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This volume of Review of Research in Education provides readers with multiple interpretations of how changing views of knowledge across educational contexts shape curricular decisions, learning opportunities, and theories of teaching. The chapters situate various interpretations of knowledge in historical, political, and policy contexts and examine the relevance of these interpretations for education.
List of contents
Introduction: What Counts as Disciplinary Knowledge in Educational Settings - Gregory J. Kelly, Allan Luke, and Judith Green
From Constructivism to Realism in the Sociology of the Curriculum - Michael Young
The Arts and Education: Knowledge Generation, Pedagogy, and the Discourse of Learning - Vivian L. Gadsden
English Education Research and Classroom Practice: New Directions for New Times - Melanie Sperling and Anne Dipardo
Narratives of Nation State, Historical Knowledge, and School History Education - Bruce VanSledright
Language Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning - Diane Larsen-Freeman and Donald Freeman
Culture and Mathematics in School: Boundaries Between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond - Näilah Suad Nasir, Victoria Hand, and Edd V. Taylor
Multimodality and Literacy in School Classrooms - Carrie Jewitt
Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals - Richard Duschl
Assessing English-Language Learners¿ Achievement - Richard P. Durán
Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners - Helen Timperly and Adrienne Alton-Lee
About the author
Judith L. Green is Professor Emerita at the University of California, Santa Barbara. She holds a PhD from University of California, Berkeley. Dr. Green served as editor of the Handbook of Complementary Methods in Education Research (Green, Camilli, & Elmore, 2006) and of the Review of Research in Education (2006, 2008, and 2010). Her research examines how, through discourse, teachers and their students in linguistically and culturally diverse classrooms, socially construct disciplinary knowledge from preschool through higher education. She also writes on issues of epistemology related to collecting, archiving, searching, and analyzing video records within ethnographic archives. She is a fellow of the American Anthropology Association and the American Educational Research Association. She has been awarded the Lifetime Achievement Award from Division G (Social Context of Education) of the American Educational Research Association and the John J. Gumperz Lifetime Achievement Award from the Language and Social Processes Special Interest Group (AERA).
Summary
Provides multiple interpretations of how changing views of knowledge across educational contexts that shape curricular decisions, learning opportunities, and theories of teaching. It includes chapters that situate various interpretations of knowledge in historical, political, and policy contexts and examine the relevance of these interpretations.
