Introduction what counts as knowledge in educational settings: Disciplinary knowledge, assessment, and curriculum

Review of Research in Education

Volumn 32, Issue , 2008, Pages

  Kelly, Gregory J ^a   Luke, Allan ^b   Green, Judith ^c  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

^c UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38949142309     PISSN: 0091732X     EISSN: None     Source Type: Journal    
DOI: 10.3102/0091732X07311063     Document Type: Review

References (7)

1. Apple, M. W. (1993). Official knowledge: Democratic education in a conservative age. London: Routledge.
2. Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36, 258-267.
3. Bauman, Z., & Vecchi, B. (2004). Identity: Conversations with Benedetto Vecchi. Cambridge, UK: Polity.
4. Bourdieu, P. (1990). The logic of practice (R. Nice, Trans.). Cambridge, UK: Polity.
5. Deng, Z., & Luke, A. (2007). Subject matter: Defining and theorizing school subjects. In M. Connolly, M. F. He, & J. Phillion (Eds.), Sage handbook of curriculum and instruction. Thousand Oaks, CA: Sage.
6. Kelly, G. J. (2006). Epistemology and educational research. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 33-55). Mahwah, NJ: Lawrence Erlbaum.
7. Nasir, N. S., Hand, V., & Taylor, E. V. (2008). Culture and mathematics in school: Boundaries between "cultural" and "domain" knowledge in the mathematics classroom and beyond. Review of Research in Education, 32, pp. 187-40.