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 teaching–the '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.
Table of Contents:
The President's Message: Rediscovering the Child and the Curriculum; Robert Boostrom.
The Editor's Notes: Questions, Questions, Always Questions; Barbara Slater Stern.
Festschrift In Honor of O.L. Davis, Jr.
Chapter 1. O.L. Davis, Jr., A Tribute; Francis P. Hunkins.
Chapter 2. The Chaotic Sixties: Education on the Move and the Influence of O.L. Davis Jr.; Marcella Kysilka.
Chapter 3. Remembering a Teacher, a Mentor, and a Friend; Lynn Burlbaw.
Chapter 4. Remembering Together: Reflections on the Value of Collective Historical Memory; Ron W. Wilhelm, Gloria Contreras, and Marion Rice.
Chapter 5. Selected Pictures as a Tribute; Karon LeCompte.
Chapter 6. A Lifelong Student of O.L.: Learning to be a Curriculum Researcher and a Mentor; Sherry L. Field.
Chapter 7. A Distinguished Mentor: O.L. Davis, Jr.'s Impact on Curriculum Research in the 1990s; Chara Haeussler Bohan.
Chapter 8. O.L. Davis, Jr. and the History of Teacher Education; Mindy Spearman.
Chapter 9. A Leader for a New Millennium; Deborah L. Morowski.
Chapter 10. Fifty Years After World War II. Toward the Reemphasis of Democracy in American Schools; O.L. Davis Jr.
Volume 11 Part I.
Chapter 11. Structures, Curriculum, and Teacher Education; Renée T. Clift.
Chapter 12. Aesthetic Themes of Education; Christy M. Moroye and P. Bruce Uhrmacher.
Chapter 13. A Conversation about Content Versus Pedagogy: What is Highly Qualified? and What is Best for Students in the Age of No Child Left Behind? Andrew T. Kemp, Bob Blake, Carla Cooper Shaw, and Jon Preston.
Chapter 14. Rethinking Residency: Thoughts for Enriching Doctoral Programs in Education; Jacob W. Neumann.
Chapter 15. Intertextuality in the Reading and Implementation of K-12 Academic Standard; Paul T. Parkison.
Chapter 16. Walking and Talking in Student Communities: Teachers Explore Their Internal Landscapes; Mary Beth Cancienne.
Chapter 17. Examining Teachers' Knowledge on a Landscape of Theory, Practice, and Policy; Elaine Chan and Vicki Ross.
Part II.
Chapter 18. Teachers of English Language Learners: Tracking Personal Practical Knowledge, Reflection and Narrative Authority; Angela Lopez Pedrana.
Chapter 19. Multicultural Literature in Performance: Evoking Shades of Deeper Meaning; Linda A. Sanders.
Chapter 20. God Bless You, Mr. Vonnegut: Learning Civics From Kurt Vonnegut, Jr.; Paul J. Ramsey.
Chapter 21. Preservice Elementary Teachers' Confidence of Teaching About Money: Generating Interest From Mathematics; Thomas A. Lucey and Sheryl A. Maxwell.
Chapter 22. Strengthening Civic Life: Two Cases of Educating for the Common Good; Ron W. Wilhelm, Gloria Contreras, and Marion Rice.
Chapter 23. Ties That Bind: The Interplay Between Character Education, the Social Studies, and Citizenship Development; Chrystal S. Johnson.
Chapter 24. What Schools do to/for Kids Who Have Been Bullied: A Qualitative Study; Laurie J. Bennett.
Chapter 25. Beyond Suffrage: Reconsidering Citizenship Education and Gender in the Social Studies Curriculum; Cynthia M. Schafer and Chara Haeussler Bohan.
