Expectations And Constraints

In my earlier research (Geelan, 1994, 1996) I found that there were two significant constraints on the constructivist-referenced reforms that I attempted to implement in my Melbourne and Sydney Year 11 Physics classrooms. As I wrote at the time: One interesting question which arises out of the data presented, particularly the transcript of classroom discussion, is the gap between my aspirations and my achievements, my ideological and epistemological commitments and my actual practices. Why was I unable (or unwilling?) to perform during the discussion session in the ways which I was fully convinced were most appropriate? (Geelan, 1994, p. 153)