Abstract
The implementation of the Constructivist theory and critical inquiry to support multimodality, diversity, and self-awareness in organizations of urban education is vital in education. Organizational Design, cultures, knowledge, change, influences on instructional learning, and roles of institutional learning in organizational design are essential in education. Vygotsky’s constructivist theory and Piaget’s cognitive theory can support critical inquiry in urban education. The social contacts of the teachers with students and the community can establish a good relationship between the teacher-students and student-peers in the classrooms. Critical inquiry means checking the process of implementation by mobilizing the moves for them. This inquiry allows the teachers to make the teaching process more effective, useful, and applicable in the classrooms to create an innovative environment for students. This process enables learners to communicate with each other in their classes, discussing their ideas, plans, and thoughts. Concept interpretation revolves around the use of solid, ethical, and empirical evidence to support learning in education. Conceptual development revolves around the improvement of education. Conceptual structure assessment is about building a structure, supporting diversity, and analyzing the details of each part of it. The implication process is supported by using the transparent process of research to collect the data by interviewing participants, and the research revolves around qualitative methods, ethnography, open-ended ethnographical research questions, transcribed semi-structured interviews, and coded transcriptions are included in the process. The themed transcribed and coded interviews provide information about the reflection and the future research possibilities in urban education.
Presenters
Zartasha ShahStudent, Ed.D. in Educational Leadership, Saint Thomas University, Florida, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
CONSTRUCTIVIST THEORY, CRITICAL INQUIRY, MULTIMODALITY, DIVERSITY, SELF-AWARENESS, URBAN EDUCATION
