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

Executive Summary

Epistemological Threads in the Fabric of Pedagogical Research


by Marylin J. Chambliss, Patricia A. Alexander & Jeremy N. Price - 2012


To view the full-text for this article you must be signed-in with the appropriate 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 Epistemological Threads in the Fabric of Pedagogical Research
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.
$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 114 Number 4, 2012, p. 1-35
https://www.tcrecord.org ID Number: 16637, Date Accessed: 10/20/2019 6:07:40 AM
 
Article Tools

Related Media


Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Marylin Chambliss
    University of Maryland
    E-mail Author
    MARILYN J. CHAMBLISS is an associate professor emerita, College of Education, University of Maryland. Her scholarship focuses on promoting content area literacy for all children. Believing that educational issues are complex, she has pursued a mixed methodology guided by the questions she is asking. Recently, she has become interested in philosophical issues related to the question, How do we know? She has published her work in three books and numerous journals, including Reading Research Quarterly, Written Communication, Discourse Processes, Educational Psychologist, Anthropology and Education Quarterly, and Contemporary Educational Psychology.
  • Patricia Alexander
    University of Maryland
    E-mail Author
    PATRICIA A. ALEXANDER is a Distinguished Scholar-Teacher and the Jean Mullan Professor of Literacy in the Department of Human Development at the University of Maryland. Her research interests include learning from in-print and online texts, expertise development, and epistemic beliefs. The director of the Disciplined Reading and Learning Research Laboratory, she is past president of Division 15 (Educational Psychology) of the American Psychological Association and the former vice president of Division C (Learning and Instruction) of the American Educational Research Association. The author or coauthor of eight books and more than 250 other publications, her writings have appeared in leading journals, including the Journal of Educational Psychology, Contemporary Educational Psychology, Review of Educational Researcher, Educational Researcher, and the American Educational Research Journal.
  • Jeremy Price
    Montclair State University
    E-mail Author
    JEREMY N. PRICE is a professor and department chair in the Department of Educational Foundations, College of Education and Human Services, Montclair State University. His research focuses on issues of equity and social justice in education, with a focus on culture and pedagogy in the contexts of teaching, teacher education, and schooling. His research has appeared in publications such as the Journal of Teacher Education, Youth and Society, and the Journal of Curriculum Studies. His current project examines the interconnections between action research and culturally responsive pedagogy.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS