The characteristics of elementary, secondary and tertiary classrooms, with respect to ten specific reading and writing activities, are presented. Given the scarcity of certain practices in secondary and tertiary classrooms, it is argued that elementary level practices should also be considered for higher grade levels. Rating current levels was based on a data gathering technique in which student teachers [34 in the elementary division (grades 1-6) and 37 in the secondary division (grades 7-12) reported on five reading and five writing practices with respect to their professors and their associate teachers. Profile analyses allowed for comparing these practices at multiple levels. In the elementary division, differences were evident between the two teacher groups (professors and associates) which were not evident in the secondary division. Professors (and secondary school teachers) do not use the practices that are relatively common in the elementary grades, nor do secondary school teachers. The question that emerges is: Should they? We suggest they should, and argue for an approach that uses a blending of traditional and on-line course delivery components in tertiary classes, including on-campus classes. We then illustrate how such an approach can facilitate the positive, constructivist practices seen in the elementary grades.
|Keywords:||Constructivism, On-Line Teaching, Elementary Education, Secondary Education, Tertiary Education|
Assistant Professor, Faculty of Education, University of Windsor, Windsor, Ontario, Canada
Professor, Faculty of Education, University of Windsor, Windsor, Ontario, Canada
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