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Volume 2, Issue 1
with two informative paper sessions that cov-
ered a range of topics relevant to current in- vestigations into
con-
structivist practice. Thank you to the Ses-
sion Chairs and Discus- sants for these sessions. Those serving as
Ses-
sion Chairs were Dr. Linda Kroll and Dr. Terry Robertson. Those
serving as Discussants were Dr. Kathy Schuh and Dr. Patrick
Jenlink. The sessions ran smoothly, were well-attended, and
the dis-
cussions that ensued were quite thought pro- voking. The quality of
our SIG sessions re- lies not only on the quality of papers
being
presented, but also on the preparedness of
the Discussants and Chairs. On that note, the
portal is now open for volunteering for these roles at the
2015 meeting. Please consider volunteering in this capacity next
year.
The SIG business meeting was a wonderful
opportunity for attendees meet our Outstand- ing Conference
Submission winner, Dr. Suzanne Porath, as well to hear from
Dr.
Paul Vermette's presentation, Using the E N G A G I N G
framework to help p-12 students “construct” their own
understand- ing.Additionally, business was conducted regarding the
state of the SIG, including fi-
nances, election of officers, and the newly adopted SIG awards. A
wine and cheese re- ception and networking with SIG members rounded
out the evening. All SIG members are encouraged to consider
attending the SIG
business meeting in Chicago at the 2015 meeting. We would
love to meet you!
Conceptual, Pedagogical, Cultural, and Political Dilemmas of
Implementing a Constructivist Workshop
Approach to Teaching Literacy
Dr. Suzanne Porath: Edgewood College/Concordia
University
As a pedagogical method, the reader's/writer's workshop approach
has particular components - such as mini-lessons, workshop
time, conferences and sharing time - which can be copied and
instituted. Yet, a well-run workshop can still be very teacher
directed (Mulcahy, 2010) and not change the dynamics of traditional
education. However, as a
change in epistemology, implementing a workshop approach can
challenge the traditional paradigm of teacher -focused
instruction and transform the classroom to one in which stu- dents
construct knowledge together and learn through active engagement in
authentic read- ing and writing. This study focused on the
epistemological shift two third-grade teachers made as they managed
the dilemmas of shifting from their previous traditional
authoritarian
curriculum model and its recitation scripts to their new
perspectives of constructing mean- ing and building knowledge
together with their students. This shift forced the teachers to
re
-examine their understandings of what teaching meant and what
learning looked like in
their classrooms.
Windschitl (2002) provided four frames of reference to describe the
dilemmas the teachers encountered when implementing constructivist
instruction including conceptual,
pedagogical, cultural and political dilemmas. One of the
first conceptual dilemmas the
teachers had to confront was the question, “What counts as
knowledge and evidence of learning?” and the teachers began to
interrogate what they believed the purpose of reading
THE CONSTRUCTIVIST THEORY, RESEARCH & PRACTICE SIG
Deadline for Paper and Session Submissions is July 22: Please
review the Call for Submissions as it contains important
information about this year’s Annual Meeting theme and submission
requirements.
Volunteer to Serve as a Chair or Discussant by
August 29: Please review the Call for Volunteer Session Chairs
and Discussants and consider volunteering. The quality of the
AERA Annual Meeting depends on education researchers
with appropriate expertise who serve as chairs and discussants for
paper sessions and roundtables.
For more information:
http://www.aera.net/EventsMeetings/AnnualMeeting/tabid/10208/Default.aspx
As they were new to the workshop approach, many pedagogical
dilemmas arose when they felt they did not have enough
expertise in the workshop approach to deviate from the published
teacher guides. The teachers also felt cultural tensions
because of differing expectations and models for the roles of
teacher and students in this new model for classroom inter- action.
Political dilemmas with administration and parents emerged as the
teachers transformed their classroom environ-
ments from ones of production and assessment to environments of
supportive discussion, construction and revision.
As the teachers learned to manage (not solve) the various dilemmas,
they became more articulate and confident
in their new approaches to teaching and learning. Reporting this
study validates the disquiet and discomfort teachers may feel as
they embrace new pedagogues and epistemologies - especially
constructive approaches. It illustrates that implementing a
workshop approach is more than duplicating practices, but includes
an understanding of methodological and personal beliefs about
teaching and learning and highlights the need to understand any
curriculum's epistemology when implementing it. Finally, it
encourages administrators to recognize that change is messy and
implementation of
curriculum may not be smooth as teachers need time and space to
take risks and reflect on their work.
In April 2014, Dr. Jannah Nerren, our
SIG Chair, received the Service Learn- ing Excellence Award from
Stephen F. Austin State University. Jannah was
recognized for her work and dedication in creating an extensive
mentoring pro- gram that partners preservice teacher candidates
with elementary students from low socio-economic backgrounds.
Here is what the elementary school prin- cipal where the mentoring
program is located had to say about Jannah mentor- ship program:
“With one year of the
project behind us, we are already seeing an impact with
our selected students and know the future will be much
brighter for each one chosen. We believe our students will not only
gain academically but also socially and emotionally through this
mentoring project .” Additional- ly, one of the pre-service
teacher candidates shared the following about the mentoring
program: “ I have formed
a bond with my student that will always be with me. This is a bond
that could have never come from reading about a study in a
textbook. Having the one-on-one relation-
ship and interaction has been life-changing for me.”
These comments reflect the impact and difference that
this mentoring program is making in the lives of every- one
involved. Congratulations, Jannah, for your award and for making a
difference!