000			02023nam a22002537a 4500
999			_c11707 _d11707
003			OSt
005			20210614143630.0
008			190507b xxu||||| |||| 00| 0 eng d
020			_a9780130606624
040			_cYeshi
082			_a370.15 BRO.
100			_aBrooks, Jacqueling Grennon.
245			_aIn search of understanding : _bthe case for constructivist classrooms / _cJacqueline Grennon Brooks, Martin G. Brooks.
260			_aAlexandria, Va. : _b Association for Supervision and Curriculum Development, _c1993.
300			_aviii, 136 p. :  _bill. ; _c23 cm.
504			_aIncludes bibliographical references .
520			_a The activities that transpire within the classroom either help or hinder students learning. Any meaningful discussion of educational reform, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occurs within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. Jacqueline Grennon Brooks is Associate Professor in the Center for Science, Mathematics and Technology Education at the State University of New York at Stony Brook. Martin G. Brooks is Superintendent of the Valley Stream Central High School District in Valley Stream.
650			_aConstructivism (Education).
650			_aCognition in children _zUnited States.
650			_aActive learning _zUnited States.
650			_aThought and thinking _xStudy and teaching _zUnited States.
700			_aBrooks, Martin G.
942			_2ddc _cBK