Curriculum and Teaching Dialogue

Vol. 20 # 1 & 2

Edited by:
Chara Haeussler Bohan, Georgia State University

A volume in the series: Curriculum & Teaching Dialogue. Editor(s): Chara Haeussler Bohan, Georgia State University. Michelle Tenam-Zemach, Nova Southeastern University.

Published 2018

Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum. The purpose of the journal is to promote the scholarly study of teaching and curriculum. The aim is to provide readers with knowledge and strategies of teaching and curriculum that can be used in educational settings. The journal is published annually in two volumes and includes traditional research papers, conceptual essays, as well as research outtakes and book reviews. Publication in CTD is always free to authors. Information about the journal is located on the AATC website http://aatchome.org/ and can be found on the Journal tab at http://aatchome.org/about-ctd-journal/

CONTENTS
Acknowledgments. Presidential Address: Educating in a Time of Crisis: Why Well-Being is Essential, Kevin Cloninger. AATC Keynote Address: Nature-Based Learning for Student Achievement and Ecological Citizenship, Louise Chawla. President’s Message: Informing Education Within the Realities of the Diverse Perspectives of Schools, John L. Pecore. Editor’s Notes—Democracy, Education, Teaching, and Teacher Strikes, Chara Haeussler Bohan. VOLUME 20, NUMBER 1. Learning and Teaching in a Visual World: Elementary Teacher Candidates Use of Visual Materials, Kristy A. Brugar. Understanding the Research Engagement of Teachers in Three Urban High Schools, Dante P. Petretti. Engaging Elementary Students Through Movement Integration in Mathematics and Reading: An Exploratory Study to Understand Teachers’ Perceptions, Stacia C. Miller and Suzanne F. Lindt. Practicing Social Justice Education Through Solidarity and Connection, Kelli Woodrow. Audio Feedback on Student Writing: Could Voice Recording Foster the Tenets of Care Theory? Gregory Chalfin. A Morality of Inclusion, Chrystal S. Johnson and Harvey Hinton III. Assessment as Dialogue: Reframing Assessment, Paul Parkison. VOLUME 20, NUMBER 2. Editor’s Notes—The Claims of Children’s Voices, Michelle Tenam-Zemach. Do Teacher Credentials Matter? An Examination of Teacher Quality, Daphney Leann Curry, Emily Reeves, Christina Janise McIntyre, and Matthew Capps. Teaching Mathematics Masterfully: Instructional Self-Regulation in Two PAEMST Finalists, Melissa Peterson Schneider. “Keep It Real & Love ‘Em Up:” Student-Teacher Relationships in an Urban Middle School, Amy Masko. A Study of Students’ Social Identities and a “Historical Empathy Gap” in Middle and Secondary Social Studies Classes With the Instructional Unit “The Elizabeth Jennings Project”, Katherine Perrotta. Advertising “Generosity” in Schools: Do You Want Fries With Your Curriculum? Joseph Zajdel and Daniel Conn. AAA+ Professional Development for Teacher Educators Who Prepare Culturally and Linguistically Responsive Teachers, Carla Lynn Tanguay, Ruchi Bhatnagar, Kim Stevens Barker, and Joyce E. Many. Helping Early-Career Teachers to See the Aesthetic Dimension of Mathematics within Standards-Based Curricula, Aaron Zimmerman. OUTTAKES. Recruiting Queers: The Complexities of Finding Participants in an Often Invisible Population, Lesley N. Siegel. Reaching New Possibilities on Lesson Study Collaboration, Dittika Gupta, Mollie Appelgate, Lara Dick, Melissa Soto, and Shawn Broderick. A Culturally Candid Response: Tale of Two Professors’ Reflections, Melanie Fields and Laura Isbell. IRB Is Not Required: A Reflection on Oral History, Disability, and Playing by the Rules When the Rules Get in the Way, Cristy Sellers Smith. Computational Problem-Posing With Urban Latinx Youth: Make Science Teaching Great Again, Rouhollah Aghasaleh, Patrick Enderle, Anton Puvirajah, Andrew Boehnlein, Jennifer Rickard, Jacob Bornstein, and Renesha Hendrix. Fitting It All In: Time Challenges in Lesson Pacing, Melissa Soto, Shawn Broderick, Lara Dick, Mollie Appelgate, and Dittika Gupta. BOOK REVIEWS. Teaching in a Globally-Connected Word: Preparing Learners for the Future by Ervin F. Sparapani and Pamela L. Ross McClain, Kim Stevens Barker. A. B.A.L.A.N.C.E: An Interactive Workbook for the “Kid” in all of Us by Reggie Gwinn, Katherine Perrotta. Across the Domains: Examining the Best Practices in Mentoring Public School Educators Throughout the Professional Journey, by Andrea M. Kent and Andre M. Green, Aubrey Southall. White Fatigue by Joseph Flynn, Shelley Harris. Reel Education: Documentaries, Biopics, and Reality Television, by Jaqueline Bach, Bradley Conrad. Critical Democratic Education and LGBTQ-Inclusive Curriculum: Opportunities and Constraints by Steven Camicia, Lauren Yarnell Bradshaw. About the Authors.