Curriculum and Teaching Dialogue Vol 15 Issue 1 & 2

David J. Flinders, P. Bruce Uhrmacher, Christy M. Moroye, David J. Flinders, P. Bruce Uhrmacher, Christy M. Moroye

• Publisher: Information Age Publishing
• Year: 2013
• Print ISBN:
  9781623964306
  9781623964313
• eBook ISBN:
  9781623964320
• Topic: Education
• Subtopic: Education Administration

Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.

Table of contents

• Cover
• Curriculum and Teaching Dialogue
• Curriculum and Teaching Dialogue
• Copyright
• Curriculum and Teaching Dialogue AATC Leadership
• CONTENTS
• PRESIDENT’S MESSAGE: Curriculum and Community
• EDITOR’S NOTES: Anthem of the Dead: Live Curriculum and an Education of Improvisation
• 1: CONTINUING THE WORK OF UNPOPULAR IDEAS: Moving Beyond Curricular Paralysis
• 2: TEACHER IDENTITY AND CURRICULUM: Space for Dissent
• 3: ACCOMPLISHING THE GOALS OF MULTICULTURAL EDUCATION: A Transdisciplinary Perspective
• 4: QUESTIONING AND LEARNING: How Do We Recognize Children’s Questions?
• 5: THE RISKING OF OBSERVATIONS IN THE CLASSROOM: Teacher as Cultural Critic
• 6: NARRATIVE AUTHORITY = MAKING MATHEMATICS PERSONAL WITH HANDS-ON EXPERIENCES
• 7: HERITAGE LANGUAGE USE AMONG 10TH-GRADE ASIAN AND HISPANIC STUDENTS IN THE UNITED STATES
• 8: DEVELOPING DYNAMIC ARTIST/TEACHER/LEADERS IN PRESERVICE ART EDUCATION PROGRAMS
• 9: TEACHER INSIGHTS ABOUT TEACHING, MENTORING, AND SCHOOLS AS WORKPLACES
• 10: TEACHERS’ EXPERIENCES WITH CLASSROOM MANAGEMENT AND CHILDREN DIAGNOSED WITH EMOTIONAL BEHAVIORAL DISORDER
• 11: THE TEACHER WORK SAMPLE AND 21ST CENTURY LEARNING
• VOLUME 15, NUMBER 2
• EDITOR’S NOTES
• 1: NOTES ON COMPOSING AND COMPOSITION
• 2: EISNER’S EVALUATION IN THE AGE OF RACE TO THE TOP
• 3: COMMON CORE AND INNER CORE
• 4: A MODE OF ASSOCIATED TEACHING: John Dewey and the Structural Isolation of Teachers
• 5: THE 4E WIKI WRITING MODEL
• 6: TRANSLATING SUSTAINABILITY: The Design of a Secondary Charter School
• 7: MAKING A LONG-TERM IMPACT ON STUDENTS THROUGH A PLACE-BASED, EXPERIENTIAL APPROACH TO ACADEMICS
• 8: TEACHERS REVITALIZING THE CULTURE COMMONS: An Ecological Imperative for the 21st Century Curriculum
• BOOK REVIEW: TECHNOLOGY FROM GUTENBERG TO GOOGLE AND THE PLASTIC BRAIN: Review of Carr’s The Shallows
• BOOK REVIEW: REVIEW OF I’D LIKETO APOLOGIZE TO EVERYTEACHER I’VE EVER HAD:MY YEAR AS A ROOKIETEACHER AT NORTHEASTHIGH BY TONY DANZA
• AWAKE! AWAKE! AMERICAN SCHOOLING IS UNDER SIEGE!: Some Personal Remarks About the 2012 AATC Book of the Year
• VOLUME 15 ACKNOWLEDGMENTS
• ABOUT THE AUTHORS