Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Harris, K. R.
Right arrow Articles by Graham, S.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Harris, K. R.
Right arrow Articles by Graham, S.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Constructivism: Principles, Paradigms, and Integration

Karen R. Harris

University of Maryland—College Park

Steve Graham

University of Maryland—College Park

The purpose of this special issue of The Journal of Special Education is to bring together thoughtful considerations of the strengths, potential limitations, and issues represented by the constructivist approach for students with disabilities and those at risk for school failure. In this article, we present major principles of constructivism for teaching and learning. Three idealized constructivist paradigms—endogenous constructivism, exogenous constructivism, and dialectical constructivism—are described. Finally, major issues related to constructivism are explored, including the possibility of integrative stances.

The Journal of Special Education, Vol. 28, No. 3, 233-247 (1994)
DOI: 10.1177/002246699402800301
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
N. Long Corbett, K. L. Kilgore, and P. T. Sindelar
"Making Sense" in a Collaborative Teacher Education Prografll: Lessons from Project PART Students
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, October 1, 1998; 21(4): 293 - 305.
[Abstract] [PDF]