Curriculum and Teaching Dialogue
Volume 25, Numbers 1 & 2, 2023
A volume in the series: Curriculum & Teaching Dialogue. Editor(s): Chara Haeussler Bohan, Georgia State University. John L. Pecore, University of West Florida. Franklin S. Allaire, University of Houston-Downtown.
Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum (AATC). 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/.
Acknowledgments. 2022 KEYNOTE ADDRESS: Presidential Address—Seeking Solidarity, Crystal D. Howell. VOLUME 25, NUMBER 1: Editorial Remarks—Back to the Future: Culture Wars, Education Legislation, Book Bannings, and Fake News, Chara Haeussler Bohan. AATC Keynote Address—Seeking Solidarity: Defining Self-Interest in the Context of Capitalism as a Global Social System, Lois Weiner. Racial and Cultural Pedagogies in Education: A Retrospective, Antonio J. Castro, Yeji Kim, and Mary Adu-Gyamfi. Legislate to (Un)educate: Examining the Impact of Divisive and Dehumanizing Education Policies, Gregory Samuels, Amy Samuels, and Brandon J. Haas. Writing a Love Letter to Educators in the Wake of Anti-CRT Efforts, Alexandra Allweiss, Scott Farver, and Anne-Lise Halvorsen. Making Sense of the Message: The Perceptions and Impact of State Legislation That Challenges the Teaching of Hard History, Debby Shulsky, Sheila Baker, and Renée E. Lastrapes. Attacking Antisemitism: Investigating How Museum-Led Professional Development Affects Preservice Teachers’ Preparedness to Teach the Holocaust, Caroline Conner and Andrea Miskewicz. Factors Shaping Teacher Education Graduates’ Abilities to Impact Students’ Learning and Development During Induction, Joyce E. Many, Carla L. Tanguay, and Ruchi Bhatnagar. The Fluid Curriculum: Reinvigorating the Role of the Teacher as Curriculum Maker, Bradley Conrad, Christy McConnell, Sarah Campbell, and Bruce Uhrmacher. VOLUME 25, NUMBER 2: Editorial Remarks—The Teacher Shortage and Rapidly Increasing Virtual Schools, John L. Pecore. AATC Keynote Address— Finding and Sustaining Solidarity, Jen Johnson. How Veteran Teachers Are Impacted by Administrators: A Case Study, Sarah Campbell. Ideological Foundations, Curricular Models, and the Path of Bilingual Education, Leah Davis. Bespoke Learning: Using the Evidence Continuum to Design Learner-Centered Curriculum and Teaching, Robyn Thomas Pitts. The Lived Experience of Female K–12 Teachers During the COVID-19 Pandemic: A Phenomenological Study, Sarah Campbell, Rebecca Reinhardt, Mallori Sage, and Emily Strong. Ninth-Grade Students With Disabilities’ Math Efficacy and Teachers’ Instructional Efficacy, John M. Palladino. Narcissistic or Overwhelmed? Divergent Pathways to Academic Entitlement, Elizabeth J. Pope, Monica K. Erbacher, and Lauren Pierce. OUTTAKES: The Tensions and Intentions of Researching Ongoing Holocaust Education Legislation, Rebecca C. Christ and Brandon J. Haas. Grappling With the Exit From a Community of Research Participants, Juan Manuel Gerardo. Mama Scholarship: Tackling the Motherlode, Robyn Thomas Pitts. “Everyone is a Math Person”: How Findings of Positive Math Identity Derailed My Study but Enhanced My Teaching, Stephanie B. Purington. The Metacognition of a Reader: An Unexpected Co-Journey Towards Growth and Self-Discovery, Mallori Sage. It’s Not Always Black and White: Reflections on Research Design, Participant Recruitment, and Data Collection, Ryan B. Warren. Time Zones, Pandemic, and War, Oh My! The Challenges of Conducting an International Virtual Exchange, Jie Zhang, Mariana Sokol, and Cynthia Boyer. BOOK REVIEWS: Reimagining School Discipline for the 21st Century Student: Engaging Students, Practitioners, and Community Members by John A. Williams III and Chance W. Lewis, Reviewed by Lizette Burks. Looking Like a Language, Sounding Like a Race by Jonathan Rosa, Reviewed by Derek Gottlieb. Teaching as a Human Activity: Ways to Make Classrooms Joyful and Effective, by J. Amos Hatch, Reviewed by Katherine Perrotta. Teaching Resilience and Mental Health Across the Curriculum by Linda Yaron Weston, Reviewed by Naomi Jeffery Petersen. Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change by Melanie Shoffner and Angela W. Webb, Reviewed by Jess Smith. Bringing History and Civics to Life by Karalee Wong Nakatsuka and Laurel Aguilar-Kirchoff, Reviewed by Aubrey Brammar Southhall. About the Authors.
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- EDU007000 - EDUCATION: Curricula
- EDU037000 - EDUCATION: Research
- EDU046000 - EDUCATION: Professional Development
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