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Social reconstructivism emphasizes education for social transformation and reflects a theory of human development that situates the individual within a socio-cultural context. Individual development derives from social interactions within which cultural meanings are shared by the group and eventually internalized by individual. According to Richardson 1997, individuals construct knowledge in transaction with the environment, and in the process both the individual and the environment are changed. The subject of study is dialectical relationship between the individual and the social and cultural environment. Schools are the socio-cultural settings where teaching and learning take place and where cultural tools, such as reading, writing, mathematics, and certain modes of discourse are utilized. This approach stated Martin 1994; and O’Loughlin, 1995, assumes that theory and practice do not develop in a vacuum; they are shaped by dominant cultural assumptions. Formal knowledge, which

Some of the issues regularly presented when discussing an individual’s perspective on education and training are learning challenges which typically include mental challenges, limited teaching materials and insufficient classroom infrastructure. However, one significant area that must be considered when assessing student learning is the issue of overcrowding in schools and by extension the classroom stated Mrs. Judith Hewitt a Guidance Counselor and senior educator at a technical high school in Westmoreland. Mrs. Hewitt defines learning as a relatively permanent change in behavior that occurs through experience. However, this learning experience she lamented may be impaired when overcrowding produce effects such as: regular class disruptions, lack of individual attention for students and poor academic achievement. Mrs. Hewitt stated that for many teachers overcrowding affects their ability to execute teaching strategies effectively and diagnose and address learning disorders improp