The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies

By Jong Suk Kim. 2005

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Google Translate as a Supplementary Tool for Learning Malay: A Case Study at Universiti Sains Malaysia (2016, background): “Third, the resultant positive aspects of using GT are based on the basic assumptions and principles of constructivism (Gilakjani, et al. 2013; Juniu, 2006; Kim, 2005), which emphasize students construct their own way of understanding and knowledge of the world, reflect on their own approaches to sol”
The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance (2012, unknown): “The recent literature on language learning from constructivist perspective has indicated that knowledge is not attained but constructed (von Glasersfeld 1989, cited in Kim 2005) by learners, which implies that different learners construct their own meanings.”
Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness (2015, background): “…differentiation has on student learning in mixed ability classrooms (i.e. Chall, 2000; Chamberlin & Powers, 2010; Gayfer, 1991; Good & Brophy, 2003; Kim, 2005; McAdamis, 2001; Pfannenstiel, 1997; Tomlinson, 1999), these are still very few and cannot therefore sustain large scale curricular…”