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What Counts as Knowledge in Educational Settings
Disciplinary Knowledge, Assessment, and Curriculum

Edited by:

Gregory J. Kelly - The Pennsylvania State University, USA
Allan Luke - Queensland University of Technology, Australia
Judith Green - University of California, Santa Barbara, USA

Volume: 32

Series:
Review of Research in Education

Courses:
Classroom/Student Assessment | Curriculum Development (K-12)

March 2008 | 388 pages | SAGE Publications, Inc

Description
Contents

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.

Available Formats

ISBN: 9781412964333 Paperback Suggested Retail Price: $105.00 Bookstore Price: $84.00

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Gregory J. Kelly, Allan Luke, and Judith Green

Introduction: What Counts as Disciplinary Knowledge in Educational Settings

Michael Young

From Constructivism to Realism in the Sociology of the Curriculum

Vivian L. Gadsden

The Arts and Education: Knowledge Generation, Pedagogy, and the Discourse of Learning

Melanie Sperling and Anne Dipardo

English Education Research and Classroom Practice: New Directions for New Times

Bruce VanSledright

Narratives of Nation State, Historical Knowledge, and School History Education

Diane Larsen-Freeman and Donald Freeman

Language Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning

Na'ilah Suad Nasir, Victoria Hand, and Edd V. Taylor

Culture and Mathematics in School: Boundaries Between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond

Carrie Jewitt

Multimodality and Literacy in School Classrooms

Richard Duschl

Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals

Richard P. Durán

Assessing English-Language Learners' Achievement

Helen Timperly and Adrienne Alton-Lee

Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners

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