Curriculum and Teaching Dialogue. Vol 16, 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 fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at lar...

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Bibliographic Details
Other Authors Flinders, David J. (Editor), Uhrmacher, P. Bruce (Editor), Moroye, Christy M. (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K. : Emerald Publishing Limited, 2014.
SeriesCurriculum & teaching dialogue
Subjects
Teaching.
Education > Educational Policy & Reform > General.
Educational strategies and policy.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806612161
DOI10.1108/978-1-62396-808-3
Physical Description1 online resource (338 pages)

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Table of Contents:
  • Acknowledgments
  • President's message / Barbara Slater Stern
  • Editor's notes: Zombie ideas refuse to die / David J. Flinders. Volume 16, Number 1 Presidential Address: The Divorce of Theory and Practice in Public Education: How AATC Can Save the Marriage / Amy L. Masko
  • Curriculum theorizing in the throes of the audit culture / Janet L. Miller
  • The louisiana educational assessment program: Implications for students and schools / Erica DeCuir
  • Recasting writing pedagogy as an inclusive practice: Putting universal design to work with 21st century composition / Michelle Zoss, Teri Holbrook, and Christi D. Moore
  • Analyzing the coherence of science curriculum materials / April L. Gardner, Rodger W. Bybee, Liu Enshan, and Joseph A. Taylor
  • The double-edged sword of curriculum: How curriculum in majority white suburban high schools supports and hinders the growth of students of color / Thandeka K. Chapman, Tatiana Joseph, Nicholas Hartlep, May Vang, and Talonda Lipsey
  • The student as assemblage of success: Constructing multiple identities amidst classed, gendered, and raced discourses of achievement / Limarys Caraballo
  • Why we need to involve our students in curriculum design: Five arguments for student voice / Jeroen Bron and Wiel Veugelers
  • Digital progressive learning environments for elementary children / Kathryn L. Shively
  • Volume 16, number 2
  • Editor's notes: Zombies in the midst: Education, identity, or the lack thereof / P. Bruce Uhrmacher
  • The intersection of indigenous cultures, visual arts, and creative writing / Kelly A. Hrenko
  • Preservice teachers in the middle grades: The benefits of multiple multicultural learning opportunities in one teacher preparation program / Julie K. Schellen and Kelley M. King
  • Worthwhile challenges in the implementation of teacher work sample / Dana Haraway and Jennifer S. Pease
  • Liberally educated professionals: Searching for wisdom and utility in university curriculum / J. Wesley Null
  • Icivics curriculum and the c3 framework: Seeking best practices in civics education / Brooke Blevins, Karon LeCompte, Sunny Wells, and Neil Shanks
  • Teacher perspectives and experiences: Using project-based learning with exceptional and diverse students / Katrina A. Hovey and Sarah L. Ferguson
  • A cross-national comparative study of first and fourth-grade math textbooks between korea and the United States / Hyun Kang
  • The politics of 21st century skills pedagogy: Understanding the dynamics of a new trend in adult esl and its implications for practice / Maliheh Vafai
  • Outtakes: Surviving our livelihoods / Christy M. Moroye
  • Studying online curriculum / Mary Rice. Dissertation as a Challenge Worth Celebrating / Benjamin C. Ingman
  • Aliens, zombies and a volcano / Alison E. Leonard
  • - In Memorial: Among Elliot W. Eisner's Contributions to Teaching and Curriculum / Christy M. Moroye, David J. Flinders, and P. Bruce Uhrmacher
  • About the authors.

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