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Volume 110, Number 10 (2008)

by Simone Schweber
To address the long-standing philosophical debate over whether young children should be exposed to atrocity as a formal part of the school curriculum, this article presents a qualitative case study that empirically examines the question, “How old is old enough to learn about the Holocaust?”
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by Bryan A. Brown
This project examines the intersection of in-class assessments, student identity, and the construction of teachable moments. Through examining a science department’s attempt to use daily practice with assessments as a teaching tool, this study explored students’ use of discourse in relation to the teacher’s use of this approach to teaching.
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by Catherine Cornbleth
This article illustrates how events, issues, movements, and social conditions external to schooling appear to enter in and influence classroom curriculum practice.
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by Joseph Murphy, Hunter N. Moorman & Martha McCarthy
This article establishes a set of design principles and implementation strategies for rebuilding educational leadership preparation programs. The rebuilding framework is grounded in analyses of 54 university-based preparation programs, and scholarship and reform work on school leadership preparation over the last quarter century.
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by S.B. Schneider & Jim Garrison
Our article examines some of the philosophical underpinnings of knowledge-producing schools (KPS). We strongly agree with the practice-oriented theory of knowledge (epistemology) associated with KPS research but are surprised by the lack of attention to embodiment and the emotions that this epistemology would seem to require. Our article is devoted to addressing this omission, emphasizing the role of embodiment and emotion in making meaning and making knowing, which we frequently find in other approaches to literacy studies as well.
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by Michael G. Gunzenhauser
This article argues that high-stakes accountability policy has produced a crisis of the educated self, which has limited the possibilities for educators and students. The author turns to Michel Foucault’s theories of resistance and ethics to craft an alternative vision for responsible educational practice. He argues that ultimately the current policy context in public education calls for a new professional ethics, one characterized by an enriched and expansive notion of the continually constituting self, evident both in the practice of educators and the learning experiences of students.
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by Thomas Fallace
Drawing on local and statistical data and considering some previously overlooked influences such as teacher qualifications, textbook availability, and the effects of the First World War, the author challenges the conventional view that the social studies replaced history in American public schools during the 1920s and 1930s.
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by Stephen Fletcher, Michael Strong & Anthony Villar
Using student-level data from the state assessment program, researchers compared three different new teacher support programs and their effects on student achievement. Based on the analysis, researchers argue for supporting new teachers for 2 years using a mentor-novice caseload of 1:15.
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by Lois Weis & Greg Dimitriadis
The authors argue here that we can no longer valorize youth practices as disconnected from their broader economic contexts because the linkage between “success” in school (defined in particular ways such as test scores, attainment, and so forth) and economic and social possibility is becoming tighter than ever. Multi-sited ethnographic approaches offer one key set of ways to bridge concerns around the attenuation of economic opportunities for youth and current work on the vibrancy of youths’ cultural lives.
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