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Journal ArticleDOI

What Is 'Really' Taught As The Content of School Subjects?: Teaching School Subjects As An Alchemy

01 Jan 2018-The High School Journal (The University of North Carolina Press)-Vol. 101, Iss: 2, pp 77-89
TL;DR: The identification of best practices and teaching knowledge to enact the curriculum exemplifies the belief that a teacher cannot teach a school subject unless she has adequate knowledge of the disciplinary field of that teaching as mentioned in this paper.
Abstract: There is general belief in current reforms that a teacher cannot teach a school subject unless she has adequate knowledge of the disciplinary field of that teaching. Coinciding with this belief is the emphasis in teacher education reforms and research on pedagogical knowledge teachers need for children to learn the content knowledge. The identification of “the best practices” and “the core” teaching knowledge to enact the curriculum exemplifies this belief. “Benchmarks” or standards are indicators of whether the teacher has mastered the core or best practices. The professional, highly skilled teacher is one who exhibits the benchmarks and classified as “effective” and “authentic” in classroom teaching.
Citations
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Journal ArticleDOI
TL;DR: Clark is bringing together a body of historical and current writing about AIDS and epidemic disease, much of which is familiar, but his focus in the present is almost entirely on the United States and the impact of AIDS in that particular culture.
Abstract: effective prevention campaigns. This is the \"lesson of history\" used to argue for a liberal policy approach. The book is not a work of original scholarship. Clark is bringing together a body of historical and current writing about AIDS and epidemic disease, much of which is familiar. Despite his historical analysis of widely different cultures, his focus in the present is almost entirely on the United States and the impact of AIDS in that particular culture. Even within the U.S., he takes no account of more recent disease formulations, such as the \"chronic disease\" model, which has been widely discussed. AIDS, whether rightly or wrongly, is no longer seen within the epidemic model; it would have been helpful to have some consideration of those more recent changes. Outside the U.S., too, AIDS has been a much less powerful force for the reform of health care systems. In the U.K., for example, AIDS funding has been the victim of recent health service changes rather than a driving force for change. The book is therefore of limited relevance to a non-American audience, although it is well produced and illustrated by thirteen full colour plates, ranging from a 1350 representation of Saint Sebastian to the AIDS quilt in the 1990s.

457 citations

01 Jan 2016
TL;DR: In this article, a book called atlantic crossings social politics in a progressive age was downloaded from the library and people were faced with some infectious bugs inside their desktop computer instead of reading a good book with a cup of tea in the afternoon.
Abstract: Thank you for downloading atlantic crossings social politics in a progressive age. Maybe you have knowledge that, people have look numerous times for their favorite novels like this atlantic crossings social politics in a progressive age, but end up in harmful downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they are facing with some infectious bugs inside their desktop computer.

174 citations

Posted Content
TL;DR: In the United States at the height of the Cold War, roughly between the end of World War II and the early 1980s, a new project of redefining rationality commanded the attention of sharp minds, powerful politicians, wealthy foundations, and top military brass as discussed by the authors.
Abstract: In the United States at the height of the Cold War, roughly between the end of World War II and the early 1980s, a new project of redefining rationality commanded the attention of sharp minds, powerful politicians, wealthy foundations, and top military brass. Its home was the human sciences—psychology, sociology, political science, and economics, among others—and its participants enlisted in an intellectual campaign to figure out what rationality should mean and how it could be deployed. How Reason Almost Lost Its Mind brings to life the people—Herbert Simon, Oskar Morgenstern, Herman Kahn, Anatol Rapoport, Thomas Schelling, and many others—and places, including the RAND Corporation, the Center for Advanced Study in the Behavioral Sciences, the Cowles Commission for Research and Economics, and the Council on Foreign Relations, that played a key role in putting forth a “Cold War rationality.” Decision makers harnessed this picture of rationality—optimizing, formal, algorithmic, and mechanical—in their quest to understand phenomena as diverse as economic transactions, biological evolution, political elections, international relations, and military strategy. The authors chronicle and illuminate what it meant to be rational in the age of nuclear brinkmanship.

91 citations

01 May 1976
TL;DR: In this article, the authors examine some roles play ed by different stakeholders and partners in their efforts to use quality education for sustainable development (ESD) as was initiated by the United Nations Organization.
Abstract: This paper examines some roles play ed by different stakeholders and partners in their efforts to use quality Education for Sustainable Development (ESD) as was initiated by the United Nations Organization. Education for Sustainable Development is a vision that seeks to utilize education to empower people to assume responsibility for creating a sustainable future. A central issue to ESD is the concept of culture. an essential underlying theme. It has been acknowledged by experts that there is no single route to sustainable development. Yet. it is obviously acknowledged that education and perhaps research are the most tools for accomplishing sustainable development. Invariably. there are quite a number of different stakeholders in the enterprise of Sustainable Development. Each of the stakeholders has a different vision of Sustainable Development and how it can contribute to its sustenance. While some are interested in environmental preservation and protection. some have economic development interests while others may be more interested in social development. The challenge ofthis paper therefore is to articulate the various roles and responsibilities being played by these stakeholders with a view to creating synergies and partnerships among them III ensuring an enduring ESD.

25 citations

References
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01 Jan 1988

2,585 citations


"What Is 'Really' Taught As The Cont..." refers background in this paper

  • ...The focus of pedagogy is, as Foucault (1988) suggests in his arguments about the changing operation of power, (re)visions of the early Church’s interest in rescuing the soul....

    [...]

Journal ArticleDOI
TL;DR: In this paper, the authors argue that much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs.
Abstract: Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs. Three critical components of such programs include tight coherence and integration among courses and between course work and clinical work in schools, extensive and intensely supervised clinical work integrated with course work using pedagogies linking theory and practice, and closer, proactive relationships with schools that serve diverse learners effectively and develop and model good teaching. Also, schools of education should resist pressures to water down preparation, which ultimately undermine the preparation of entering teachers, the reputation of schools of education, and the strength of the profession.

2,136 citations


"What Is 'Really' Taught As The Cont..." refers background in this paper

  • ...(Darling-Hammond, 2006, p. 310) Historically, schools were places to make children into kinds of adults they would not be if they had not attended schools....

    [...]

MonographDOI
TL;DR: In this paper, the authors discuss the historical roots of the psychological laboratory, the social structure of psychological experimentation, the triumph of the aggregate, and the role of the subject in psychological research.
Abstract: Preface 1. Introduction 2. Historical roots of the psychological laboratory 3. Divergence of investigative practice: the repudiation of Wundt 4. The social structure of psychological experimentation 5. The triumph of the aggregate 6. Identifying the subject in psychological research 7. Marketable methods 8. Investigative practice as a professional project 9. From quantification to methodolatry 10. Investigating persons 11. The social construction of psychological knowledge Appendix Notes Index.

1,328 citations

Book
15 Nov 1998
TL;DR: In the early 1900s, the Atlantic World Landscapes Progressive Politics Twilight of Laissez-Faire Natural Acts and Social Desires Professing Economics The Self-Owned City The Collectivism of Urban Life Cities on a Hill Civic Ambitions Private Property, Public Designs "City Planning in Justice to the Working Population" The Wage Earners' Risks Workingmen's Insurance Fields of Interest War Collectivism Europe, 1914 Society "More or Less Molten" Rural Reconstruction Cooperative Farming Island Communities The Machine Age The American Invasion of Europe The Politics of Modernism New Deal The
Abstract: Prologue Paris, 1900 World of Iron Explaining Social Politics The Atlantic World Landscapes Progressive Politics Twilight of Laissez-Faire Natural Acts and Social Desires Professing Economics The Self-Owned City The Collectivism of Urban Life Cities on a Hill Civic Ambitions Private Property, Public Designs "City Planning in Justice to the Working Population" The Wage Earners' Risks Workingmen's Insurance Fields of Interest War Collectivism Europe, 1914 Society "More or Less Molten" Rural Reconstruction Cooperative Farming Island Communities The Machine Age The American Invasion of Europe The Politics of Modernism New Deal The Intellectual Economy of Catastrophe Solidarity Imagined London, 1942 The Plan to Abolish Want The Phoenix of Exceptionalism Notes Acknowledgments Index

655 citations

BookDOI
19 Feb 2008
TL;DR: The Tercera edicion as discussed by the authors adopta un nuevo enfoque for lograr el same proposito, a panorama de la formación del profesorado and proporcionar revisiones integrales de las ultimas investigaciones.
Abstract: Este manual se inicio para fermentar el cambio en la educacion sobre la base de pruebas solidas. La publicacion de la primera edicion fue un acontecimiento destacado en 1990. Si bien la preparacion de los educadores era entonces, y sigue siendo, un tema de discusion sustancial, no existia una codificacion de lo mejor que se conocia en ese momento sobre la formacion de maestros. .Reflejando las necesidades de los educadores de hoy, la Tercera Edicion adopta un nuevo enfoque para lograr el mismo proposito. Mas alla de simplemente conceptualizar el amplio panorama de la formacion del profesorado y proporcionar revisiones integrales de las ultimas investigaciones para los principales dominios de la practica, esta edicion: Estimula una amplia conversacion sobre temas fundamentales - Aporta multiples perspectivas para asumir - Proporciona nueva especificidad a temas que no han sido diferenciados en el pasado - Incluye diversas voces en la conversacion.

605 citations