several of these studies include images of illumination as metaphorical descriptions for the emergence of LGBT-related content in professional journals. Phrases in these titles include "shedding light on thirteen years of darkness" (Blumer, Green, Knowles, & Williams, 2012), and "twenty years and still in the dark?" (Clark & Serovich, 1997). Other titles indicate a paucity of LGBTrelated content in both journals and education textbooks, including expressions such as "eight articles, eight journals, eight years" (Phillips, 2010) and "among the missing" (Van Voorhees & Wagner, 2002). Several articles have contained analyses of LGBTrelated issues in teacher education primers, with ...

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“…The option of allowing choice in the undergraduate course is an example of a constructivist paradigm (Milbrandt, Felts, Richards, and Abghari, 2004). The use of constructivist paradigm in undergraduate courses has been found to be effective (Korthagen & Kessels, 1999;Oldfather, Bonds, & Bray, 1994), so Tami and Aggie were curious to determine if allowing choice of assignments provides a benefit to the teacher education curriculum.…”

mentioning

confidence: 99%