Flinders / J. / Uhrmacher Curriculum and Teaching Dialogue

1. Auflage 2013
ISBN: 978-1-62396-024-7
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 327 Seiten

Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.

Autoren/Hrsg.

Flinders, David J

Flinders,

J., David

Uhrmacher,

Bruce, P.

Inhaltsverzeichnis

1;Curriculum and Teaching Dialogue;2
1.1;Volume 14, Numbers 1 and 2;2
2;CONTENTS;8
2.1;Volume 14, number 1;8
2.1.1;1. The Search for Content in Curriculum Making;8
2.1.2;2. Reconsidering University-Based Teacher Education;8
2.1.3;3. Crossing Boundaries: A Commentary on Liston’s “Reconsidering University-Based Teacher Education”;8
2.1.4;4. Teacher Accountability & Student Responsibility: A Cross-Cultural Comparison of American and Ghanaian Schooling Practices, Policies, and a Reflection on NCLB;8
2.1.5;5. Curriculum in Exile: Teaching Tiananmen at Harvard;8
2.1.6;6. Knowing What Students Know: Negotiating Challenges of Distance, Desire, and Context in Constructivist Literacy Classrooms;8
2.1.7;7. Intentions and Beliefs: Why They Matter and a Conceptual Framework for Understanding Them in Culturally Responsive Teachers;9
2.1.8;8. Curriculum: The Inside Story;9
2.1.9;9. Four Portraits of Belief and Unbelief: The Experiences of Preservice Teachers With Religious Diversity in a Teacher Education Program;9
2.1.10;10. Problem-Based Learning: Teachers Who Flourish and Flounder;9
2.1.11;11. 21st Century Skills and Science Education in K-12 Environment: Investigating a Symbiotic Relationship;9
2.2;Volume 14, number 2;9
2.2.1;1. Being There: The Ontological Measure of Teaching;9
2.2.2;2. Beyond Measurement: Context, Caution, and the Integrity of Teachers’ Work;9
2.2.3;3. Judgment, Deliberation, Evaluation: Rediscovering Joseph Schwab’s Practical Arts;9
2.2.4;4. Classroom Discourse: A Means to Positively Influence Mathematics Achievement for African American Students;9
2.2.5;5. Teaching Democracy: Is It More Complicated Than We Think? An Ethnographic Case Study in St. Petersburg, Russia;9
2.2.6;6. Hear Me Out! The Use of Identity, Space, and Voice in an Online Classroom;9
2.2.7;7. Why Take Time To Teach School Culture?;9
2.2.8;8. Gaming as Curriculum;10
2.2.9;9. Challenging Minds: Enhancing the Mathematical Learning of African American Students Through Games;10
2.3;BOOK REVIEW;10
2.3.1;Information Age Publishing, Inc.;4
2.3.2;Charlotte, North Carolina • www.infoagepub.com;4
2.3.3;Curriculum and Teaching Dialogue AATC Leadership;6
2.3.4;President: Richard Biffle III, Thomas College;6
2.3.5;Past President: J. Wesley Null, Baylor University;6
2.3.6;President-Elect: Amy Masko, Grand Valley State University;6
2.3.7;Executive Secretary: Lynne Bailey, Education Consultant. Drop American Public University;6
2.3.8;Program Chair: Shelley B. Harris, Texas A&M University-San Antonio;6
2.4;Newsletter Editor: Pamela Thompson, Thomas College;6
2.5;Executive Council;6
2.5.1;Shelley B. Harris, Texas A&M University— San Antonio;6
2.5.2;William White, Buffalo State University;6
2.5.3;Michelle Tenam-Zermach, Nova Southeastern University;6
2.5.4;Peggy Moch, Valdosta State University;6
2.5.5;Gretchen Schwarz, Baylor University;6
2.5.6;Pamela Thompson, Thomas College;6
2.5.7;Blake Bickham, Colorado Mesa University;6
2.5.8;John Pecore, University of West Florida;6
2.6;Editorial Board, Curriculum and Teaching Dialogue;6
2.6.1;David Flinders;6
2.6.2;Indiana University;6
2.6.3;Bruce Uhrmacher;6
2.6.4;University of Denver;6
2.6.5;Christy M. Moroye;6
2.6.6;University of Northern Colorado;6
2.7;Editorial Review Board;6
2.7.1;Robert Boostrom;6
2.7.2;University of Southern Indiana;6
2.7.3;Robert Donmoyer;6
2.7.4;University of San Diego;6
2.7.5;J. Randall Koetting;6
2.7.6;Marian College;6
2.7.7;William Veal;6
2.7.8;College of Charleston;6
2.7.9;Lyn Forester;6
2.7.10;Doane College;6
2.7.11;Alan Garrett;6
2.7.12;Eastern New Mexico University;6
2.7.13;Jeanne Tunks;6
2.7.14;University of North Texas;6
2.8;Editorial Advisory Board;6
2.8.1;Michael Apple;6
2.8.2;University of Wisconsin—Madison;6
2.8.3;Thomas Barone;6
2.8.4;Arizona State University;6
2.8.5;D. Jean Clandinin;6
2.8.6;University of Alberta, Canada;6
2.8.7;Elliot Eisner;6
2.8.8;Stanford University;6
2.8.9;William Pinar;6
2.8.10;The University of British Columbia;6
2.8.11;Steve Selden;6
2.8.12;University of Maryland at College Park;6
3;Curriculum and Teaching Dialogue;4
3.1;Coedited by;4
3.2;David J. Flinders Indiana University;4
3.3;and;4
3.4;P. Bruce Uhrmacher Morgridge College of Education;4
3.5;Associate Editor;4
3.6;Christy M. Moroye;4
3.7;University of Northern Colorado;4
4;President’s Message;12
4.1;Whose Curriculum and for What Purpose?;12
4.1.1;Richard L. Biffle III;12
4.1.1.1;“They do not teach us to learn what we live and live what we learn.”;12
4.1.1.2;—J. Abner Pediwell, The Sabertooth Curriculum;12
4.1.1.3;References;15
5;Editor’s Notes;18
5.1;Chasing Curriculum Through Image and Provocation;18
5.1.1;P. Bruce Uhrmacher;18
5.1.1.1;Acknowledgments;24
5.1.1.2;References;24
5.2;volume 14, number1;26
6;The Search for Content in Curriculum Making;28
6.1;Wesley Null;28
6.1.1;Five Curriculum Traditions;30
6.1.1.1;Curriculum Problem #1: Should American Sign Language Count as a Foreign Language?;31
6.1.1.2;Curriculum Problem #2: Should Online Courses Count as Transfer Credit?;32
6.1.1.3;Curriculum Deliberation and the Public Good;34
6.1.1.4;A New Home for Content in Curriculum Making;35
6.1.2;References;38
6.1.2.1;CHAPTER 1;28
7;Reconsidering University- Based Teacher Education;40
7.1;Daniel P. Liston;40
7.1.1;Introduction;40
7.1.1.1;The Current Situation and Critiques;41
7.1.1.1.1;1. In the fall of 2011 the United States Department of Education released “Our Futures, Our Teachers”—Secretary Arne Duncan’s and President Obama’s plan for teacher education reform and improvement. Duncan (2009) acknowledged that a few of ...;41
7.1.1.1.2;2. Art Levine’s (2006) empirical study of teacher education, Educating School Teachers, attempts to depict the state of university-based teacher education at the beginning of this century. Levine’s study is best summarized by his claim that there...;42
7.1.1.1.3;3. Norman Atkins of Relay Graduate School of Education, a new on- line training program for teachers in New York, proclaims that his new private endeavor will train teachers for schools in a manner that is “beyond ideological.” Sharon Otterman (2...;42
7.1.1.1.4;4. Stanford scholar of teacher education, David Labaree (2006), has consistently and persistently argued that schools of education, and the ranks of teacher education, are filled with progressive education ideologues, individuals who are out of touch...;43
7.1.1.1.5;5. U.S. Secretary of Education Arne Duncan (2009) agrees with Labaree’s depiction of the ideological narrowness of university-based education. He maintains that U.S. teacher education is, for the most part, “subjective, obscure, faddish … out-o...;43
7.1.1.1.6;6. English professor E. D. Hirsch, the father of the acclaimed, content-rich Core Knowledge Program, got his own taste of the ideological blinders at colleges of education when he chose to teach an ed school course on the causes and cure of the achie...;44
7.1.1.1.7;7. Unfortunately, the attitudes that kept Hirsch’s enrollment numbers low are not unique to that particular university. It seems to be a problem endemic to schools, colleges, and departments of education. When university-sponsored teacher preparati...;44
7.1.1.1.8;8. Add to these depictions and developments the long standing claim that the effects of most reform based/progressive teacher education programs are “washed out” within the first 2 to 4 years of beginning teachers’ careers (Zeichner & Tabachnik...;44
7.1.1.1.9;9. And add to the “washed out” phenomenon the oft cited statistic that anywhere from 46-51% of new teachers drop1 out after the first 5 years and one has to wonder about the efficacy and capacities of our university-based teacher education efforts.;44
7.1.1.1.10;10. Align these observations with the awareness that this nation’s most liberal president in 50 years has joined forces with the conservatively aligned critics of public schools and teacher education, and we have (if teacher educators are even mode...;44
7.1.1.2;Two Educational Proposals;46
7.1.1.3;Proposal #1—Reviving the Humanist Agenda for All;46
7.1.1.4;Proposal #2—Educating and Training Teachers Within Established and Viable Communities of Practice;50
7.1.2;Conclusion;51
7.1.3;Acknowledgments;52
7.1.4;Notes;52
7.1.5;References;53
7.1.5.1;CHAPTER 2;40
8;Crossing Boundaries;56
8.1;A Commentary on Liston’s “Reconsidering University-Based Teacher Education”;56
8.1.1;Jennie A. Whitcomb;56
8.1.1.1;Contextualizing Current Critiques of University-Based Teacher Education;57
8.1.1.2;Too Ideological?;60
8.1.1.3;Liston’s Two-Stranded Proposal: An Example of Boundary Crossing;61
8.1.1.4;References;62
8.1.1.4.1;CHAPTER 3;56
9;Teacher Accountability and Student Responsibility;64
9.1;A Cross-Cultural Comparison of American and Ghanaian Schooling Practices, Policies and a Reflection on NCLB;64
9.1.1;Amy L. Masko and Lawrence Bosiwah;64
9.1.1.1;Internationalism Versus Internationalization of Curriculum;65
9.1.1.2;Research Methodology;66
9.1.1.3;Research Context;67
9.1.1.4;Child Responsibility in Ghana;69
9.1.1.5;Cross-Cultural Discussion;71
9.1.1.6;References;75
9.1.1.6.1;CHAPTER 4;64
10;Curriculum in Exile;78
10.1;Teaching Tiananmen at Harvard;78
10.1.1;Rowena Xiaoqing He;78
10.1.1.1;Tiananmen in Retrospect: History and Memory in Exile;79
10.1.1.1.1;Aftermath—Arrest and Purge;80
10.1.1.1.2;“Rumors and the Truth”;80
10.1.1.1.3;A Distorted Patriotism;81
10.1.1.1.4;1989: The Forbidden Memory;82
10.1.1.2;Teaching the Taboo;83
10.1.1.2.1;“Rebels With a Cause: Tiananmen in History and Memory”: An Interdisciplinary Syllabus;84
10.1.1.2.2;Guest Speakers;85
10.1.1.2.3;Tiananmen Archive;86
10.1.1.2.4;Debates and Acting in Class;86
10.1.1.2.5;Class Symposium;87
10.1.1.3;Curriculum, Memory, and Power;88
10.1.1.4;Author Note;89
10.1.1.5;References;90
10.1.1.5.1;CHAPTER 5;78
11;Knowing What Students Know;92
11.1;Negotiating Challenges of Distance, Desire, and Context in Constructivist Literacy Classrooms;92
11.1.1;Elizabeth Hope Dorman;92
11.1.1.1;Introduction;92
11.1.1.2;Conceptual Framework;94
11.1.1.3;Methodology;95
11.1.1.3.1;Participants and Setting;95
11.1.1.3.2;Data Collection and Analysis;95
11.1.1.4;Findings and Discussion;96
11.1.1.4.1;Engage in Meaningful, Responsive Literacy Conversations Within an Apprenticeship Model;96
11.1.1.4.2;Know Oneself Well, Both as a Teacher and a Learner;103
11.1.1.4.3;Structure Multimodal Experiences in a Variety of Contexts;105
11.1.1.5;Conclusions, Implications;107
11.1.1.6;Note;108
11.1.1.7;References;108
11.1.1.7.1;CHAPTER 6;92
12;Intentions and Beliefs;112
12.1;Why They Matter and a Conceptual Framework for Understanding Them in Culturally Responsive Teachers;112
12.1.1;Bradley Conrad;112
12.1.1.1;Introduction;112
12.1.1.1.1;Intentions, Beliefs, and CRP;114
12.1.1.1.2;Why Intentions Matter;115
12.1.1.1.3;Inquiry Mode and Data Sources of the Relevant Literature;118
12.1.1.1.4;Showing Care for Students;119
12.1.1.1.5;Creating a Community of Learners;119
12.1.1.1.6;Being Conscious of Communication in the Classroom;120
12.1.1.2;Conclusion;120
12.1.1.3;References;121
12.1.1.3.1;CHAPTER 7;112
13;Curriculum;126
13.1;The Inside Story;126
13.1.1;Vicki Ross and Jennifer Prior;126
13.1.1.1;“Curriculum is a destination you must reach by passing all the right checkpoints. Each checkpoint is a standard or objective.”;126
13.1.1.2;—Jay Meadows, teacher candidate;126
13.1.1.3;Context of Inquiry;127
13.1.1.4;A Developing Methodology;128
13.1.1.4.1;Preassessment Data;128
13.1.1.4.1.1;1. What is curriculum?;128
13.1.1.4.1.2;2. Who is in charge of curriculum?;128
13.1.1.4.2;Sample of Question 1 Responses;129
13.1.1.4.3;Question 2 Responses;129
13.1.1.5;Reflection in Teacher Education;130
13.1.1.6;And So Begins “the Story”;131
13.1.1.7;The Plot Thickens;132
13.1.1.8;The Story Continues;133
13.1.1.9;Epilogue;134
13.1.1.10;References;135
13.1.1.10.1;CHAPTER 8;126
14;Four Portraits of Belief and Unbelief;136
14.1;The Experiences of Teacher Candidates With Religious Diversity in a Teacher Education Program;136
14.1.1;Kate Kauper;136
14.1.1.1;“The evil that is in the world almost always comes of ignorance, and good intentions may do as much harm as malevolence if they lack understanding.”;136
14.1.1.2;—Albert Camus;136
14.1.1.3;Introduction and Rationale;137
14.1.1.4;Methodology;138
14.1.1.4.1;If there were only one truth, you couldn’t paint a hundred canvases on one theme.;138
14.1.1.4.2;—Pablo Picasso, 1966;138
14.1.1.4.2.1;Claire Steele: The Sojourner;141
14.1.1.4.2.2;Benjamin Carter: The Agnostic;142
14.1.1.4.2.3;Naomi Myers: The Global Citizen;143
14.1.1.4.2.4;Mike Sutherland: The Egalitarian;144
14.1.1.5;Discussion;145
14.1.1.6;Note;146
14.1.1.7;References;147
14.1.1.7.1;CHAPTER 9;136
15;PROBLEM-BASED LEARNING;150
15.1;Teachers Who Flourish and Flounder;150
15.1.1;John L. Pecore and Chara Haeussler Bohan;150
15.1.1.1;Introduction: Two Contrasting Teaching Experiences;150
15.1.1.2;PBL: Key Components;152
15.1.1.3;Research Approach;153
15.1.1.3.1;PBL Workshop Experience;153
15.1.1.3.1.1;Description and Context of Teacher Participants;154
15.1.1.3.1.2;Data Collection;155
15.1.1.4;Findings;155
15.1.1.4.1;Dana;155
15.1.1.4.2;Emma;158
15.1.1.4.3;Cross-Case Analysis;159
15.1.1.5;Discussion;161
15.1.1.6;References;162
15.1.1.6.1;CHAPTER 10;150
15.1.1.6.1.1;Figure 11. 2. Word association—critical thinking and problem solving.;171
15.1.1.6.1.2;Figure 11. 4. Word association—collaboration.;172
15.1.1.6.1.3;Figure 11. 1. Word association—creativity and innovation.;171
15.1.1.6.1.4;Figure 11. 3. Word association—communication.;172
16;21ST CENTURY SKILLS AND SCIENCE EDUCATION in K-12 Environment;164
16.1;Investigating a Symbiotic Relationship;164
16.1.1;Shimelis Assefa and Lynn Gershman;164
16.1.1.1;Introduction;164
16.1.1.2;Background information and Relevant Literature;167
16.1.1.3;Methods;169
16.1.1.3.1;Materials;169
16.1.1.3.2;Analytic Procedures;170
16.1.1.4;Results and Discussion;170
16.1.1.5;Discussion;178
16.1.1.6;Conclusion;182
16.2;Appendix A: Learning and Innovation Cluster;182
16.3;Appendix A: Continued;183
16.3.1;Note;185
16.3.2;References;185
16.3.2.1;CHAPTER 11;164
16.3.2.1.1;Figure 11. 5. Context units in the learning outcome with occurrence values for the three grade levels.;173
16.3.2.1.2;Figure 11. 6. Word association—around “lesson aims to” (learning objective subset).;174
16.3.2.1.3;Figure 11. 7. Word association—around “students will understand” (learning objective subset).;174
16.3.2.1.4;Figure 11. 8. Word association—around “science” (learning objective subset).;175
16.3.2.1.5;Figure 11. 9. Word association—around “Understanding” (learning objective subset).;175
16.3.2.1.6;Figure 11. 10. Visual representation of key-terms found in the learning objectives text;176
16.3.2.1.7;Figure 11. 11. Visual representation of key-terms found in the learning activities text.;176
16.3.2.1.8;Figure 11. 12. Word association—around “Communication” (using 21CS definition).;177
16.3.2.1.9;Figure 11. 13. Word association—around “Creative.”;178
16.3.2.1.10;Figure 11. 14. Word association—around “Problem.”;179
16.3.2.1.11;Figure 11. 15. Word association—around “Explain.”;179
16.3.2.1.12;Figure 11. 16. Word association—around “work_in_pairs.”;180
16.4;Appendix B. Association Index for Each of the Four 21CS Area;183
16.5;Appendix B. Continued;184
16.6;Appendix B. Continued;185
16.7;volume 14, number 2;188
17;Editor’s Notes;190
17.1;Learning to Act;190
17.1.1;David J. Flinders;190
17.1.1.1;References;195
18;Being There;196
18.1;The Ontological Measure of Teaching;196
18.1.1;Peter Hlebowitsh;196
18.1.1.1;Enter Professor Schwab;197
18.1.1.2;Being There and the Idea of Best Practices;199
18.1.1.3;Ideas Over People;200
18.1.1.4;Discretionary Space;202
18.1.1.5;Conclusions;205
18.1.1.6;Acknowledgments;206
18.1.1.7;References;206
18.1.1.7.1;CHAPTER 1;196
19;BEYOND MEASUREMENT;208
19.1;Context, Caution, and the Integrity of Teachers’ Work;208
19.1.1;William G. Wraga;208
19.1.1.1;Contexts;209
19.1.1.1.1;1. Set clear organizational goals and high standards for everyone.;209
19.1.1.1.2;2. Restructure operations so that managers and employees who deliver the services decide what to do.;209
19.1.1.1.3;3. Reward those who meet or exceed their goals. Shame or punish those who fail.;209
19.1.1.1.4;4. Expand competition and choice in products and services. (p. 30);209
19.1.1.2;Insufficient Measures;210
19.1.1.3;Beyond Measurement;212
19.1.1.4;Acknowledgment;214
19.1.1.5;References;214
19.1.1.5.1;CHAPTER 2;208
20;Judgment, Deliberation, Evaluation;216
20.1;Rediscovering Joseph Schwab’s Practical Arts;216
20.1.1;Derek Gottlieb;216
20.1.1.1;Introduction;216
20.1.1.1.1;The Insufficiency of the Theoretic in the Conduct of Schooling;217
20.1.1.1.2;Knowing, Judging, Doing: The Arts of the Practical;220
20.1.1.1.3;Deliberation and the Skeptical Question;222
20.1.1.2;Conclusion;224
20.1.1.3;Notes;226
20.1.1.4;References;228
20.1.1.4.1;CHAPTER 3;216
21;Classroom Discourse;230
21.1;A Means to Positively Influence Mathematics Achievement for African American Students;230
21.1.1;Nicole M. Russell;230
21.1.1.1;Mathematics Teaching in the United States: What Counts? What is Valued?;232
21.1.1.2;Making Connections: Classroom Discourse and Marginalized Students;233
21.1.1.2.1;Discourse and Learning Mathematics;235
21.1.1.2.2;The Role of the Teacher;236
21.1.1.2.3;The Power of Identity in Mathematics Classrooms;237
21.1.1.2.4;The Potential of Multicultural Education in Analyzing Mathematics Achievement of African American Students;239
21.1.1.3;References;241
21.1.1.3.1;CHAPTER 4;230
22;Teaching democracy;244
22.1;Is It More Complicated Than We Think? An Ethnographic Case Study in St. Petersburg, Russia;244
22.1.1;Michelle D. Cude;244
22.1.1.1;Review of the Literature;246
22.1.1.2;Methods;248
22.1.1.2.1;Data Collection & Analysis;248
22.1.1.2.2;Site and Participants Chosen;248
22.1.1.2.3;Program Description: Civitas;249
22.1.1.3;Results;250
22.1.1.3.1;The Method and Message of Civitas: Participatory Democracy;250
22.1.1.3.2;How Vera Made Sense of the Civitas Message;251
22.1.1.3.3;How Vera Adapted the Civitas Method in Her Own Classroom: Two Examples;252
22.1.1.3.4;Example #1: Multiple Perspectives;252
22.1.1.3.5;Example #2: Multiple Types of Assessment;254
22.1.1.4;Discussion;255
22.1.1.5;Conclusion;256
22.1.1.6;References;256
22.1.1.6.1;CHAPTER 5;244
22.2;Table 6.3. Excerpts for the Theme Voice;265
22.3;Table 6.1. Excerpts From the Data That Support the Theme Space;264
22.4;Table 6.2. Excerpts From the Data That Show How Students Construed Identity in Online Classrooms;264
23;Hear Me Out!;258
23.1;The Use of Identity, Space, and Voice in an Online Classroom;258
23.1.1;Thomas Keopuhiwa, Nitin Srivastava, Harrison Oonge, and Irene Maundu;258
23.1.1.1;Introduction and Rationale;258
23.1.1.1.1;Cultural Differences;259
23.1.1.1.2;Inclusion of Voice;260
23.1.1.1.3;Using Space to Create a Community;260
23.1.1.2;Methodology;261
23.1.1.3;Findings;262
23.1.1.4;Discussion;265
23.1.1.5;Limitations;266
23.1.1.6;Implications and Conclusion;267
23.1.1.7;Appendix;268
23.1.1.7.1;Interview Protocol;268
23.1.1.7.1.1;1. Have you taken online class(es);268
23.1.1.7.1.2;(a) If yes, how many?;268
23.1.1.7.1.3;(b) When did you take your last online class?;268
23.1.1.7.1.4;(c) Describe to us the nature of the online activities (interactions) that you engaged in while taking that class?;268
23.1.1.7.1.5;(d) What was your experience while taking the online class(es)?;268
23.1.1.7.1.6;(e) What were the strengths and weaknesses of the online class experiences?;268
23.1.1.7.1.6.1;2. Have you ever taught any physical or online class?;268
23.1.1.7.1.6.2;3. Which classroom style do you prefer: online or a physical classroom setting?;268
23.1.1.7.1.7;(a) Please elaborate on which you prefer.;268
23.1.1.7.1.8;(b) Do you feel each type of classroom has its advantages and disadvantages?;268
23.1.1.7.1.9;(c) Which would you say that you feel more comfortable in? In terms of sharing your responses/thoughts/ideas with others.;268
23.1.1.7.1.9.1;4. In the future, do you plan on taking more courses in a physical classroom or an online classroom?;268
23.1.1.7.1.9.2;5. Can you describe an experience when you felt misunderstood in an online class interaction?;268
23.1.1.7.1.10;(a) What about a physical classroom setting?;269
23.1.1.7.1.11;(b) How did the situations resolve?;269
23.1.1.7.1.11.1;6. Do you feel that cultural barriers prevent you from expressing your responses/thoughts/ideas?;269
23.1.1.7.1.12;(a) In what way?;269
23.1.1.7.1.12.1;7. Have you ever refrained from saying something in class because you thought it may offend someone?;269
23.1.1.7.1.12.2;8. Is there anything you feel that could be changed within the classroom (online and physical) that could help to encourage others to speak in class?;269
23.1.1.7.1.12.3;9. Please describe a past classroom discussion that had a strong impact on the class discussion? ;269
23.1.1.7.1.13;(a) What do you believe helped to facilitate this discussion?;269
23.1.1.7.1.13.1;10. Do you feel that students interact more freely in an online classroom as compared to a physical classroom?;269
23.1.1.7.1.13.2;11. Have you ever felt resistant to wanting to discuss in class (online and physical)?;269
23.1.1.7.1.14;(a) Can you describe the situation?;269
23.1.1.7.1.14.1;12. Do you feel that you are closer (not in terms of physical space) to the students in an online classroom or a physical classroom?;269
23.1.1.7.1.15;(a) Please elaborate.;269
23.1.1.7.1.16;(b) Has there been anything that helped to enhance the “closeness” you felt to the students in your classes?;269
23.1.1.7.1.16.1;13. In your opinion could a student better interact (in terms of expressing his or her thoughts/ideas) in an online or physical classroom?;269
23.1.1.7.1.16.2;14. Have you had experiences of individuals dominating class discussion in the classes you’ve taken?;269
23.1.1.7.1.17;(a) Where there any differences between online or physical classroom?;269
23.1.1.8;References;269
23.1.1.8.1;CHAPTER 6;258
24;Why Take Time To Teach School Culture?;272
24.1;Dana L. Haraway;272
24.1.1;Teaching School Culture;272
24.1.1.1;The Discovery Program;276
24.1.1.2;A Case Study;277
24.1.1.3;Themes;278
24.1.1.4;Final Comments;281
24.1.2;Note;282
24.1.3;References;282
24.1.3.1;CHAPTER 7;272
25;GAMING AS CURRICULUM;284
25.1;Jessica E. Broussard and Krisanna Machtmes;284
25.1.1;Introduction;284
25.1.2;Purpose;285
25.1.3;Population;285
25.1.4;Literature;286
25.1.4.1;Millennial Mentality;286
25.1.4.1.1;The Gaming Population;289
25.1.5;Implementation;290
25.1.5.1;Achievements;292
25.1.5.2;Game Balance: Nerfing and Buffing;293
25.1.6;Reactions to Gaming the Curriculum;294
25.1.6.1;Achievements;294
25.1.6.1.1;Language Changes;295
25.1.6.1.2;Guilds;296
25.1.7;Implications;297
25.1.8;References;298
25.1.8.1;CHAPTER 8;284
25.2;Table 8.1. Population;286
25.3;Table 8.3. Percentage of Students Receiving CR Achievements by “Presentation”;294
25.4;Table 8.2. Comparison of Sheldon and Broussard Methods;291
25.5;Table 8.3. Changes Made to Classroom Terminology;292
26;Challenging Minds;300
26.1;Enhancing the Mathematical Learning of African American Students Through Games;300
26.1.1;Crystal Hill Morton, Jan A. Yow, and Daniella Ann Cook;300
26.1.1.1;“I learned that math games can help you too. I learned the game “get to a 1,000” will help you count and add.”;300
26.1.1.2;“I love to play Mancala because it is really fun and because you can come with new strategies and it is really challenging.”;300
26.1.1.3;“I learned how to play new games and learn at the same time.”;300
26.1.1.4;REVIEW OF THE LITERATURE;301
26.1.1.4.1;Number Sense;301
26.1.1.4.1.1;Affective Dispositions (Attitudes);303
26.1.1.4.1.2;Games;304
26.1.1.4.1.3;Study Context;305
26.1.1.4.1.4;MATRIX Project Structure;305
26.1.1.4.1.5;Curriculum;306
26.1.1.4.1.6;Overview of Number Sense Focused Games;307
26.1.1.5;METHODS;307
26.1.1.5.1;Participants;308
26.1.1.5.2;Data Sources;308
26.1.1.5.2.1;(a) the development of number sense for rational numbers 0.01 to 99,999;308
26.1.1.5.2.2;(b) using models, diagrams, and reasoning about fractions and relationships among fractions to solve problems;308
26.1.1.5.2.3;(c) fluency with addition and subtraction of non negative rational numbers with like denominators including decimal fractions through hundredths (problems 8 & 10);308
26.1.1.5.2.4;(d) pattern recognition;308
26.1.1.5.2.5;(e) permutation and combinations;308
26.1.1.5.2.6;(f) logic;308
26.1.1.6;FINDINGS;309
26.1.1.6.1;Pre- Postmath Assessment;309
26.1.1.6.1.1;Teacher Postsurvey;309
26.1.1.6.1.2;Pre- Poststudent Attitude Survey;309
26.1.1.7;DISCUSSION AND CONCLUSION;310
26.1.1.8;APPENDIX A;311
26.1.1.9;APPENDIX B;312
26.1.1.10;References;313
26.1.1.10.1;CHAPTER 9;300
27;Peace Education: How We Come to Love and Hate War;316
27.1;N. Noddings Cambridge University Press, 2012;316
27.1.1;Reviewed by Gülistan Gürsel Bilgin;316
27.1.1.1;References;321
27.1.1.1.1;Book review;316
28;About the Authors;322
28.1;Volume 14 Reviewers;325