NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Showing 61 to 75 of 92 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Burke, Kevin; Segall, Avner – Journal of Curriculum and Pedagogy, 2015
This article focuses on the possible ways in which the standards movement and the assessments and curricular interventions that come along with it, draw on inherently religious (Judeo-Christian) language and traditions. Contributing to a larger critical conversation about standards and impact on education, and building on an emerging scholarly…
Descriptors: Academic Standards, Intervention, Judaism, Christianity
Peer reviewed Peer reviewed
Direct linkDirect link
Baker, Bernadette – Journal of Curriculum and Pedagogy, 2015
Within educational research across Europe and the US, one of the most rapidly traveling discourses and highly funded pursuits of the moment is brain-based learning (BBL). BBL is an approach to curriculum and pedagogical decision-making that is located within the new field of educational neuroscience. In some strands of BBL research the structure…
Descriptors: Brain, Neurosciences, Educational Research, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Garrett, H. James – Journal of Curriculum and Pedagogy, 2015
This article is derived from my practice as a teacher educator working with social studies teachers. In it, I write in tentative steps to think pedagogically about the ways that encountering a particular text, Toni Morrison's novel "Beloved," can illustrate the ways in which knowledge is reformed or recognized in the pedagogical scene.…
Descriptors: Novels, Teaching Methods, Teacher Educators, Social Studies
Peer reviewed Peer reviewed
Direct linkDirect link
Kawka, Marta; Nieddu, Mick – Journal of Curriculum and Pedagogy, 2015
In artist-teacher practice, what separates the art practice of an artist-teacher from their art teaching? At what point does art practice stop and art teaching begin? In what instance does an artwork concept begin? Where does an idea for a student art activity come from? Is the creative process different in conceptualizing our own artwork compared…
Descriptors: Educational Research, Artists, Art Education, Art Activities
Peer reviewed Peer reviewed
Direct linkDirect link
Goering, Christian Z.; Witte, Shelbie; Jennings Davis, Jennifer; Ward, Peggy; Flammang, Brandon; Gerhardson, Ashley – Journal of Curriculum and Pedagogy, 2015
What happens when forces attempting to privatize education create and produce a Hollywood film with an education reform plot line? This essay explores "Won't Back Down" through cultural studies and progressive education lenses in an effort to unveil misrepresentations of education and education reform. Drawing on scholarship in these…
Descriptors: Educational Change, Commercialization, Privatization, Films
Peer reviewed Peer reviewed
Direct linkDirect link
Rocha, Samuel D. – Journal of Curriculum and Pedagogy, 2015
Through this article the author presents an experimental collage about the experiment of writing and its relation to the analogies of kinship--an enactment of folk phenomenology.
Descriptors: Writing (Composition), Logical Thinking, Phenomenology, Family Relationship
Peer reviewed Peer reviewed
Direct linkDirect link
Piotrowski, Marcelina – Journal of Curriculum and Pedagogy, 2015
This article examines the comment culture that accompanies documentary films on YouTube as a site of (geo) political education. It considers how viewers try to teach each other about the proper "place" of critique in response to the global, national, and local rhetoric featured in one environmental documentary film. YouTube viewers use…
Descriptors: Political Science, Political Issues, Documentaries, Video Technology
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Jung; Pulido, Isaura – Journal of Curriculum and Pedagogy, 2015
Culturally relevant pedagogy is a framework that conceptualizes the process of student learning as contingent upon educators' deep understanding of students' cultural backgrounds to co-construct knowledge and develop academic skills. Concurrently, there are a growing number of studies that explore hip-hop as a culturally relevant curriculum for…
Descriptors: Popular Culture, Culturally Relevant Education, Music, Urban Areas
Peer reviewed Peer reviewed
Direct linkDirect link
Sonu, Debbie; Snaza, Nathan – Journal of Curriculum and Pedagogy, 2015
The greatest challenge facing the field of environmentalism includes ontological questions over the human subject and its desensitization from landscapes of experience. In this article the authors draw from field experiences in New York City elementary schools (such as observations of teachers, NYS Scope and Sequence Standards for Social Studies,…
Descriptors: Social Studies, Field Experience Programs, State Standards, Environmental Education
Peer reviewed Peer reviewed
Direct linkDirect link
Snaza, Nathan – Journal of Curriculum and Pedagogy, 2014
This article analyzes the rhetoric of "death" and "haunting" in curriculum studies by closely reading Pinar, Reynolds, Slattery, and Taubman's "Understanding Curriculum" (2002). Drawing on the work of Michael Hardt and Antonio Negri, I argue in the first section of the article that the rhetoric of death appears at…
Descriptors: Curriculum Development, Rhetoric, Death, Educational Theories
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Becky L. Noël; Shaw, Michael L. – Journal of Curriculum and Pedagogy, 2014
The negative emotional affects of standardized teaching and learning abound in public schools and work to create a melancholic, shared reality for teachers and students. The authors argue that teachers and students must acknowledge this melancholy and pursue shared inquiry around those emotions in order to help bring about understanding and the…
Descriptors: Public Schools, Standards, Teaching Methods, Educational Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Yu, Jie – Journal of Curriculum and Pedagogy, 2014
The question of truth as it relates to the teacher's role in the classroom raises not only issues of what and how we should teach, but challenges the very purpose of teaching. Since truth itself is a major question of phenomenology, the author chose to use the works of German philosopher Martin Heidegger for his phenomenological treatment of truth…
Descriptors: Teacher Role, Teaching Methods, Phenomenology, Educational Philosophy
Peer reviewed Peer reviewed
Direct linkDirect link
Kearl, Benjamin Kelsey – Journal of Curriculum and Pedagogy, 2014
Through an interpretive analysis of how high school American history textbooks depict the urban-riots of the late-1960s, in this article the author discusses how textbooks incorporate and abject official knowledge related to the intersections of race and poverty. Incorporation is related with Raymond Williams' theory of the selective tradition and…
Descriptors: High Schools, History Instruction, Textbook Content, Textbooks
Peer reviewed Peer reviewed
Direct linkDirect link
Stemhagen, Kurt; Reich, Gabriel A.; Muth, William – Journal of Curriculum and Pedagogy, 2014
This is a brief reply to Malewski's response to our article, "Disciplined Judgment: Toward a Reasonably Constrained Constructivism." There are several essential problems with the arguments presented in his article: (a) first, the intentions ascribed to our project in Dr. Malewski's response are inaccurate; (b) the response is supported…
Descriptors: Constructivism (Learning), Social Justice, Models, Criticism
Peer reviewed Peer reviewed
Direct linkDirect link
Hanson, Kristan M. – Journal of Curriculum and Pedagogy, 2014
In this article the author addresses one of the essential questions that face teachers today: How can we welcome the foreign into our lessons in an authentic way that makes education relevant to the ongoing social, cultural, and political dialogues through which diverse learners understand themselves and their worlds? In response to this question,…
Descriptors: Art Products, Art Education, Teaching Methods, Student Diversity
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7