What Counts as Knowledge in Educational Settings

Judith L. Green is Professor Emerita at the University of California, Santa Barbara. She holds a PhD from University of California, Berkeley. Dr. Green served as editor of the Handbook of Complementary Methods in Education Research (Green, Camilli, & Elmore, 2006) and of the Review of Research in Education (2006, 2008, and 2010). Her research examines how, through discourse, teachers and their students in linguistically and culturally diverse classrooms, socially construct disciplinary knowledge from preschool through higher education. She also writes on issues of epistemology related to collecting, archiving, searching, and analyzing video records within ethnographic archives. She is a fellow of the American Anthropology Association and the American Educational Research Association. She has been awarded the Lifetime Achievement Award from Division G (Social Context of Education) of the American Educational Research Association and the John J. Gumperz Lifetime Achievement Award from the Language and Social Processes Special Interest Group (AERA).

• Introduction: What Counts as Disciplinary Knowledge in Educational Settings - Gregory J. Kelly, Allan Luke, and Judith GreenFrom Constructivism to Realism in the Sociology of the Curriculum - Michael YoungThe Arts and Education: Knowledge Generation, Pedagogy, and the Discourse of Learning - Vivian L. GadsdenEnglish Education Research and Classroom Practice: New Directions for New Times - Melanie Sperling and Anne DipardoNarratives of Nation State, Historical Knowledge, and School History Education - Bruce VanSledrightLanguage Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning - Diane Larsen-Freeman and Donald FreemanCulture and Mathematics in School: Boundaries Between "Cultural" and "Domain" Knowledge in the Mathematics Classroom and Beyond - Na′ilah Suad Nasir, Victoria Hand, and Edd V. TaylorMultimodality and Literacy in School Classrooms - Carrie JewittScience Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals - Richard DuschlAssessing English-Language Learners′ Achievement - Richard P. DuránReframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners - Helen Timperly and Adrienne Alton-Lee