Curriculum and teaching dialogue. vol 19, issue 1 & 2 /

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...

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Bibliographic Details
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited, 2017.
SeriesCurriculum & teaching dialogue
Subjects
Curriculum evaluation > Periodicals.
Curriculum planning > Periodicals.
Education > Curricula.
Curriculum planning and development.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806608539
DOI10.1108/978-1-64113-033-2
Physical Description1 online resource (358 pages)

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Table of 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
  • Editor's notes-- 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.

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