GRADUATE PROGRAMS ALIGNEDWITH CONSTRUCTIVIST THEORY OF HOW PEOPLE LEARN
As a growing number of university education departments are aligning curriculum with constructivist theory, many students are interested in exploring graduate programs that are similarly focused. The following is a "work in progress" list of graduate schools that offer anywhere from a few courses aligned with constructivist theory to an entire curriculum that is based on constructivist theory.
The Institute has not investigated the following programs, nor is it recommending them. The information is provided by people at the schools. However, it is our hope that this list can be a starting point for people interested in exploring schools that indicate they are aligned with constructivist theory,
If you would like further information about any of these schools, there is contact information included in the brief summaries that follow and you can reach your own conclusions:
Table of Contents
- Antioch New England Graduate School, NH
- Benedictine University, IL
- Castleton State College, VT
- Columbia College, MO
- Dominican University of California, CA
- EvergreenState College, WA
- GeorgeMasonUniversity, VA
- Manhattanville College, NY
- Montclair State University, NJ
- Niagara University, NY
- Purdue University, IN
- St.Lawrence University, NY
- SUNY Plattsburg, NY
- TrinityUniversity, San Antonio, TX
- University of Arizona, AZ
- University of Missouri – Columbia, MO
- University of Texas – San Antonio, TX
- University of West Florida, FL
- University of Wisconsin–Madison,WI
- Virginia Tech, VA
Antioch New England Graduate School, NH
The education curriculum at Antioch is based on an integrated learning concentration. This helps students create classrooms that draw connections between the life of the child and the life of the classroom. The community based school environmental education project works with students to help restructure their curriculum, building, and grounds from an ecological perspective. The graduate students work with K-12 teachers and students. These courses utilize constructivists’ methods to promote student learning and growth towards a wide range of outcomes. They look at principles of authentic assessment, explore best assessment practices, and develop assessment tools and strategies to best support student learning.
Sample Courses:
Integrated Learning: Theory into Practice: Opportunities to acquire a historical perspective on the integrated classroom. Students learn to appreciate the value of an integrated approach to learning and gain experience in determining children’s characteristics, levels of development, and needs through observation. Students learn how to plan and implement an interdisciplinary thematic study that can satisfy demands of the curriculum. They learn techniques of management, grouping, documentation, record keeping, display, and evolution while learning to establish community for learning and sharing.
Assessment: A Focus on Learning: Assessment should focus more on improving learning than merely auditing it. To support the learning process, assessment needs to be seen as a rich process of feedback, based on evidence related to clearly identified standards and criteria. This course focuses on assessment embedded in the learning process that is intended to promote student learning growth towards a wide range of outcomes. Together we look at principles of authentic assessment, explore best assessment practices, and develop assessment tools and strategies to best support students learning.
Problem-Solving Science: Science in elementary schools is more than reading the chapter and answering the questions. Observations, hands on investigations, nature experiences, and children’s literature can all provide accessible starting points for developmentally appropriate science curriculum. Topics may include pendulums, mushrooms, clay boats design technology, and oobleck. We examine diverse science curriculum materials such as ESS, TOPS, GEMS, and MacDonald 5/13 and reflect on current issues and theoretical debates in science education.
Website:
Admissions Phone – 800-553-8920
Contacts
Arthur Auer, M.Ed.
Core Faculty: Waldorf
Antioch New EnglandGraduate School
40 Avon Street
Keene, NH03431
Phone:603.357.3122
ext. 326
E-mail:
Judy Coven, M.S.
CoreFaculty
AntiochNew England
GraduateSchool
40 Avon Street
Keene, NH03431
Phone:603.357.3122
ext. 315
E-mail:
David Sobel
Director Teacher
Certification Programs
Education Department
40 Avon Street
Keene, NH03431
Phone:603.357.3122
ext. 358
E-mail:
Benedictine University, IL
BenedictineUniversity defines Constructivism as a philosophy whereby a teacher creates an environment in which students can expand on their previous knowledge in order to create a new thinking scheme. This is reflected in their graduate education programs through problem-based learning and cooperative learning which combines the masters and undergraduate courses.
The school emphasizes a student centered approach and reaches out to all students to ensure that everyone learns what they need in order to be an effective teacher.
Website:
Admissions Phone – 888-829-6363
Contacts:
Jim Pelech, Ed.D
Assistant Professor
College of Education and HealthServices
BenedictineUniversity
Kindlon 258
5700 College Road
Lisle, IL60532
Phone: (630) 829-6283
E-mail:
Castleton State College, VT
The Castleton State College education department thrives on the basis of learning, modifying and developing learning theories. These theories will in turn educate teachers and administrators in having effective learning environments to accommodate differences between students. Also, the incorporation of technology into school curriculum is a goal Castleton sees as vital for the 21st Century. Constructivism plays an important role in all the education courses at this school.
Sample Courses:
Edu 5270- Models of Secondary Teaching
This course introduces the student to an array of approaches to secondary school teaching that could be used to help transform the public schools for the 21st Century. The course will provide the teacher, curriculum engineer, and administrators with approaches to teaching that create innovative environments for learning.
Edu 5320- Technology in Education
Students will study and use different applications of computers that enhance a student’s ability to learn and express ideas. Topics will include integrated software packages, subject specific applications, multidisciplinary integration and an introduction to multimedia.
Edu 6770- Cooperative Learning Workshop
This course will provide participants with skills in the utilization of cooperative learning framework in addressing the learning needs of students. The workshop will provide students with the knowledge and skills to conduct assessments and design cooperative learning strategies to facilitate the integration of students.
Website:
Admissions Phone – 800-639-8521
Columbia College, MO
This college thrives on the motto that “truly effective teaching must be modeled, not just taught.” Therefore, the college encourages students to engage in active learning, research in field situations, experience problem solving, interact in dialogues and question the constant exploration of “what is and what could be.” With that said, ColumbiaCollege is a prime example of a school that has innovative classes with a constructivist curriculum.
Sample Courses:
EDUC 505- Instructional Theory and Techniques
Professional planning of instruction including goals and objectives, techniques and activities, and evaluation. Students produce and present lessons containing defensible techniques, strategies, and methods of evaluation.
EDUC 560- Theories of Learning
The study of major learning using theories including those proposed by Skinner, Pavlov, Bandura, Piaget, Bruner, Sternberg, and others. Application of theoretical knowledge in educational systems is addressed.
EDUC 580- Methods of Effective Academic Evaluation
A study of formative, diagnostic and summative evaluation. Emphasis is on the development, administration, interpretation and utilization of informal teacher-made evaluation courses.
Website:
Admissions Phone – 800-231-2392
Contacts
Becky Widener,
Chair, Education Department
ColumbiaCollege
1001 Rogers St.
Columbia, MO65216
Phone: 800-231-2391, ext. 7679
E-mail:
Dominican University of California, CA
Education courses at this University are blended for liberal studies and teaching education program reflecting the programs commitment to multidisciplinary and multicultural education. Students observe and participate in local elementary schools blending theory and practice.
Sample Courses:
Learning Theories, Motivation, and Technology
In this course candidates examine various theories of learning and motivation and apply their understandings in the design of learning opportunities for students. Candidates explore the use of concepts underpinning the use of learning technologies and the use of computers in a constructivist classroom. They study productivity and on-line tools and acquire skills for using technology in instruction. They develop competence in the methodologies and strategies for integrating technology into classroom activities. Additionally, candidates examine research related to human, legal, and equity issues concerning the use of computers and related technologies in educational settings.
Comprehensive Seminar
The seminar provides a survey of the theories and practices of contemporary educational leadership and administration. Although the instructor presents some material and introduces candidates to practical situations experienced by contemporary educational leaders, the core of the course rests with those enrolled in the course who are responsible for investigating various topics and presenting their findings to their peers. Each candidate is required to create a comprehensive research paper and to make a major oral presentation.
Introduction to Teaching Seminar
This seminar introduces candidates to the field of teaching through classroom and field experiences. In the course, candidates get an overview of topics designed to help them examine, test, and clarify their commitment to pursuing teaching as a profession. The course includes the study of current trends and issues in American education, the demands of teaching in a diverse society, the role of schools within society, and the challenges of teaching students with different needs and abilities at the elementary, middle, and secondary levels. Through instruction and assignments, candidates will gain basic understandings of lesson planning and principles for establishing a positive classroom climate. They will examine techniques for questioning, for writing learner objectives, and for meeting diverse student needs. They will become familiar with multiple intelligences, learning domains, cooperative learning groups, cognitive organizers, and how reflective practice increases professional competence and student achievement. Candidates will also learn about school boards, the Illinois School Code, classroom management and discipline, assessment, technology, school law, and school finance. Candidates are introduced to the Illinois Professional Teaching Standards, Core Language Arts Standards for All Teachers, Core Technology Standards for All Teachers, Illinois Content-Area Standards, and Illinois Learner Outcomes Standards.
Website:
Admissions Phone –888-323-6763
Education Faculty
Edward Kujawa, Ph.D.
Dean, School of Education
School of Education
50 Acacia Avenue
San Rafael, CA94901
Evergreen State College, WA
The Evergreen State College was chartered for the purpose of offering an alternative to “traditional education.” Evergreen’s Master in Teaching program utilizes constructivist theories by having collaboration among students, faculty and k-12 teachers and encouraging interactive student-teacher dialogue. Interactive learning and student input is emphasized while competition among students is de-emphasized. At Evergreen State College all of the courses are fully integrated; they make extensive use of constructivist teaching principles and methodology.
Website:
Admissions – (360) 867-6170
Contacts
Magda Costantino, Ph.D
Director, Master of Education Program
The Evergreen State College
2700 Evergreen Parkway NW
Olympia, Washington98505
Phone: (360) 867-6388
GeorgeMasonUniversity, VA
The Graduate School of Education at GeorgeMasonUniversity offers a variety of doctoral, master, teacher licensure, and certificate programs, which are designed both for those with no experience or coursework, as well as those who have been teaching for years. There are twenty-three different programs offered, including special programs for career-switchers and foreign affairs spouses.
Karen Weller Swanson, an associate professor in the graduate school, notes that George Mason allows students a tremendous amount of choice in everything from reading to writing papers. According to Swanson, the definition of Constructivism at George Mason focuses on helping teachers come to an understanding of how they learn so that they better understand the mechanisms that allow their students to learn. The goal in all of their efforts is to minimize the role of the teacher and maximize the role of the students. This theory is reflected in the courses offered by the Graduate School of Education, especially in the second year when teachers are encouraged to use their insights into the learning process to help develop the curriculum for the eight hour class day. Swanson notes that “this way, each person gets the opportunity to show their expertise in their own field.”
The one thing that prospective students should know is that they are the generators not only of interest, but of knowledge. The Graduate School of Education at GeorgeMasonUniversity is a place of renewal, helping students to understand why they love to learn, rather than why they love to teach.
Website:
Admissions Phone – (703) 993-2010
Contacts
Karen Weller Swanson, Ed.D.
Associate Professor, College of Education and Human Development
GeorgeMasonUniversity
Prince William Campus
Bull Run Hall PW, 228A
10900 University Blvd. MS 4E4
Manassa, VA20110
Phone: (703) 993-8351
E-mail:
Manhattanville College, NY
ManhattanvilleCollege offers three types of graduate programs through their school of education. The first type is Masters programs offered for those who have little to no prior educational coursework or experience. There are also advanced certification programs for those who have no prior coursework in education, but hold a Liberal Arts Masters degree or those who are looking to be certified in an additional area. The final type of program offered is individual evaluation certification and extension for those who are already certified and hold a Masters degree but wish to become certified in another area or those who are teaching, but not yet certified.
While Manhattanville does not have a permanent definition of Constructivism, Rick Heckendorn, a professor in the department of Curriculum and Instruction suggests that it is the basis for how the school of education proceeds. This stems from an attitude that each person has the potential to make sense of what they learn through their established schemas of knowledge. The classes offered are student centered and focus on continually checking understanding to ascertain how everyone makes sense of the concepts being discussed.
While classes differ according to professor, most of them are very hands on, with students presenting demonstration lessons, writing reflective journals on their observations, and becoming involved in class discussion anywhere from 60-85% of the time. The curriculum is largely student centered, presenting general theories and ideas necessary to understanding the fundamentals of grades five through twelve.
The School of Education is currently working on expanding their efforts to have their students become more involved in public schools. This allows them the opportunity to observe classrooms, meet other teachers, and teach their own lessons before they begin student teaching and have greater responsibility. Students at Manhattanville have found it very rewarding to teach a lesson in this setting and then discuss what just transpired with students and observing teachers. Efforts are also being made to maintain contact with alumni of the School of Education in order to use their experiences during school and in their own classrooms to further enhance each program.
Website:
Admissions Phone – (914) 323-5464
Contacts:
Rick Heckendorn, III, Ed.D
Chairperson, Social Studies Education
ManhattanvilleCollege
School of Education
2900 Purchase Street
PurchaseNY10577
Phone: 914-323-3207
E-mail:
Montclair State University, NJ
MSU is home to the College of Education and Human Services. Within the College, there are seven different departments: (1) Counseling, Human Development, and Educational Leadership; (2) Curriculum and Teaching; (3) Early Childhood, Elementary, and Literacy Education; (4) Educational Foundations; (5) Exercise Science and Physical Education; (6) Family and Child Studies, and (7) Health and Nutrition Sciences. This school is on the forefront of teaching new educational strategies to their students. One can most definitely find the cutting edge teaching skills needed for the future of education here.
Sample Courses:
EDFD 520- Development of Educational Thought
Intensive study of philosophical perspectives of selected classical to modern thinkers as they relate to educational theory and practice. A range of points of view will be considered including such seminal thinkers as Plato, Aristotle, Aquinas, and Rousseau etc. The application of philosophical perspectives to contemporary educational issues will be explored.
ECEL 517-Integrating Science and Technology in Early Childhood and Elementary Classrooms
Students will experience hands-on, minds-on science activities supported by technology and will examine successful management techniques. Students will gain confidence and skills in the scientific concepts and principles that unite the science disciplines.
ECEL 522- Curriculum Development and Assessment in Diverse Elementary Classrooms
Provides students with the opportunities to explore and experience research-based learning theories, teaching practices, curriculum, classroom management models, instructional strategies and assessment used in upper elementary/middle level classrooms.
Website:
Graduate Admissions Phone – (973) 655-5147
Niagara University, NY
The programs at NiagaraUniversity are considered Cohort-based. Cohort-based programs are programs in which candidates attend courses and field experiences as a specific group earning their degrees together in a professional learning community. A cohort approach takes a diverse group of students and attempts to build them into a community of teacher-learners by structuring their class schedules together and by teaching them in a way that emphasizes collegiality. It is extraordinarily non-competitive, and thus non-traditional. The learning of each individual will assist the learning of others; the accomplishments of one should help all. This adds to the peer support that candidates experience within their group while at NiagaraUniversity, in field experiences, student teaching and later as alumni.
The model is based on a set of principles known as constructivism in which the program is built on the sound research base of cooperative learning and is consistent with recent findings on successful professional growth projects. It provides a laboratory of meaningful interaction and offers the opportunity to develop professional dispositions and leadership skills on a daily basis. Further, the program utilizes team strategies drawn from the business and athletic worlds and fuses them into a collaborative school faculty. Candidates and professors alike find cohort-based programs to be a positive and dynamic learning experience.