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The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - An Overview


reviewed by Christopher M. Clark, Mark Girod, Ebony Roberts, Jaime Galindo, Patricia Aben, Sean Farmer & Lanetia Noble 2003

coverTitle: The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - An Overview
Author(s): Virginia Richardson (ed.)
Publisher: American Educational Research Association, Washington
ISBN: 0935302263, Pages: 1278, Year: 2001
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The Handbook of Research on Teaching, like the United States Census, is a heroic effort to document the state of the field of inquiry, in all its variety, once a decade or so. The first, second, and third editions of the Handbook stand tall in the wake of research on teaching, providing history, intellectual points of reference, state of the art reviews of the literature, methodological wisdom, and generative questions for future research. Metaphorically, the Handbooks are the fixed stars by which researchers on teaching navigate as they push into uncharted waters and make new syntheses and interpretations of perennial problems of practice. Now we have a fourth edition, edited by Virginia Richardson and published by the American Educational Research Association. The new edition is larger than any of its predecessors, with fifty-one chapters by eighty-six authors. At 1278 pages, it is an imposing reference work, summing up progress in research on teaching since the 1986 publication of the third edition. The profession owes a debt... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 656-666
http://www.tcrecord.org ID Number: 11036, Date Accessed: 12/13/2017 12:39:55 AM

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About the Author
  • Christopher Clark
    University of Delaware
    E-mail Author
    CHRISTOPHER M. CLARK is Director of the School of Education at the University of Delaware. His research interests include teacher cognition, teacher education, and conversation as a medium for teacher learning, development, and inquiry.
  • Mark Girod
    Western Oregon University
    MARK GIROD is an assistant professor of teacher education at Western Oregon University, in Monmouth, Oregon. His interests are in science teaching and learning including aesthetics, identity development, and technology.
  • Ebony Roberts
    Black Star Educational Management, Detroit
    EBONY ROBERTS holds a Ph.D. in educational psychology from Michigan State University and works with Black Star Educational Management in Detroit, Michigan. Her work focuses on teacher and institutional development in African-centered schools.
  • Jaime Galindo
    Michigan State University
    E-mail Author
    JAIME GALINDO is a former secondary education teacher and graduate student of educational psychology currently working as an institutional researcher with the Office of Planning and Budgets at Michigan State University.
  • Patricia Aben
    Michigan State University
    PATRICIA ABEN currently teaches science at the secondary and college level. While vice president of a chemical company, she continues to pursue graduate studies in education.
  • Sean Farmer
    Michigan State University
    SEAN FARMER received his Master's Degree in Educational Technology and Instructional Design from Michigan State University. His research interests include technological support of creative writing, educational hypermedia, and cognitive flexibility.
  • Lanetia Noble
    Widener University
    E-mail Author
    LANETIA "SAM" NOBLE is a reading and study skills specialist in post secondary education. She directs the Reading and Academic Skills Center at Widener University.
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