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What Counts as Knowledge in Educational Settings
Disciplinary Knowledge, Assessment, and Curriculum
Edited by:
March 2008 | 388 pages | SAGE Publications, Inc
This volume of Review of Research in Education provides readers with multiple interpretations of how changing views of knowledge across educational contexts shape curricular decisions, learning opportunities, and theories of teaching. The chapters situate various interpretations of knowledge in historical, political, and policy contexts and examine the relevance of these interpretations for education.
Gregory J. Kelly, Allan Luke, and Judith Green
Introduction: What Counts as Disciplinary Knowledge in Educational Settings
Michael Young
From Constructivism to Realism in the Sociology of the Curriculum
Vivian L. Gadsden
The Arts and Education: Knowledge Generation, Pedagogy, and the Discourse of Learning
Melanie Sperling and Anne Dipardo
English Education Research and Classroom Practice: New Directions for New Times
Bruce VanSledright
Narratives of Nation State, Historical Knowledge, and School History Education
Diane Larsen-Freeman and Donald Freeman
Language Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning
Na'ilah Suad Nasir, Victoria Hand, and Edd V. Taylor
Culture and Mathematics in School: Boundaries Between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond
Carrie Jewitt
Multimodality and Literacy in School Classrooms
Richard Duschl
Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals
Richard P. Durán
Assessing English-Language Learners' Achievement
Helen Timperly and Adrienne Alton-Lee
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners