Synopsis "Curriculum and Teaching Dialogue vol 7 1&2 (Pb) (in English)"
As president of the American Association of Teaching and Curriculum, I am delighted to introduce this new issue of Curriculum and Teaching Dialogue that Editor Barbara Slater Stern and Associate Editor Wesley Null have so ably put together. My hope is that you will savor the contents of this journal and that the message that each piece conveys will resonate with you in some way. I also hope that the articles will provoke new day thinking on your part and that they will offer fresh opportunities for you to mingle theory and practice together. Most of all, may you feel inspired to weave magic in your professional lives in a manner not unlike the authors and editors in this particular issue. I look forward to seeing you at our forthcoming conference in Austin, a meeting for which an unprecedented number of proposals have been received. CTD will be published as a book with both the Spring and the Fall 2005 issues appearing as one volume. It is our hope that this new format will increase subscriptions without compromising the quality of the journal. The Executive Committee and the membership will surely provide feedback on this new format as we seek to increase our circulation. Other changes include initiating electronic submission and review. The forms for submission and review will be available on both the AATC and Information Age Websites. Additionally, George Johnson, our publisher, has agreed to house electronic copies of back issues on the Information Age Website. Volumes 1 and 2 have been scanned and are ready for uploading; Volumes 3 is in process. Future volumes will be uploaded to the Website with a 5 year lag. This electronic access will enable broader distribution of our work without compromising volumes that are current and still available for sale. CONTENTS: The President’ Message, Cheryl Craig. The Editor’s Notes: Continuing the Conversation, Barbara Slater Stern. PART I: WHAT SHOULD WE BE TEACHING? The Failings of No Child Left Behind, David J. Flinders. The Rationale for Critical Pedagogy in Facilitating Cultural Identity, Hsuan-Jen Chen. Transcending the Silkworm and Liberal Education, John Mihelich. Teacher Education Curriculum: What, How and Why, J.Wesley Null and Chara Haeussler Bohan. Caring for a Troubled Child: Lessons Twenty-Three Years Later, Sara McCormick Davis. Teaching Reading Strategies to Adult Learners, Nancy J. Hadley, Marilyn J. Eisenwine and Mary G. Sanders. Educators’ Acceptance of and Resistance to Handheld Technologies, Steven L. Purcell. PART II: IMPROVING K-12 LEARNING EXPERIENCES. Didn’t You See What I Meant? Informing Gestures in Teaching and Learning, Edie S. Gaythwaite. The Nature of Student and Teacher Discourse in an Elementary Classroom, Violet Dickson. Common ground: An Ecological Perspective of Teaching and Learning, Christy M. Moroye. The Connection Between Critical Media Viewing and Literacy Skills: An Action Research Study, Teresa Russell and David W. Nicholson. The Role of Islam and Muslims in American Education: Critical Issues in Teaching and Curriculum, James R. Moore. Fishbowl Reflections: A High School Teacher’s Enlightenment During a Faculty Desegregation Experience, Judith D. Luckett. Urban Children’s Experiences and Teacher Pedagogical Practice: When It’s About Race, Do Adult’s Care? Amy L. Masko. About the Authors.
