Prelims

Crossroads of the Classroom

ISBN: 978-1-78635-797-7, eISBN: 978-1-78635-796-0

ISSN: 1479-3687

Publication date: 25 April 2017

Citation

(2017), "Prelims", Crossroads of the Classroom (Advances in Research on Teaching, Vol. 28), Emerald Publishing Limited, Bingley, pp. i-xi. https://doi.org/10.1108/S1479-368720160000028001

Publisher

:

Emerald Publishing Limited

Copyright © 2017 Emerald Publishing Limited


Half Title Page

CROSSROADS OF THE CLASSROOM: NARRATIVE INTERSECTIONS OF TEACHER KNOWLEDGE AND SUBJECT MATTER

Series Page

ADVANCES IN RESEARCH ON TEACHING

Series Editor: Volumes 1–11: Jere BrophyVolumes 12–28: Stefinee Pinnegar

Recent Volumes:

Volume 18 Emotion and School: Understanding How the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
Volume 19 From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community
Volume 20 Innovations in Science Teacher Education in the Asia Pacific
Volume 21 Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals
Volume 22A International Teacher Education: Promising Pedagogies (Part A)
Volume 22B International Teacher Education: Promising Pedagogies (Part B)
Volume 22C International Teacher Education: Promising Pedagogies (Part C)
Volume 23 Narrative Conceptions of Knowledge: Towards Understanding Teacher Attrition
Volume 24 Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Volume 25 Exploring Pedagogies for Diverse Learners Online
Volume 26 Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Volume 27 Innovations in English Language Arts Teacher Education

Title Page

ADVANCES IN RESEARCH ON TEACHING VOLUME 28

CROSSROADS OF THE CLASSROOM: NARRATIVE INTERSECTIONS OF TEACHER KNOWLEDGE AND SUBJECT MATTER

EDITED BY

VICKI ROSS

Northern Arizona University, Flagstaff, AZ, USA

ELAINE CHAN

University of Nebraska-Lincoln, Lincoln, NE, USA

DIXIE K. KEYES

Arkansas State University, Jonesboro, AR, USA

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2017

Copyright © 2017 Emerald Publishing Limited

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-78635-797-7 (Print)

ISBN: 978-1-78635-796-0 (Online)

ISBN: 978-1-78714-637-2 (Epub)

ISSN: 1479-3687 (Series)

List of Contributors

Bobby Abrol College of Education, University of Houston, Houston, TX, USA
Chestin Auzenne-Curl College of Education, University of Houston, Baytown, TX, USA
Dottie Bossman Unaffiliated
Trudy Cardinal Department of Elementary Education, University of Alberta, Edmonton, AB, Canada
Kathy Carter College of Education, University of Arizona, AZ, USA
Elaine Chan College of Education and Human Sciences, University of Nebraska-Lincoln, Lincoln, NE, USA
Colleen Fadale Curriculum and Instruction Program, Northern Arizona University, Flagstaff, AZ
Sulya Fenichel Faculty of Education, Department of Elementary Education, University of Alberta, Edmonton, AB, Canada
Elissa Fenton Avondale School District, Avondale, AZ, USA
Laura Franklin Department of Educational Foundations and Leadership, College of Education & Counseling, Wayne State College, Wayne, NE, USA
Shannon Guerrero Department of Mathematics and Statistics, Northern Arizona University, Flagstaff, AZ, USA
Dixie K. Keyes School of Teacher Education and Leadership, Arkansas State University, Jonesboro, AR, USA
Jing Li College of Education and Human Development, Texas A&M University, College Station, TX, USA
Kayla Davenport Logan College of Education, University of Houston, Houston, TX, USA
Michelle Novelli Department of Teaching and Learning, College of Education, Northern Arizona University, Flagstaff, AZ, USA
Joey Persinger Curriculum and Instruction Doctoral Program, Northern Arizona University, Flagstaff, AZ, USA
Pamela Powell Department of Teaching and Learning, Northern Arizona University, Flagstaff, AZ, USA
Vicki Ross Department of Teaching and Learning, College of Education, Northern Arizona University, Flagstaff, AZ, USA
Kathleen Jablon Stoehr Department of Education, Santa Clara University, Santa Clara, CA, USA
Amanda Sugimoto Curriculum and Instruction Department, Portland State University, Portland, OR, USA
Gang Zhu College of Education and Human Development, Texas A&M University, College Station, TX, USA

Acknowledgments

This project has been an illuminating adventure. We thank Stefinee Pinnegar for her confidence in allowing us the freedom to follow our vision. This project has not only grown our skills as writers and editors, it also provided us an opportunity to showcase the insights of a cadre of talented scholars, many of whom are at the beginning of their academic careers. Stefinee’s support, guidance, and faith in us has deeply inspired us.

We thank the Emerald Publishing Group, for their support and patience as we continue to learn about the vagaries of book editing.

Our scholar friends Cheryl Craig, Mary Lynn Hamilton, and Mary Rice provided strong and helpful feedback through our work with this group of authors. The manuscript is stronger from their guidance and contributions.

We also acknowledge and thank Michael Connelly and Cheryl Craig, both of whom have demonstrated through word and deed the importance and process of developing scholarship in the field.

And last, but not least, we thank our families for their ongoing support without which this work could not have been possible.

Prelims
Teachers’ Stories of Navigating the Intersection of Subject Matter and Teacher Knowledge
Section I: Entering the Crossroads through Stories at the Elementary Level
Variegated Stories of Professional Development: Striking A/N IM/Balance between Science and Mathematics Content Knowledge and Teacher Knowledge
Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics
A Glimpse into the Future: Practice Teaching in Fifth-grade Math
Choosing the Best Alternative: The Branching Pathways of Consequences in Social Studies Curriculum Choice-Making
Section II: Entering the Crossroads through Stories from the Secondary Level
Sing it Over: Meditations on “Best-Loved Self” and Sustaining in Secondary English Language Arts
Teaching that “Promotes Diversity”: The Potential of Disruptive Narratives
Stories of an English Language Arts Teacher in a High Need Secondary School: A Narrative Inquiry into Her Best-Loved Self
Health, Physical Education Content, and Teacher Knowledge/Identity
Section III: Entering the Crossroads through Stories from Teacher Preparation
A Narrative Inquiry of Other in Special Education: Tensions of Subject Matter Knowledge in Relation to Teacher Knowledge
Interweaving Narratives of Personal and Professional Selves of a Beginning Teacher in India
“Traditional Teaching Method Still Holds Water”: Narrative Inquiry of Student Teachers’ Professional Identities at the Intersection of Teacher Knowledge and Subject Matter Knowledge
Indigenous Education, Relational Pedagogy, and Autobiographical Narrative Inquiry: A Reflective Journey of Teaching Teachers
Narrative Resonance among Stories: Crossroads of the Classroom, Curriculum-Makers, and Complexities of Deliberation
About the Authors
Index