This book contrasts authentic approaches to education with
classroom practices based primarily on standards external to the
individuals who are supposed to learn. While other books tend to
promote either a desperate scramble for meeting standards or
determined resistance to neoliberal reforms, this book fills that
gap in ways that will inspire practitioners, prospective teachers,
and teacher educators. Mandates pay only lip service to
constructivist and social constructivist principles while thwarting
the value of both students and teachers actively creating
understandings. Authors in this book assert the central importance
of a range of constructivist approaches to teaching, learning, and
thinking, inviting careful reflection on the goals and values of
education.
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