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

Executive Summary

The New Common Sense of Education: Advocacy Research Versus Academic Authority

by Paul Shaker & Elizabeth Heilman - 2004

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

   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 New Common Sense of Education: Advocacy Research Versus Academic Authority
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
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.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 106 Number 7, 2004, p. 1444-1470
https://www.tcrecord.org ID Number: 11579, Date Accessed: 9/26/2021 3:21:50 AM
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Paul Shaker
    California State University Fresno
    E-mail Author
    PAUL SHAKER is Professor and Dean of the Faculty of Education, Simon Fraser University. His research interests include the politics of education, curriculum theory, and teacher education renewal. Recent publications include “Left Back: Punditry or History?” in the Journal of Curriculum Studies, “Three Literacies for Life,” in Educational Leadership, and “Teacher Testing: A Symptom,” in Teaching Education. Shaker is an editor of Teachers and Mentors (Garland), winner of AACTE’s Distinguished Writing Award.
  • Elizabeth Heilman
    Michigan State University
    E-mail Author
    ELIZABETH HEILMAN is an assistant professor in the Department of Teacher Education at Michigan State University. Her research explores the ways in which policy, belief systems, school contexts, and power structures influence the understanding and teaching of curriculum, particularly as it relates to political and social imagination. Her work has appeared in journals such as Educational Theory, Theory and Research in Social Education, Teaching Education, Youth and Society, and The High School Journal. She is the editor of Harry Potter’s World: Multidisciplinary Critical Perspectives (Routledge).
Member Center
In Print
This Month's Issue