Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 1 - Foundations


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

OVERVIEW BY CHRISTOPHER M. CLARK AND MARK GIROD The opening two chapters of the Foundations section tell two different stories about the past, present, and prospects of the field. Floden takes a conservative stance, claiming that the core of research on teaching remains as it was 35 years ago: a scientific search for general, causal links between teaching and student learning. He acknowledges some methodological developments and topic shifts but his basic message is that nothing fundamental has changed, or should change, about the purpose of research on teaching since it was first named as a field with the publication of the first Handbook, edited by N.L. Gage, in 1963. In vivid contrast, the Hamilton and McWilliam chapter celebrates all that is new in society writ large, the social sciences, and in research on teaching in particular. Their critical story line moves from the instrumental explanation of best practice offered in the first edition of the Handbook of Research on Teaching, through the contentious paradigm wars... (preview truncated at 150 words.)


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 1 - Foundations
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 0-0
http://www.tcrecord.org ID Number: 11069, Date Accessed: 10/19/2017 7:39:39 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

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.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS