• From the President
• From the Editor

On Becoming Professional: Preservice and In-service for Teachers

Kamilla Bahbahani
Kelowna, British Columbia

Applications: Practitioners Use of Constructivist Principles in Learning Environments

Revoicing: How One Teacher’s Language Creates Active Learners in a Constructivist Classroom

Jody K. Lawrence
University of Northern Colorado

Alignment: Learn About Programs That Have Constructivist Underpinnings

The Seven Principles of Constructivist Teaching: A Case Study

Denise D. Cunningham
Missouri State University

Research: Rigorous Studies That Support What We Do

What Do Third-Graders’ Strategies for Solving Double-Column Addition Reveal about Math Aptitude and Gender?

Alice P. Wakefield
Old Dominion University

Leading the Way: How Administrators Can Help Teachers Construct Knowledge

Call for Paper

Dr. Rheta DeVries is Professor of Curriculum and Instruction at the University of Northern Iowa. She has written many books on issues critical to the development of young children. She serves on the ACT Board of Directors and is a life member of ACT.  This article was adapted from an earlier version written by Dr. DeVries for the Educational Researcher (Vol. 26, No.2, pp. 4-17)in 1997.  We are grateful to AERA for permission to publish this version adapted especially for The Constructivist. She can be reached at Rheta.DeVries@uni.edu .

Dr. Jacqueline Grennon Brooks, ACT 2006 Conference Keynote Speaker, is Associate Professor of Curriculum and Instruction at Hofstra University.  She has been studying learning processes for many years and has written widely on the subject. As an advocate for change in today’s educational system, she is a frequent contributor to school districts and educational associations.  She is past president and a long-time member of ACT. She can be reached at: jacqueline.grennon.brooks@hofstra.edu.

ACT 2007 Call for Proposals