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This research is intended for educational policy makers. This is an exploratory study that investigates Quebec's classrooms as a new educational reform is implemented. There are two relevant pieces of legislation in the reform that elicited this study. First, teachers are required to adopt constructivist teaching practices; second, teachers must use ICT in classrooms. The questions being addressed are: (1) What are the current challenges and benefits impacting teachers with the integration of computers in the classroom environment? (2) What do classroom practices look like given (a) in the context of Quebec's constructivist-learning environment and (b) the possibility of ICT support. Case studies with teachers from elementary and high schools show changes in teacher and student role; however, lack of guidelines hinder constructivist teaching practices. Five predominant challenges were identified: lack of personal development, lack of time, technical support, accessibility, and classroom management. The study also identifies five elements as benefits: sharing of information; communication; editing; monitoring; web access.

The National Policies of Education in India have recognized the need for teacher professional development. However, science teachers continue to look for innovative methods to improve teaching. Through collaborative action research with four science teachers at a girls' school in Hyderabad, India, the study explored conditions that enhance or inhibit the implementation of constructivist instructional methods. Data were collected through interviews, reflective memos, research journal, collages and found poetry. The study found that teacher background and experience, teachers' views on science education and the school environment played a role in teacher development. The use of constructivist instructional strategies affected teachers' views on science education. The teachers felt that acknowledging students' preconceptions helped them grasp scientific concepts easily. Also, constructivist methods made teaching more enjoyable and less burdensome. Teacher education institutes should consider creating collaborative networks between teachers and researchers and apply constructivist approaches to teacher education and development.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2007. / Title from PDF title page (viewed on Oct. 30, 2007). Includes bibliographical references.

Thesis (Ph.D.)--University of Melbourne, Dept. of Education Policy and Management, 2004. / Typescript (photocopy). Includes bibliographical references (leaves 275-298).

Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: p. 387-400.

Thesis (Ph.D.)--Ohio University, November, 2008.. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Celia Genishi. Dissertation Committee: Karen Kepler Zumwalt. "Bibliography of children's books and other fiction"--Leaf 372. Includes bibliographical references (leaves 362-371).

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 298-315). Also available on the Internet.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/30/2009). Includes bibliographical references (leaves 95-100).