Curriculum and teaching dialogue. vol 19, issue 1 & 2 / Christy McConnell Moroye, Kate Kauper.

Format:

Book

Series:

Curriculum & teaching dialogue

Language:

English

Subjects (All):

Curriculum evaluation--Periodicals.

Curriculum evaluation.

Curriculum planning--Periodicals.

Curriculum planning.

Physical Description:

1 online resource (358 pages) : illustrations, tables

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, Inc., 2017.

Summary:

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.

Contents:

Acknowledgments

Presidential address

educational montage: Constructing and editing exploratory learning / William L. White

Aatc keynote address: Corporate power and corporeal control: Aspirations for agency and democracy in the era of educational repression / Kenneth J. Saltman

President's message

higher ground / Kevin Cloninger

Editor's notes

envisioning true intelligence in and through our communities / Christy McConnell Moroye

Volume 19, number 1

Chapter 1. Queering teacher education curriculum: A case study of lessons learned in the transformation of a teacher education program / Jerry Rosiek, Alison Schmitke, and Julie Heffernan

Chapter 2. Deep curriculum: Guiding the inner lives of early career teachers / Kristina M. Valtierra and Paul Michalec

Chapter 3. Forsaking neutrality in political science: Making the case to intellectually assassinate / Janiece Z. Mackey

Chapter 4. Teaching for equity in the milieu of white fragility: Can children's literature build empathy and break down resistance? / Amy L. Masko and Patricia L. Bloem

Chapter 5. The overlooked context: Pedagogies for engagement and empowerment at the community college / Joseph Flynn, Robin James, Tara Mathien, Pardess Mitchell, and Stephanie Whalen

Chapter 6. In students' best interest: What are teacher views of ethical learning and leading? / Carol A. Mullen

Chapter 7. Constructivist approaches online and face-to-face: The essential role of trust / Rebecca Pruitt

Volume 19, number 2

place-consciousness toward diversity and multiculturalism through the ecology of schooling / Christy McConnell Moroye

Chapter 1. Community-engaged curriculum development: Working with middle school students, teachers, principals, and stakeholders for healthier schools / Benjamin C. Ingman, Katie Lohmiller, Nick Cutforth, Laura Borley, and Elaine S. Belansky

Chapter 2. Tea cakes and sweet potato pie for all: Student responses to African American stories in mathematics / Amy Corp

Chapter 3. Investigating the practical intention to maintain lesson momentum: Implications for teacher education / Aaron Samuel Zimmerman

Chapter 4. The uses of the past in pedagogy: Teachers' ambivalent relationships to the histories they teach / Stephanie C. Konle

Chapter 5. The reality of research-based practices in Finnish elementary teacher education programs / Ashleigh Franco

Chapter 6. To think what we are doing: A challenge of our time for the school of education / Cara Furman

Chapter 7. Black lives, literacies, and homelessness in the smog of whiteness / Mary M. Jacobs. Outtakes. Associate Editor's Notes

Curators of Facts / Docents of Truth, Kate Kauper. Research as Vision Quest Into Indigenous Epistemology / Marva McClean and Marcus Waters. Who Owns the Data, Shares the Stories, and Has Final Responsibility? The Borderland Spaces Between Narrative Inquiry and Funded Grant Work / Stephanie Behm Cross. Negotiating Curriculum-Based Teacher Leadership / Daniel J. Castner. Guarding Against Simpson's Paradox When Combining Data Sets / Bonni S. Cohen and Peggy L. Moch. Book Reviews. Transitioning to Concept-Based Curriculum and Instruction, By H. Lynn Erickson and Lois A. Lanning / Kaminsia Fannin. Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education By Wayne Au, Anthony L. Brown, and Dolores Caldero / Tanji Reed Marshall. Film Review. Most Likely to Succeed / Karen Kusiak

About the authors.

Notes:

Includes index.

Includes bibliographical references.

Print version record.

ISBN:

1-64113-033-4