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Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teachingthe 'what to teach' aspect). Since that AATC has produced scholarship in teaching and curriculum and serve the general public through its conferences, journals, and the interaction of its members.
The purpose of the organization as originally defined in Article 1, Section 2 of the AATC Constitution: 'To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged.' Curriculum and Teaching Dialogue seeks to fulfill that mission.
Part I. What Should We Be Teaching?
Chapter 1. The Failings of NCLB.
Chapter 2. The Rationale for Critical Pedagogy in Facilitating Cultural Identity Development.
Chapter 3. Liberal Education and Transcending the Silkworm.
Chapter 4. Teacher Education Curriculum.
Chapter 5. Caring for a Troubled Child.
Chapter 6. Teaching Reading Strategies to Adult Learners.
Chapter 7. Educators’ Acceptance of and Resistance to Handheld Technologies.
Part II. Improving K-12 Learning Experiences
Chapter 8. Didn't You See What I Meant?
Chapter 9. The Nature of Student and Teacher Discourse in an Elementary Classroom.
Chapter 10. Common Ground.
Chapter 11. The Connection Between Media Viewing and Literacy Skills.
Chapter 12. The Role of Islam and Muslims in American Education.
Chapter 13. Fishbowl Reflections.
Chapter 14. Urban Children’s Experiences and Teacher Pedagogical Practices.
About the Authors.