When All Is Said and Done, More Is Said than Done: Research Examining Constructivist Instruction for Students with Special Needs

Autor/inn/en	Apps, Mark; Carter, Mark
Titel	When All Is Said and Done, More Is Said than Done: Research Examining Constructivist Instruction for Students with Special Needs
Quelle	In: Australasian Journal of Special Education, 30 (2006) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-0112
Schlagwörter	Constructivism (Learning); Special Education; Special Needs Students; Elementary Secondary Education; Instructional Effectiveness; Educational Research; Research Methodology; Research Problems; Research Design; Science Education; Mathematics Education; Literacy + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Unterrichtserfolg; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Forschungskritik; Forschungsdesign; Naturwissenschaftliche Bildung; Mathematische Bildung; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Constructivist literature has become increasingly prominent in the area of special education. The nature of constructivism and its relevance and limitations for students with special needs is discussed, as is the importance of appropriate research in determining the efficacy of instructional interventions. A search of the literature into the efficacy of constructivism for students with special needs in K-12 settings revealed a predominance of descriptive and discussion-based research and very limited experimental research. The limited existing experimental research indicates that constructivist instructional approaches may have circumscribed applications in special education. Specifically, they may be appropriate to applications for students with learning difficulties in areas such as science education. Nevertheless, there are major methodological and interpretative problems that undermine confidence in the existing body of research. These problems include an absence of adequate procedural reliability data, interventions that often involve teaching single or very small groups of students, and conditions that do not approximate regular classrooms. There is also evidence suggesting that constructivist approaches may be inappropriate and ineffective for students with intellectual disabilities. The need for considerable caution and extensive further research in this area is evident, in light of the ready adoption of constructivism in schools and the increase of constructivist literature. (Contains 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10