Hollywood or History?

An Inquiry-Based Strategy for Using Film to Teach Salient Social Issues in Elementary Social Studies

Lisa K. Pennington, Governors State University; Donna Fortune, Virginia Tech; Mary E. Tackett, Longwood University; Paige Horst, Radford University; Meghan A. Kessler, University of Illinois Springfield

Walking Away

Refusing and Resisting Reactionary Curriculum Movements

Alexander B. Pratt, Pennsylvania State University, Altoona; Kevin Donley, Georgetown University; Sage Hatch, University of Oregon; Staci L. Tharp, Texas Tech University; Freyca Calderon-Berumen, Pennsylvania State University

Lessons Learned from Research on Mathematics Curriculum

Denisse R Thompson, University of South Florida; Mary Ann Huntley, Cornell University; Christine Suurtamm, University of Ottawa

Mathematics Instruction in Dual Language Classrooms

Theory and Research That Informs Practice

Marco A. Bravo, Santa Clara University; Kip Téllez, University of California, Santa Cruz

The Defeated and the Dead

Teaching About War Through Film

Mark Pearcy, Rider University

History Education and Historical Inquiry

Bob Bain, University of Michigan; Arthur Chapman, University College London; Alison Kitson, UCL Institute of Education; Tamara Shreiner, Grand Valley State University

Contemporary Perspectives on English as a Medium of Instruction

Hayriye Kayi-Aydar, University of Arizona; Laura Mahalingappa, University of Maryland

Cultivating Democratic Literacy Through the Arts

Guiding Preservice Teachers Towards Innovative Learning Spaces in ELA Classrooms

Pamela Hartman, Ball State University; Jeff Spanke, Ball State University

Reflections on People, Policy, and Practices in Curriculum History

Deborah L. Morowski, Augusta University; Lynn M. Burlbaw, Texas A&M University

Frameworks for Integrated Project-Based Instruction in STEM Disciplines

Anthony J. Petrosino, The University of Texas at Austin (Emeritus) and Southern Methodist University; Candace Walkington, Southern Methodist University; Denise Ekberg, UTeach Natural Sciences (Retired)

Vouch for This!

Defunding Private Interests, Defending Public Schools

Thomas S. Poetter, Miami University

Curriculum and Teaching Dialogue

Volume 25, Numbers 1 & 2, 2023

Chara Haeussler Bohan, Georgia State University

Conflicts in History Education in Europe

Political Context, History Teaching, and National Identity

Ander Delgado, University of the Basque Country; Andrew Mycock, University of Huddersfield

The Power of Oral History Narratives

Lived Experiences of International Global Scholars and Artists in their Native Country and After Immigrating to the United States

Toni Fuss Kirkwood-Tucker, Florida State University; Frans H. Doppen, Ohio University

How We Take Action

Social Justice in PK-16 Language Classrooms

Kelly Frances Davidson, Valdosta State University; Stacey Margarita Johnson, Vanderbilt University; L. J. Randolph Jr., University of Wisconsin-Madison

Culturally Responsive and Sustaining Education

Framing Diversity, Equity, and Social Justice Education in a Local to Global Context

Cameron White, University of Houston

Hollywood or History?

An Inquiry-Based Strategy for Using Film to Teach World Religions

Thomas E. Malewitz, Spalding University; Adam P. Zoeller, St. Xavier High School

BIPOC Alliances

Building Communities and Curricula

Indira Bailey, Clafin University; Christen Sperry García, The University of Texas Rio Grande Valley; Glynnis Reed, Pennsylvania State University; Leslie C. Sotomayor II, Texas Tech University

Curriculum and Teaching Dialogue

Volume 24, Numbers 1 & 2, 2022

Chara Haeussler Bohan, Georgia State University; John L. Pecore, University of West Florida; Franklin S. Allaire, University of Houston-Downtown

Conceptualizing Truth

Implications for Teaching and Learning

Kevin S. Krahenbuhl, Middle Tennessee State University

Curriculum Windows Redux

What Curriculum Theorists Can Teach Us About Schools and Society Today

Thomas S. Poetter, Miami University; Kelly Waldrop, The Publish House; Syed Hassan Raza, Miami University

Instructional Design Fieldbook

Kathryn A. Wolfe, Anderson University; Josh Herron, Anderson University; Wanda V. Chaves, University of South Carolina

Innovative Curricular and Pedagogical Designs in Bilingual Teacher Education

Bridging the Distance with School Contexts

Cristian R. Aquino-Sterling, San Diego State University; Mileidis Gort, University of Colorado Boulder; Belinda Bustos Flores, The University of Texas at San Antonio

Hollywood or History?

An Inquiry-Based Strategy for Using Television Shows to Teach Issue-Centered Curriculum

Starlynn R. Nance, University of Central Missouri

School-University-Community Collaboration for Civic Education and Engagement in the Democratic Project

R. Martin Reardon, East Carolina University; Jack Leonard, University of Massachusetts Boston (retired)

Short Geometry Labs

Visual and Tactile Understanding First

Francis Gardella, Hunter College-CUNY; Richard Delaware, University of Missouri-Kansas City

Hollywood or History?

An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History

Sarah J. Kaka

Lessons for Creating a Culture of Character and Peace in Your Classroom

A Playbook for Teachers

Edward F. DeRoche, University of San Diego; CJ Moloney, University of San Diego; Patricia J. McGinty, Chula Vista Elementary School District

The Kaleidoscope of Lived Curricula

Learning Through a Confluence of Crises 13th Annual Curriculum & Pedagogy Group 2021 Edited Collection

Karin Ann Lewis, University of Texas Rio Grande Valley; Kimberly Banda, University of Texas Rio Grande Valley; Martha Briseno, Lamar Consolidated Independent School District; Eric J. Weber, Division of Outreach Services — South Carolina School for the Deaf and the Blind

Curriculum and Teaching Dialogue

Vol. 23 # 1 & 2

Chara Haeussler Bohan, Georgia State University; John L. Pecore, University of West Florida; Franklin S. Allaire, University of Houston-Downtown

Learning in Nature

Kelli Nigh, University of Toronto

Mandy Hoffen and a Conspiracy to Resurrect Life and Social Justice in Science Curriculum with Henrietta Lacks

A Play

Dana Compton McCullough, Georgia Southern University

Curriculum Windows

What Curriculum Theorists of the 2000s Can Teach Us About Schools and Society Today

Thomas S. Poetter, Miami University; Kelly Waldrop, The Publish House; Kimberly Pietsch Miller, Miami University; Cynthia Sanders, Miami University; Andy Hatton, Miami University

"School is Life, Not a Preparation for Life"

John Dewey: Democratic Practices in Middle Grades Education

Kathleen Roney, University of North Carolina Wilmington; Richard P. Lipka, St. Bonaventure University

Voices of Social Education

A Pedagogy of Change

Bernardo E. Pohl, University of Houston-Downtown; Cameron White, University of Houston; Christine Beaudry, Nevada State College

Hollywood or History?

An Inquiry-Based Strategy for Using Film to Teach World History

Scott L. Roberts, Central Michigan University; Charles J. Elfer, Clayton State University

The Divide Within

Intersections of Realities, Facts, Theories, and Practices

Tina L. Heafner, UNC Charlotte; Laura K. Handler, UNC Charlotte; Tracy C. Rock, UNC Charlotte

Truth and Knowledge in Curriculum Making

Lobat Asadi, Texas A&M University; Cheryl J. Craig, Texas A&M

Making A Spectacle

Examining Curriculum/Pedagogy as Recovery From Political Trauma

Megan Ruby, Oklahoma State University; Michelle Angelo-Rocha, University of South Florida; Mark Hickey, Oklahoma State University; Vonzell Agosto, University of South Florida

Curriculum and Teaching Dialogue

Vol. 22 # 1 & 2

Chara Haeussler Bohan, Georgia State University; John L. Pecore, University of West Florida; Franklin S. Allaire, University of Houston-Downtown

Movies and Moral Dilemma Discussions

A Practical Guide to Cinema Based Character Development

Stewart Waters, The University of Tennessee; William B. Russell III, University of Central Florida

Curriculum, Instruction, and Assessment

Intersecting New Needs and New Approaches

Sandra L. Stacki, Hofstra University; Micki M. Caskey, Portland State University; Steven B. Mertens, Illinois State University

Marking the "Invisible"

Articulating Whiteness in Social Studies Education

Andrea M. Hawkman, Utah State University; Sarah B. Shear, University of Washington-Bothell

Curriculum Windows

What Curriculum Theorists of the 1950s Can Teach Us About Schools and Society Today

Thomas S. Poetter, Miami University; Don C. Murray, Miami University; Peggy Larrick, Miami University; M.A. Moyer, Miami University; Esther Claros Berlioz, Miami University; Kelly Waldrop, The Publish House

Perspectives of Black Histories in Schools

LaGarrett J. King, University of Missouri-Columbia

Curriculum and Teaching Dialogue

Vol. 21 # 1 & 2

Chara Haeussler Bohan, Georgia State University; John L. Pecore, University of West Florida; Franklin S. Allaire, University of Houston-Downtown

Sensuous Curriculum

Politics and the Senses in Education

Walter S. Gershon, Kent State University

Integrating Digital Technology in Education

School-University-Community Collaboration

R. Martin Reardon, East Carolina University; Jack Leonard, University of Massachusetts Boston (retired)

Competing Frameworks

Global and National in Citizenship Education

Anatoli Rapoport, Purdue University

Critical Intersections In Contemporary Curriculum & Pedagogy

Laura Jewett, University of Texas Rio Grande Valley; Freyca Calderon-Berumen, Pennsylvania State University; Miryam Espinosa-Dulanto, University of Texas Rio Grande Valley

Curriculum and Teaching Dialogue

Vol. 20 # 1 & 2

Chara Haeussler Bohan, Georgia State University

Constructivism and the New Social Studies

A Collection of Classic Inquiry Lessons

Geoffrey Scheurman, University of Wisconsin-River Falls; Ronald W. Evans, San Diego State University

Hollywood or History

An Inquiry-Based Strategy for Using Film to Teach United States History

Scott L. Roberts, Central Michigan University; Charles J. Elfer, Clayton State University

Activating the Modern Classroom

Julian A. Reed, Furman University

Hacking Education in a Digital Age

Teacher Education, Curriculum, and Literacies

Bryan Smith, James Cook University; Nicholas Ng-A-Fook, University of Ottawa; Linda Radford, University of Ottawa; Sarah Smitherman Pratt, University of North Texas

A Quiet Revolution

One District’s Story of Radical Curricular Change in High School Mathematics

Michael D. Steele, University of Wisconsin-Milwaukee; Craig Huhn, Holt (MI) High School

International Perspectives on Mathematics Curriculum

Denisse R Thompson, University of South Florida; Mary Ann Huntley, Cornell University; Christine Suurtamm, University of Ottawa

Views from Inside

Languages, Cultures, and Schooling for K‐12 Educators

Joy Egbert, Washington State University; Gisela Ernst‐Slavit, Washington State University

Curriculum and Teaching Dialogue

Vol. 19 # 1 & 2

Christy M. Moroye, University of Northern Colorado

Charting a New Course

Reinventing High School Classes for the New Millennium

Eric E. Castro, St Ignatius College Preparatory; Paul Totah, St Ignatius College Preparatory

Curriculum Windows

What Curriculum Theorists of the 1990s Can Teach Us About Schools And Society Today

Thomas S. Poetter, Miami University; Kelly Waldrop, The Publish House; Tasneem Amatullah, Miami University, Oxford, Ohio; Cleighton Weiland, Miami University, Oxford, Ohio; Jody Googins, Miami University, Oxford, Ohio; Vanessa Winn, Miami University, Oxford, Ohio

Curriculum and Teaching Dialogue

Vol. 18 # 1 & 2

David J. Flinders, Indiana University; Christy M. Moroye, Regis University

In Praise of Radiant Beings

A Retrospective Path Through Education, Buddhism and Ecology

David W. Jardine, University of Calgary (Retired)

10 Dilemmas in Teaching with Discussion

Managing Integral Instruction

Jody S. Piro, Western Connecticut State University

Curriculum Windows

What Curriculum Theorists of the 1980s Can Teach Us About Schools And Society Today

Thomas S. Poetter, Miami University; Kelly Waldrop, The Publish House; Chloé Bolyard; Vicka Bell-Robinson

Social Justice, the Common Core, and Closing the Instructional Gap

Empowering Diverse Learners and Their Teachers

Janet C. Richards, University of South Florida; Kristien Zenkov, George Mason University

Curriculum and Teaching Dialogue

Vol. 17 # 1 & 2

David J. Flinders, Indiana University; Christy M. Moroye, Regis University

Doing Race in Social Studies

Critical Perspectives

Prentice T. Chandler, University of Cincinnati

Curriculum Windows

What Curriculum Theorists of the 1970s Can Teach Us about Schools and Society Today

Thomas S. Poetter, Miami University

Getting at the Core of the Common Core with Social Studies

Thomas N. Turner, University of Tennessee; Jeremiah Clabough, University of Alabama at Birmingham; William Cole, Sequoyah High School in Madisonville, Tennessee

Collective Unravelings of the Hegemonic Web

Becky L. Noël Smith, University of Alabama; Katherine Becker, Lakehead University, Orillia; Libbi R. Miller, California State University, Fresno; Natasha S. Reid, University of Arizona; Michele D. Sorensen, University of Regina

Curriculum and Teaching Dialogue

Vol. 16 # 1 & 2

David J. Flinders, Indiana University; P. Bruce Uhrmacher, University of Denver; Christy M. Moroye, University of Northern Colorado

Teaching from the Thinking Heart

The Practice of Holistic Education

John P. Miller, University of Toronto; Michele Irwin, University of Toronto; Kelli Nigh, University of Toronto

Educating About Social Issues in the 20th and 21st Centuries - Vol 4

Critical Pedagogues and Their Pedagogical Theories

Samuel Totten, University of Arkansas, Fayetteville; Jon Pedersen, University of South Carolina

Exemplary Elementary Social Studies

Case Studies in Practice

Andrea S. Libresco, Hofstra University; Janet Alleman, Michigan State University; Sherry L. Field, University of Texas at Austin; Jeff Passe, The College of New Jersey

In the Service of Learning and Empowerment

Service-Learning, Critical Pedagogy, and the Problem-Solution Project

Vera L Stenhouse, Georgia State University; Olga S. Jarrett, Georgia State University; Rhina M. Fernandes Williams, Georgia State University; E. Namisi Chilungu, Georgia State University

Educating About Social Issues in the 20th and 21st Centuries Vol. 3

A Critical Annotated Bibliography

Samuel Totten, University of Arkansas, Fayetteville; Jon Pedersen, University of South Carolina

Enacted Mathematics Curriculum

A Conceptual Framework and Research Needs

Denisse R Thompson, University of South Florida; Zalman Usiskin, The University of Chicago

The Memory Hole

The U.S. History Curriculum Under Siege

Fritz Fischer, University of Northern Colorado

Liminal Spaces and Call for Praxis(ing)

Miryam Espinosa-Dulanto, Valdosta State University; David L. Humpal, Independent Researcher; Leilya Pitre, Lousiana State University; Jolanta Smolen Santana, Oregon State University

Curriculum and Teaching Dialogue

Vol. 15 # 1 & 2

David J. Flinders, Indiana University; P. Bruce Uhrmacher, University of Denver; Christy M. Moroye, University of Northern Colorado

Curriculum Windows

What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today

Thomas S. Poetter, Miami University

Schooling for Tomorrow's America

Marcella L. Kysilka, University of Central Florida; O. L. Davis, University of Texas - Austin

The Mismeasure of Education

Jim Horn; Denise Wilburn

Middle Grades Curriculum

Voices and Visions of the Self-Enhancing School

Kathleen Roney, University of North Carolina Wilmington; Richard P. Lipka, St. Bonaventure University

A Curriculum of Imagination in an Era of Standardization

An Imaginative Dialogue with Maxine Greene and Paulo Freire

Robert Lake, Georgia Southern University

Informing the Practice of Teaching Using Formative and Interim Assessment

A Systems Approach

Robert W. Lissitz, University of Maryland

The Left Handed Curriculum

Creative Experiences for Empowering Teachers

Morna M. McDermott, Towson University

Educating About Social Issues in the 20th and 21st Centuries Vol. 2

A Critical Annotated Bibliography

Samuel Totten, University of Arkansas, Fayetteville; Jon Pedersen, University of South Carolina

More than a Curriculum

Education for Peace and Development

Johan Galtung, Founder, TRANSCEND: A Peace Development Environment Network; S. P. Udayakumar, Founder: South Asian Community Center for Education and Research

Curriculum and Teaching Dialogue

Vol. 14 #1 & 2

David J. Flinders, Indiana University; P. Bruce Uhrmacher, University of Denver

Curriculum and Teaching Dialogue

Vol. 13 # 1 & 2

David J. Flinders, Indiana University; P. Bruce Uhrmacher, University of Denver

Excursions and Recursions

Through Power, Privilege, and Praxis

Brandon Sams, University of North Carolina; Jennifer Job, University of of North Carolina; James C. Jupp, Georgis Southern University

Approaches to Studying the Enacted Mathematics Curriculum

Dan Heck, Horizon Research, Inc.; Kathryn Chval, University of Missouri; Iris Weiss, Horizon Research, Inc.; Steven W. Ziebarth, Western Michigan Univeristy

Ethics and International Curriculum Work

The Challenges of Culture and Context

Terrence C. Mason, Indiana University – Bloomington; Robert J. Helfenbein, Indiana University

Moving Images

Effective Teaching with Film and Television in Management

Jon Billsberry, Deakin University; Pauline Leonard, University of Southampton

Supplemental Readings for Educators

Tom Scheft, North Carolina Central University

10 Great Curricula

Lived Conversations of Progressive, Democratic Curricula in School and Society

Thomas S. Poetter, Miami University

A Century of Leadership

Biographies of Kappa Delta Pi Presidents

O. L. Davis, University of Texas - Austin; Mindy Spearman, Clemson University

Critical Times in Curriculum Thought

People, Politics, and Perspectives

Marcella L. Kysilka, University of Central Florida

Listening to and Learning from Students

Possibilities for Teaching, Learning, and Curriculum

Brian D. Schultz, Northeastern Illinois University

A Five-Year Study of the First Edition of the Core-Plus Mathematics Curriculum

Harold Schoen; Steven W. Ziebarth, Western Michigan Univeristy; Christian R. Hirsch, Western Michigan University; Allison BrckaLorenz

Curriculum and Teaching Dialogue

Vol. 12 # 1 & 2

David J. Flinders, Indiana University

An Awkward Echo

Matthew Arnold and John Dewey

Mark David Dietz, Independent Scholar, Austin, Texas

Handbook on Developing Curriculum Materials for Teachers

Lessons From Museum Education Partnerships

Gerald Bailey; Tara Baillargeon; Cara D. Barragree, Kansas State University; Ann Elliott, Auburn Washburn Unified School District, Topeka, Kansas; Raymond Doswell, Negro Leagues Baseball Museum

Curriculum and Teaching Dialogue

Vol. 11 # 1 & 2

Barbara Slater Stern, James Madison University

Leadership and Learning

Matters of Social Justice

Marlene Morrison

Measuring History

Cases of State-Level Testing Across the United States

S. G. Grant, SUNY Buffalo

A Decade of Middle School Mathematics Curriculum Implementation

Lessons Learned from the Show-Me Project

Margaret R. Meyer, University of Wisconsin–Madison; Cynthia W. Langrall, Illinois State University

From Experience to Relationships

Reconstructing Ourselves in Education and Healthcare

Jasna K. Schwind, Ryerson University; Gail M. Lindsay, University of Ontario Institute of Technology

The History of the Geometry Curriculum in the United States

Nathalie Sinclair, Michigan State University

The Classification of Quadrilaterals

A Study in Definition

Zalman Usiskin, The University of Chicago

War, Nation, Memory

International Perspectives on World War II in School History Textbooks

Keith A. Crawford, Newcastle University, Australia; Stuart J. Foster, University of London

Social Education in Asia

Critical Issues and Multiple Perspectives

David L. Grossman, The East-West Center; Joe Tin-Yau Lo, The Hong Kong Institute of Education

Talent Knows No Color

The History of an Arts Magnet High School

Elaine Clift Gore, Mitchell College

Reading Across International Boundaries

History, Policy and Politics

Roger Openshaw, Massey University; Janet Soler, The Open University

Addressing Social Issues in the Classroom and Beyond

The Pedagogical Efforts of Pioneers in the Field

Samuel Totten, University of Arkansas, Fayetteville; Jon Pedersen, University of South Carolina

Culture and Learning

Access and Opportunity in the Classroom

Mark Olssen, University of Surrey, England

Naturally Small

Teaching and Learning in the Last One-Room Schools

Stephen A. Swidler, University of Nebraska-Lincoln

Teaching about Genocide

Issues, Approaches, and Resources

Samuel Totten, University of Arkansas, Fayetteville

The Impact of State and National Standards on K-12 Science Teaching

Dennis W. Sunal, University of Alabama; Emmett L. Wright, Kansas State University

Reform in Undergraduate Science Teaching for the 21st Century

Dennis W. Sunal, University of Alabama; Emmett L. Wright, Kansas State University; Jeanelle Bland, Eastern Connecticut State University

Exposing a Culture of Neglect

Herschek T. Manuel and Mexican American Schooling

Matthew D. Davis, Rowan University

Teachers' Voices

Storytelling and Possibility

Freema Elbaz Luwisch, University of Haifa, Israel

The Pursuit of Curriculum

Schooling and the Public Interest

William A. Reid; J. Wesley Null, Baylor University

What Shall We Tell the Children?

International Perspectives on School History Textbooks

Stuart J. Foster, University of London; Keith A. Crawford, Newcastle University, Australia

Critical Issues in Social Studies Teacher Education

Susan Adler, University of Missouri - Kansas City

Research Methods in Social Studies Education

Contemporary Issues and Perspectives

Keith C. Barton, University of Cincinnati

Teachers Engaged in Research

Inquiry into Mathematics Classrooms, Grades Pre K-2

Stephanie Z. Smith, Georgia State University; Marvin E. Smith, Georgia Southern University

Teachers Engaged in Research

Inquiry into Mathematics Classrooms, Grades 3-5

Cynthia W. Langrall, Illinois State University

Teachers Engaged in Research

Inquiry into Mathematics Classrooms, Grades 6-8

Joanna O. Masingila, Syracuse University

Teachers Engaged in Research

Inquiry into Mathematics Classrooms, Grades 9-12

Laura R. Van Zoest, Western Michigan University

Space, Curriculum and Learning

David Scott, Lincoln University - UK

Deep Change

Cases and Commentary on Schools and Programs of Successful Reform in High Stakes States

Gerald Ponder, University of North Carolina, Greensboro; David Strahan, University of North Carolina, Greensboro

Wise Social Studies in an Age of High-Stakes Testing

Essays on Classroom Practices and Possibilities

Elizabeth Anne Yeager, University of Florida; O. L. Davis, University of Texas - Austin

Explorations in Curriculum History

Sherry L. Field, University of Texas at Austin

Parallel Paths to Constructivism

Jean Piaget and Lev Vygotsky

Susan Pass, Clemson University

Race, Ethnicity and Education

What is Taught in Schools

David Scott, Lincoln University - UK

Critical Race Theory Perspectives on the Social Studies

The Profession, Policies, and Curriculum

Gloria Ladson-Billings, University of Wisconsin

Narrative Inquiries of School Reform

Storied Lives, Storied Landscapes, Storied Metaphors

Cheryl J. Craig, Texas A&M

Education for Democracy

Contexts, Curricula, Assessments

Walter C. Parker, University of Washington

Critical Issues in Social Studies Research for the 21st Century

William B. Stanley, University of Colorado at Boulder

Teachers and the Reform of Elementary Science

Stories of Conversation and Personal Process

Heidi Bulmahn Barker, University of Colorado at Denver

Hollywood or History

An Inquiry-Based Strategy for Using Film to Teach Geography

Nancy B. Sardone, Georgian Court University

Hollywood or History?

An Inquiry-Based Strategy for Using Film to Teach African American History

LaGarrett J. King, University of Missouri-Columbia; Gregory D. Simmons, NBCT

Hollywood or History?

An Inquiry-Based Strategy for Using Cartoons to Teach Topics in Elementary and Secondary Social Studies

Scott L. Roberts, Central Michigan University; Charles J. Elfer, Clayton State University