Curriculum and Teaching Dialogue

Vol. 14 #1 & 2

Edited by:
David J. Flinders, Indiana University
P. Bruce Uhrmacher, University of Denver

A volume in the series: Curriculum & Teaching Dialogue. Editor(s): Barbara Slater Stern, James Madison University.

Published 2013

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
Presidents’ Message: Whose Curriculum and for What Purpose? Richard Biffle. Editor’s Notes: Chasing Curriculum Through Images and Provocation, P. Bruce Uhrmacher. VOLUME 14, NUMBER 1. The Search for Content in Curriculum Making, Wesley Null. Reconsidering University-Based Teacher Education, Dan Liston. Crossing Boundaries: A Commentary on Liston’s “Reconsidering University-Based Teacher Education” Jennie Whitcomb. Teacher Accountability & Student Responsibility: A Cross-Cultural Comparison of American and Ghanaian Schooling Practices, Policies, and a Reflection on NCLB, Amy Masko and Lawrence Bosiwah. Teaching Tiananmen at Harvard, Rowena He. Knowing What Students Know: Negotiating Challenges of Distance, Desire, and Context in Constructivist Literacy Classrooms, Elizabeth Dorman. Intentions and Beliefs: Why They Matter and a Conceptual Framework for Understanding Them in Culturally Responsive Teachers, Bradley Conrad. Curriculum: The Inside Story, Vicki Ross and Jennifer Prior. Four Portraits of Belief and Unbelief: The Experiences of Preservice Teachers With Religious Diversity in a Teacher Education Program, Kate Kauper. Problem-Based Learning: Teachers Who Flourish and Flounder, John Pecore and Chara Haeussler Bohan. 21st Century Skills and Science Education in K-12 Environment: Investigating a Symbiotic Relationship, Shimelis Assefa and Lynn Gershman. VOLUME 14, NUMBER 2. Editor’s Notes: Learning to Act, David J. Flinders. Being There: The Ontological Measure of Teaching, Peter Hlebowitsh. Beyond Measurement: Context, Caution, and the Integrity of Teachers’ Work, William Wraga. Judgment, Deliberation, Evaluation: Rediscovering Joseph Schwab’s Practical Arts, Derek Gottlieb. Classroom Discourse: a Means to Positively Influence Mathematics Achievement for African American Students, Nicole M. Russell. Teaching democracy: Is It More Complicated Than We Think? An Ethnographic Case Study in St. Petersburg, Russia, Michelle Cude. Hear Me Out! The Use of Identity, Space, and Voice in an Online Classroom, Thomas A. N. Keopuhiwa, Nitin K. Srivastava, Harrison N. Oonge, and Irene Maundu. Why Take Time To Teach School Culture? Dana L. Haraway. Gaming as Curriculum, Jessica Broussard & Krisanna Machtmes. Challenging Minds: Enhancing the Mathematical Learning of African American Students Through Games, Crystal Hill Morton, Jan A. Yow, & Daniella Ann Cook. BOOK REVIEW: Peace Education: How We Come to Love and Hate War, N. Noddings. Cambridge University Press, 2012 Reviewed by Gülistan Gürsel Bilgin. About the Authors. Reviewers for Volume 14.