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Cited by 1,118

The DOI matches its Crossref record; 158 of the 158 references it cites were found in a registry or an index.

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

Windschitl, Mark·2002·Review of Educational Research
DOI 10.3102/00346543072002131
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Abstract

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

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Metadata

Authors
Windschitl, M.
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2002-06
Volume
72
Issue
2
Pages
131-175
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/00346543072002131
OpenAlex
W2134324554
Cited by
1,118
References
158
FWCI
105.58
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)

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CoChat. (2026). Citation check: Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers. https://app.cochat.ai/papers/10.3102/00346543072002131
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Windschitl, M. (2002). Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers. Review of Educational Research. https://doi.org/10.3102/00346543072002131

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