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Reflections on People, Policy, and Practices in Curriculum History
America’s schools are constantly in the news today for safety concerns, contested curricula, teacher quality, test scores, and a variety of other topics. Although most people spend at least 12 years in school systems, they know little of the history or evolution of American schooling. The collection of papers assembled in this book are divided into three categories which greatly impacted American schooling: people, policy, and practices. This work seeks to shed light on what has occurred in curriculum history in the past so as to help readers develop a deeper understanding of how our system of schooling arrived at its current state. The first section of the book examines the stories of peo...
American Educational History Journal
The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
Curriculum and Teaching Dialogue
Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teaching-the "what to teach" aspect). Since it's founding AATC has produced scholarship in teaching and curriculum and serves the general public through its conferences, journals, and the interaction of its members. The purpose of the organization was originally defined in Article 1, Section 2 of the AATC Constitution: "To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged." Curriculum and Teaching Dialogue seeks to fulfill that mission.
American Educational History Journal
The American Educational History Journal is a peer?reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well?articulated argument that deals substantively with questions of educational history.
America, History and Life
Article abstracts and citations of reviews and dissertations covering the United States and Canada.
Lehrerprofessionalität im geschichtsbezogenen Sachunterricht
Die vorliegende Studie untersucht zentrale Aspekte professioneller Kompetenz (fachdidaktisches Wissen, Überzeugungen, Motivation) von angehenden und im Beruf befindlichen Grundschullehrkräften im Bereich des geschichtsbezogenen Sachunterrichts. Die Studie verfolgt dabei zwei Ziele: Erstens die Erfassung der Kompetenzaspekte und die Beschreibung der Ausprägung bei (angehenden) Lehrkräften zu unterschiedlichen Zeitpunkten ihrer beruflichen Laufbahn und zweitens die Analyse des Einflusses fachspezifischer Lerngelegenheiten auf die Kompetenzaspekte. Der theoretische Teil der Arbeit befasst sich mit den Themen Ziele historischen Lernens in der Grundschule, Ansätze zur Beschreibung des Lehrer...
Irena Sendler and the Children of the Warsaw Ghetto
She risked her life while helping to spirit Jewish children out of the Warsaw Ghetto during World War II.
War and Algorithm
New military technologies are animated by fantasies of perfect knowledge, lawfulness, and vision that contrast sharply with the very real limits of human understanding, law, and vision. Thus, various kinds of violent acts are proliferating while their precise nature remains unclear. Especially man–machine ensembles, guided by algorithms, are operating in ways that challenge conceptual understanding. War and Algorithm looks at the increasing power of algorithms in these emerging forms of warfare from the perspectives of critical theory, philosophy, legal studies, and visual studies. The contributions in this volume grapple with the challenges posed by algorithmic warfare and trace the roots of new forms of war in the technological practices and forms of representation of the digital age. Together, these contributions provide a first step toward understanding—and resisting—our emerging world of war.
Disruptive Voices
Provocative essays on the ways feminist approaches to research can unite research practice and social action
