Curriculum and Teaching Dialogue
Vol. 16 # 1 & 2
1st Edition
Published on 1. August 2014
339 pages
978-1-62396-808-3 (ISBN)
Description
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 large. University 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.
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David J. Flinders | P. Bruce Uhrmacher | Christy M. Moroye
Curriculum and Teaching Dialogue Vol 16 Issue 1 & 2
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08/2014
Information Age Publishing
€71.00
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Content
- Intro
- Curriculum and Teaching Dialogue
- Volume 16, Numbers 1 and 2
- CONTENTS
- Volume 16, number 1
- 1. Curriculum Theorizing in the Throes of the Audit Culture
- 2. The Louisiana Educational Assessment Program: Implications for Students and Schools
- 3. Recasting Writing Pedagogy as an Inclusive Practice: Putting Universal Design to Work With 21st Century Composition
- 4. Analyzing the Coherence of Science Curriculum Materials
- 5. The Double Edged Sword of Curriculum: How Curriculum in Majority White Suburban High Schools Supports and Hinders the Growth of Students of Color
- 6. The Student as Assemblage of Success: Constructing Multiple Identities amidst Classed, Gendered, and Raced Discourses of Achievement
- 7. Why We Need to Involve our Students in Curriculum Design: Five Arguments for Student Voice
- 8. Digital Progressive Learning Environments for Elementary Children
- Volume 16, number 2
- 1. The Intersection of Indigenous Cultures, Visual Arts, and Creative Writing
- 2. Preservice Teachers in the Middle Grades: The Benefits of Multiple Multicultural Learning Opportunities in One Teacher Preparation Program
- 3. Worthwhile Challenges in the Implementation of Teacher Work Sample
- 4. Liberally Educated Professionals: Searching for Wisdom and Utility in University Curriculum
- 5. iCivics Curriculum and The C3 Framework: Seeking Best Practices in Civics Education
- 6. Teacher Perspectives and Experiences: Using Project- Based Learning with Exceptional and Diverse Students
- 7. A Cross-National Comparative Study of First and Fourth-Grade Math Textbooks Between Korea and the United States
- 8. The Politics of "21st Century Skills" Pedagogy: Understanding the Dynamics of a New Trend in Adult ESL and its Implications for Practice
- OUTTAKES
- Information Age Publishing, Inc.
- Charlotte, North Carolina www.infoagepub.com
- Curriculum and Teaching Dialogue AATC Leadership
- President: Barbara Stern, James Madison University
- Past-President: Amy L. Masko, Grand Valley State University
- President-Elect: Chara Bohan, Georgia State University
- Executive Secretary: Lynne Bailey, Learning Communities Consulting
- Program Chair: John Pecore, University of West Florida
- Newsletter Editor: Bradley Conrad, Capital University
- Executive Committee
- Blake Bickham, Colorado Mesa University
- Peggy Moch, Valdosta State University
- Dana L. Haraway, James Madison University
- Shelley B. Harris, Texas A&M University, San Antonio
- Michelle Tenam-Zemach, Nova Southeastern University
- William White, Buffalo State University
- Joseph Flynn, Northern Illinois University
- Rubén Garza, Texas State University
- Donna Breault, West Virginia University
- Editorial Board, Curriculum and Teaching Dialogue
- David Flinders
- Indiana University
- Bruce Uhrmacher
- University of Denver
- Christy M. Moroye
- University of Northern Colorado
- Editorial Review Board
- Robert Boostrom
- University of Southern Indiana
- Robert Donmoyer
- University of San Diego
- J. Randall Koetting
- Professor Emeritus, University of Nevada, Reno
- William Veal
- College of Charleston
- Lyn Forester
- Doane College
- Alan Garrett
- Eastern New Mexico University
- Editorial Advisory Board
- Michael Apple
- University of Wisconsin-Madison
- Thomas Barone
- Arizona State University
- D. Jean Clandinin
- University of Alberta, Canada
- William Pinar
- The University of British Columbia
- Steve Selden
- University of Maryland at College Park
- Curriculum and Teaching Dialogue
- Coedited by
- David J. Flinders Indiana University
- and
- P. Bruce Uhrmacher University of Denver
- Associate Editor
- Christy M. Moroye
- University of Northern Colorado
- Acknowledgments
- Jacqueline Bach, Fred Bartelheim, Blake Bickham, Brooke Blevins, Robert Boostrum, David Callejo-Perez, Mary Beth Cancienne, Jeff Carpenter, Kathryn Castle, Elaine Chan, Kevin Cloninger, Floyd Cobb, Daniel Conn, Bradley Conrad, Aaron Cooley, Michelle ...
- A special thanks to Jennifer Gutiérrez.
- PRESIDENT'S MESSAGE
- Barbara Slater Stern
- Zombies That Refuse to Die
- David J. Flinders
- Editor's Notes
- Volume 16, Number 1
- The Divorce of Theory and Practice in Public Education
- How AATC Can Save the Marriage
- Amy L. Masko
- References
- Presidential Address
- Curriculum Theorizing in the Throes of the Audit Culture1
- Janet L. Miller
- A Snapshot of U.S. Curriculum Theorizing Histories2
- Audit Culture Intrusions
- Refusing Fossilization
- Autobiography as Relational Unknowing .
- Notes
- References
- chapter 1
- The Louisiana Educational Assessment Program
- Implications for Students and Schools
- Erica DeCuir
- Abstract
- Introduction
- Methodology
- The Louisiana Context: Backstory
- The "Failure" of Minimum Competency Testing
- The Excellence Rationale
- Governor Edwin Edwards and the Louisiana Educational Fund
- LEAP Forward
- Implications
- Conclusion
- References
- chapter 2
- Recasting Writing Pedagogy as an Inclusive Practice In Teacher Education
- Putting Universal Design to Work With 21st Century Composition
- Michelle Zoss, Teri Holbrook, and Christi D. Moore
- Abstract
- Literacy as a Ranking and Sorting Tool
- Pedagogy as Exclusive Design
- Cognitive Pluralism as an Inclusive Framework
- Heritage Model of Literacy Instruction
- Universal Design in Postsecondary Education Courses
- Arts Integration as Cognitive Pluralism
- Visual arts integration as inclusive practice in teacher education
- Music integration as inclusive practice in teacher education
- Digital composition integration as inclusive practice in teacher education
- Discussion
- Conclusion
- References
- chapter 3
- Figure 4.2. Sample CFGs for each program. (Figure 4.2 continues below)
- Table 4.1. Secondary Biology Programs Studied and Analyzed
- Analyzing the Coherence of Science Curriculum Materials
- April L. Gardner, Rodger W. Bybee, Liu Enshan, and Joseph A. Taylor
- Abstract
- Introduction
- Coherence and learning
- Curricular coherence
- 1. whether the pattern of content development focused on making connections or acquiring facts, definitions, and algorithms,
- 2. whether strong conceptual links were made among science ideas in the lesson, and
- 3. whether goal and summary statements were used to clarify the content organization of the lesson (p. 64).
- Study Context
- Methods
- Table 4.4. Criteria for Rigor
- Table 4.5. Scoring the Rigor Criteria f Instructional Materials
- Results and Discussion
- Table 4.7. Focus Subscores and Overall Score for Programs A, B, C, and D
- Conclusion
- Acknowledgments
- References
- Chapter 4
- Figure 4.1. Example of a conceptual flow graphic (CFG) and its scoring
- Table 4.2. Criteria for Focus
- Table 4.3. Scoring the Focus Component of Coherence in the Chapter
- Figure 4.2. Continued. (Figure 4.2 continues on next page)
- Table 4.6. Tools and Score ranges for evaluating coherence, Based on Focus and Rigor
- Figure 4.2. Continued. (Figure 4.2 continues below)
- Figure 4.2. Continued.
- Table 4.8. Rigor Subscores and Overall Score for Programs A, B, C, And D
- Table 4.9. Coherence (Focus and Rigor) of the Programs Examined in This Study
- 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, Joseph Tatiana, Nicholas Hartlep, May Vang, and Talonda Lipsey
- Abstract
- Introduction
- Recent Research
- Research on the Experiences of Students of Color in Majority White Schools
- Research Study
- Data Collection
- Data Analysis
- The Two-Sided Curriculum of Majority White Suburban Schools
- Course Availability
- Availability of Resources
- Extracurricular Activities
- Conclusion
- Notes
- 1. The use of "Student 1, 2 or 3" is used to differentiate the speakers. The titles do not correspond to the same students in the different sets of quotes throughout the chapter.
- 2. Students' grade levels are given to show their placement in rigorous courses.
- References
- Chapter 5
- The Student as Assemblage of Success
- Constructing Multiple Identities Amidst Classed, Gendered, and Raced Discourses of Achievement
- Limarys Caraballo
- ABSTRACT
- Theoretical Orientations: Identities-in-Practice in a Figured World of Achievement and Success
- Achievement Discourses in the Figured World of the Classroom
- Achievement Discourses and Students of Color
- A Narrative Approach to Identities, Curriculum, and Achievement at NUA
- Context and Method
- Data Analysis: Assembling Identities
- The Student as Assemblage of Success
- Implications: (In)visible Discourses in the Figured World of Achievement
- Note
- References
- Chapter 6
- WHY WE NEED TO INVOLVE OUR STUDENTS IN curriculum DESIGN
- Five Arguments for Student Voice
- Jeroen Bron and Wiel Veugelers
- ABSTRACT
- Introduction
- 1. Space: Children must be given the opportunity to express a view.
- 2. Voice: Children must be facilitated to express their views.
- 3. Audience: The view must be listened to.
- 4. Influence: The view must be acted on, as appropriate.
- Five Rationales for Student Voice Work
- 1. The normative argument
- 2. The developmental argument
- 3. The political argument
- 4. The educational argument
- 5. The relevance argument.
- The Normative Argument
- The Developmental Argument
- The Political Argument
- The Educational Argument
- The Relevance Argument
- 1. What do we know already?
- 2. What do we want, and need, to find out?
- 3. How will we go about finding out?
- 4. How will we know, and show, that we've found out when we've finished? (p. 21)
- Conclusions and Discussion
- REFERENCES
- Chapter 7
- DIGITAL PROGRESSIVE LEARNING ENVIROMENTS FOR ELEMENTARY CHILDREN
- Kate Shively
- ABSTRACT
- BACKGROUND
- Relevant Literature
- Conceptual Framework
- Methodology
- Participants
- Sources of Data
- Analysis
- Findings
- Jack as Computer Programmer
- Delaney as Digital Designer
- Figure 8.2. Delaney's digital artifact.
- Table 8.5. Delaney's Conversation With Self
- Discussion
- Children Self-manage Interest-Driven Projects
- Children as Designers and Computer Programmers
- Implications
- REFERENCES
- Chapter 8
- Table 8.1. Codes and Types of Modes
- Figure 8.1. Jack's Scribbleman.
- Table 8.2. Emergent Roles of Children
- Table 8.3. Comparison of Children's Overall Experience
- Table 8.4. Jack's Conversation With Facilitator
- Volume 16, Number 2
- ZOMBIES IN THE MIDST
- Education, Identity, or the Lack Therof
- P. Bruce Uhrmacher
- Acknowledgments
- References
- Editor's Notes
- The Intersection of Indigenous Cultures, Visual Arts, and Creative Writing
- Kelly A. Hrenko
- Abstract
- Context of the Study
- The Intersections of Art, Culture, and Writing
- Current Knowledge and Theoretical Understandings
- The Intersections of Visual Art
- Writing Across the Curriculum
- Native "Schooling"
- Methodology
- Arts-Based Research and Ideas of Polyvocality
- Data Collection and Analysis
- Research Site: The State of Maine
- People of the Dawn
- Participants and Timeline
- Many Hands
- The Writing Process: Integrating Art, Culture, and Writing
- Theory to Practice
- Notes
- References
- Chapter 1
- Table 2.3. Summary of Multicultural Approach(s) Used by PSTs in Their Portfolio Artifacts
- Table 2.1. The Five Approaches to Multicultural Education
- Table 2.2. Course Readings That Include aME Component
- 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
- Abstract
- Literature Review
- Multicultural Education
- Grant and Sleeter's Five Approaches to Multicultural Education
- Multicultural Learning Opportunities for Preservice Teachers in the Middle Grades
- Method
- Population
- Procedure
- Results
- Discussion
- Multicultural Learning Opportunities
- PST Beliefs, Understanding and Application of Multicultural Concepts
- PST Adaptability
- Self-Efficacy Levels
- Conclusion
- References
- Chapter 2
- Worthwhile Challenges in the Implementation of Teacher Work Sample
- Dana L. Haraway and Jennifer S. Pease
- Abstract
- Challenge 1: Establishing a More Responsive Rating System
- Challenge 2: Modifying the Prompts and Rubrics to Improve Alignment and Better Reflect Program Emphasis
- Challenge 3: Faculty Involvement
- Conclusion
- Appendix: End-of-Semester TWS Questionnaire for Students
- References
- Chapter 3
- Liberally Educated Professionals
- Searching for Wisdom and Utility in University Curriculum
- Wesley Null
- Abstract
- What is Professionalism?
- Competing Views of Professionalism
- Practical Wisdom and Professionalism
- Practical Wisdom and Theoretic Versus Practical Questions
- References
- Chapter 4
- Table 5.1. The C3 Framework: Dimension 2, Civics, Grade 6-8
- iCivics Curriculum and The C3 Framework
- Seeking Best Practices in Civics Education
- Brooke Blevins, Karon LeCompte, Sunny Wells, and Neil Shanks
- Abstract
- Introduction
- Review of Literature
- Analytical Framework
- Methodology
- Analysis
- Category 1: Civic and Political Institutions
- Category 2: Participation and Deliberation
- Category 3: Processes, Rules, and Law
- Discussion
- Conclusion
- References
- Chapter 5
- Teacher Perspectives and Experiences
- Using Project-Based Learning With Exceptional and Diverse Students
- Katrina A. Hovey and Sarah L. Ferguson
- Abstract
- Project-Based Learning
- 1. PBL utilizes a complex project as the central aspect of the curriculum,
- 2. projects are formed around a driving question that directs the activities and learning in the project,
- 3. student choice is a major component of PBL with student involvement in all levels of the project both individually and in collaborative teams,
- 4. projects should be focused on a real world topic to increase student engagement and real application,
- 5. evaluations of learning take place throughout the project and culminate in a performance or utilization of the project created during the unit, and
- 6. reflection and revision is a continuous component of effective PBL curriculum (BIE, 2013
- Thomas, 2000
- Trilling & Fadel, 2009).
- Theoretical Basis for Project-Based Learning
- Empirical Support for Project-Based Learning
- Project-Based Learning with Exceptional and Diverse Students
- Methods
- Research Design
- Participants
- Measures
- Data Analysis
- Results
- Table 6.1. Summary of Select Questionnaire Item Correlations
- Table 6.2. Summary of ANOVA Results for Special Education, Gifted, and ELL Students
- Discussion
- Limitations and Recommendations for Future Research
- Appendix A-Excerpt from Researcher Designed Questionnaire
- References
- Chapter 6
- Table 7.1. Description of Analyzed Textbook
- Table 7.2. Sample Textbook Problem Types and Coding
- Figure 8. 1. Topic placements in the first-grade textbooks of the United States and Korean.
- Figure 8. 2. Topic placements in the fourth-grade textbooks of the United States and Korean.
- A Cross-National Comparative Study of First- and Fourth- Grade Math Textbooks between Korea and the United States
- Hyun Jung Kang
- Abstract
- Background
- LITERATURE REVIEW
- International Mathematics Textbooks Versus Mathematics Textbooks in the United States
- Traditional Versus Standards-Based Textbooks
- Rationale of the Study
- 1. How are the 7th Korean National Mathematics textbooks (first and fourth grade) similar or different to the different characteristics of the U.S. mathematics textbooks-Harcourt (the U.S. traditional) and Investigations (the U.S. standards-based)?
- 2. How are number and operations concepts presented in each textbook?
- Methods
- Textbooks Analyzed in the Study
- Analysis of Textbooks
- Results
- Analysis of Topic Placement
- Outstanding Differences of Number and Operation Chapter for First Grade
- Korean Textbook-Grouping by 10
- Outstanding Differences of Number and Operation Chapter for Fourth Grade
- Problem Types of Number and Operation Chapter
- Conclusion and discussion
- Note
- Appendix: Resource analyzed
- References
- Chapter 7
- Table 7.3. Analysis of Addition and Subtraction Problem Types for First Grade
- Table 7.4. Analysis of Addition and Subtraction Problem Types for Fourth Grade
- The Politics of "21st Century Skills" Pedagogy
- Understanding the Dynamics of a New Trend in Adult ESL and its Implications for Practice
- Maliheh Mansuripur Vafai
- Abstract
- Introduction
- Alejandro's Story
- The New Work Order
- Theorizing the 21st Century Skills Pedagogy
- Methodology
- Data Analysis/Findings
- Conclusion
- References
- Chapter 8
- Surviving Our Livelihoods
- Christy M. Moroye
- NOTES
- OUTTAKES
- Ethical Challenges of Studying Online Learning Curriculum
- Mary Rice
- Abstract
- Accessing the Content
- Capturing the Content
- Analyzing the Content
- Implications
- References
- OUTTAKES
- Dissertation as a Challenge Worth Celebrating
- Benjamin C. Ingman
- Acknowledgments
- References
- OUTTAKES
- Figure 1. First-grade students performing their balancing building shapes during their performance.
- Figures 2 and 3. First-grader Luke's second interview drawings. In the images, he depicts aliens and zombies (as building-shapes) in combat, along with a building, volcano, sun, and spaceship as part of the setting.
- Figure 4. First-grader Jacob's second interview drawings. In this image, he depicts "alien/zombie people" making building shapes and clapping. He has captioned his image, "peipil claping [sic]."
- Aliens, Zombies, and a Volcano
- Alison E. Leonard
- Abstract
- Aliens, Zombies, and a Volcano: Embracing the Unexpected in Conducting Research with Young Children
- References
- OUTTAKES
- Among Elliot W. Eisner's Contributions to Teaching and Curriculum
- Christy M. Moroye, David J. Flinders, and P. Bruce Uhrmacher
- Expressive Objectives
- Productive Idiosyncrasy
- Educational Connoisseurship and Criticism
- Cognitive Pluralism
- REFERENCES
- IN memoriam
- About the Authors
