REVIEW PAPER [ SUMMARY OF CONNECTIVISM STUDIES ]

Author name	Research Objective	Data Collection Method	Data Analysis Method	Findings
Ulla Harkonen	-To find out the different of early childhood education and pre-school background theories as theoretical frames of reference for sustainable education and development	-Survey	-Textual material	-Constructivist theory is applicable in early childhood learning.
Sladana Zurkovic 2014	-Able in favour of constructivism and implications in design of ESP digital learning environment -Is to prepare student ( future specialists) to communicate effectively in the professional field life situation	-Textual analysis	-Textual material theory/ principle of study	- Overview of the concept of constructivism and provide a representative view of the advantages in constructivism strategies for ESP teaching and learning
Dr. David Dr. John Pryor Francesca Salvi 2013	focused on pedagogy, curriculum, teaching practices and teacher education in developing countries.  It aimed to: (i) review existing evidence on the review topic to inform programme design and policy making undertaken by the DfID, other agencies and researchers; and (ii) identify critical evidence gaps to guide the development of future research programmes.	-	An advisory e-user group comprising ministry personnel, teacher educators, educational researchers, NGOs, foundations and other development partners offered advice and support and commented on the draft initial report and draft final report, and responded to enquiries within their area of expertise. 1. Screening and coding of studies for the thematic overview 2. Screening and rating of studies for the in-depth review	This review has found a mutually reinforcing cycle wherein teachers’ positive attitudes towards their training and their students lead them to employ interactive communicative strategies and practices which lead to learning in their students. These teachers see teaching and learning as a two-way social process rather than seeing teaching as a delivery job only.
Joy Cullen 1999	- indicate the interface of content and processes in young children's knowledge construction. It is argued that the professional knowledge base of early childhood teachers should incorporate greater awareness of subject content knowledge.		-Textual Materials

1 ) Australian Journal of Teacher Education

Volume 24 Issue 2 Quality Learning Article 2 1999

Children's knowledge, teachers' knowledge: Implications for early childhood teacher education

Joy Cullen | Massey University

Children's knowledge raises issues for early childhood educators with regard to the extent to which early childhood programs incorporate the knowledge base that children bring to their learning.

Indicate the interface of content and processes in young children's knowledge construction. It is argued that the professional knowledge base of early childhood teachers should incorporate greater awareness of subject content knowledge.

Result:This approach reflects the influence of Piaget's cognitive-developmental theory which promoted the view that children learn most effectively through interaction with the physical environment

As sociocultural theories gain credence and challenge the normative base of developmental theories, such as Piaget's, early childhood educators have become less certain about the status of the child development knowledge that guided their teaching.

The insights gained from the use of qualitative methodologies in natural settings thus

highlight further the need for educators to acknowledge the knowledge base that children bring to early education settings.

( Australian Journal of Teacher Education database ) 

2) Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries

Dr Jo Westbrook

Dr Naureen Durrani

Rhona Brown

Dr David Orr

Dr John Pryor

Dr Janet Boddy

Francesca Salvi

December 2013

Focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to:
 (i) review existing evidence on the review topic to inform programme design and policy making undertaken by the DfID, other agencies and researchers; and
(ii) identify critical evidence gaps to guide the development of future research programmes.

Method : An advisory e-user group comprising ministry personnel, teacher educators, educational

researchers, NGOs, foundations and other development partners offered advice and support and commented on the draft initial report and draft final report, and responded to enquiries within their area of expertise.

1. Screening and coding of studies for the thematic overview

2. Screening and rating of studies for the in-depth review

Results :

The review􀂷s main claim is that teachers􀂷 use of communicative strategies encourages pedagogic practices that are interactive in nature, and is more likely to impact on student learning outcomes and hence be effective.

Pedagogic practices consistent with social constructivist approaches prioritise student-teacher or student-student interaction. Small-group, pair and whole-class interactive work, extended dialogue with individuals, higher order questioning, teacher modelling, showing, reciprocal teaching and co-operative learning can all be seen as justified by social constructivism.

Conclusion :
This review has found a mutually reinforcing cycle wherein teachers’ positive attitudes towards their training and their students lead them to employ interactive communicative strategies and practices which lead to learning in their students. These teachers see teaching and learning as a two-way social process rather than seeing teaching as a delivery job only.

The problem facing governments and funders is how to upscale ‘what works’ in terms of higher student attainment more evenly at a national scale while recognizing that the constraints of large classes and scarce resources are likely to remain the common experience for teachers and their students for some years yet, particularly with increasing numbers of students progressing to secondary school.

Approach revealed how little attention is often paid in the published literature to the details of how pedagogy is implemented in practice.