The Last Word in Research on Teaching - A Review of the Handbook of Research on Teaching, 4th Edition - Part 3 - Subject Matter

Clark,Christopher; Girod,Mark; Roberts,Ebony; Galindo,Jaime; Aben,Patricia; Farmer,Sean; Noble,Lanetia

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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 Matter

reviewed 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.)

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Cite This Article as: Teachers College Record Volume 105 Number 4, 2003, p. 0-0
https://www.tcrecord.org ID Number: 11071, Date Accessed: 1/25/2021 8:16:25 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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