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The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 3 - Subject Matterreviewed by Christopher M. Clark, Mark Girod, Ebony Roberts, Jaime Galindo, Patricia Aben, Sean Farmer & Lanetia Noble - 2003 Title: The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 3 - Subject Matter Author(s): Virginia Richardson (ed.) Publisher: American Educational Research Association, Washington ISBN: 0935302263, Pages: 1278, Year: 2001 Search for book at Amazon.com Overview by Mark Girod
The section on subject matter is the largest section in the 4th
Handbook. It includes separate sections for contexts (early
childhood education, middle grades education) and for school
subject matters. Containing 14 chapters on a wide array of topics,
it is an aggressive attempt to describe research on subject matter
learning. Topics receiving attention for the first time include
research on the teaching of second languages (Hancock), literature
(Grossman), health (Summerfield), physical education (Graber), and
the splitting of history (Wilson) from social studies (Seixas).
Chapters on research related to teaching writing (Sperling &
Freedman), reading (Barr), mathematics (Ball, Lubienski, &
Mewborn), science (White), visual arts (Colbert & Taunton),
social studies (Seixas), morality (Solomon, Watson, &
Battistich), and vocational and occupational education (Achtenhagen
& Grubb) complete the array.
An extended essay and critical examination of trends in research
by Gaea Leinhardt introduces the entire section. Leinhardt
situates the conversation on subject matter learning in historical
context by re-examining the debate over subject... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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