Classroom teachers are finding the implementation of constructivist instruction far more difficult than the reform community acknowledges. This article presents a theoretical analysis of constructivism in practice by building a framework of dilemmas that explicates the conceptual, pedagogical, cultural, and political planes of the constructivist teaching experience. In this context, “constructivism in practice” is a concept situated in the ambiguities, tensions, and compromises that arise among stakeholders in the educational enterprise as constructivism is used as a basis for teaching. In addition to providing a unique theoretical perspective for researchers, the framework is a heuristic for teachers, providing critical questions that allow them to interrogate their own beliefs, question institutional routines, and understand more deeply the forces that influence their classroom practice

Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers

Part of what it takes to succeed in academic settings is paying attention to and working toward appropriate goals. Working toward goals involves protecting the intention to accomplish goals from competing intentions and other distractions. Voluntary movement to protective action when situations demand it is central to a modern- day view of volition. This paper (a) discusses contemporary theory and research related to volition in education and (b) proposes agenda items for continued research.

The Best-Laid Plans Modern Conceptions of Volition and Educational Research

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Action, Criticism and Theory for Music Education

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Restructuring Schools: Capturing and Assessing the Phenomena

This article examines general trends in teacher-reported conflict and closeness among 878 children from kindergarten through sixth grade, and examines early childhood characteristics that predict differences in initial levels and growth of conflict and closeness over time. Results indicated modest stability of teacher-perceived conflict and closeness through sixth grade, with relatively greater stability in perceptions of conflict. Levels of conflict at kindergarten were higher for children who were male, Black, had greater mean hours of childcare, had lower academic achievement scores, and had greater externalizing behavior. Children identified as Black and those with less sensitive mothers were at greater risk for increased conflict with teachers over time. Levels of teacher-reported closeness were lower when children were male, had lower quality home environments, and had lower academic achievement scores. The gap in closeness ratings between males and females increased in the middle-elementary school years. Additional analyses were conduced to explore differences in teacher-ratings of conflict between Black and White students.

Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness

The Hidden Curriculum and Moral Education: Deception or Discovery?

"Purpel . . . ably complements the economic and political focus of critical pedagogy by shedding new light on spiritual and moral dimensions of public discourse. His book is a welcome addition to the literature in that it articulately scrutinizes the interface of culture and education and attendant trivialization of school reform. . . . While his marvelous book offers only several examples of just schools, it enormously enriches a still unfinished dialectic." Choice "Purpel's research is exhaustive, his writing elegant, and his suggestions for students and teachers impressive." The Book Reader

The moral & spiritual crisis in education : a curriculum for justice and compassion in education

David E. Purpel is one of the most important theorists writing about education today. In this new collection of works, we are given intimate views of his perspectives on topics ranging from social justice and education to service learning. However, Purpel does far more than analyze issues. Beneath the polished surface of his writing lies a powerful, moral voice that engages readers and challenges them to question their basic assumptions about modern education and our society. His writing evokes a disturbingly emotional, as well as intellectual, response. To read these essays is to be brought into the same world of Kozol and Freire, but through a different door.

Moral outrage in education

Moral Education ... It Comes With the Territory

This book takes a sharply critical view of contemporary society with a searing indictment of our morally and intellectually bankrupt educational system. Uniquely, the book contains both the original version of David Purpel's highly influential Moral and Spiritual Crisis in Education, first published in 1989, as well as an updated critique of that work--reflections from our current times of growing despair about the directions of education and the nation. Reflections on the Moral and Spiritual Crisis in Education focuses on the possibility--and necessity--of generating hope through the redemptive and energizing power of the human spirit.

David E. Purpel

Papers

The Hidden Curriculum and Moral Education: Deception or Discovery?

The moral & spiritual crisis in education : a curriculum for justice and compassion in education

Moral outrage in education

Moral Education ... It Comes With the Territory

Reflections on the Moral & Spiritual Crisis in Education