In this essay, two women of Color researchers examine the intersections of race and disability and ask, "What is the power and purpose of positioning and positionality statements?" Informed by Black feminist theory, and drawing from the DisCrit tenets of intersectional oppressions, historicity, and whiteness and ability as property, the…

This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author…

In this review, we explore "economic imperialism," a concept that captures the phenomenon of a single discipline's power over so many facets of social life and policy--including education. Through a systematic search, we examine how economic imperialism has been conceptualized and applied across fields. We uncovered three key,…

This response to Perna et al. provides an alternate approach to research on massive open online courses (MOOCs). We argue that a student-centered, theory-driven conceptualization and methodological approaches allow us to move beyond descriptive statistics and into a deeper understanding of MOOC learners. Examples using a teacher development MOOC…

In the historiography on curriculum reform during the progressive era, one interpretive lens has dominated the study of 20th-century reform for more than 40 years: the idea of the "social efficiency" doctrine. In this historiographical essay, the authors briefly trace the rise of social efficiency as an idea in curriculum history, identify the…

In response to works by Robert J. Sternberg, summarizes relations between components and factors as analytical tools for research on intelligence and mental abilities. (GC)

Responds to an article that emphasized profound differences separating Dewey and Vygotsky, arguing that the intellectual agendas the two pursued grew and changed in similar ways in the course of each individual's work. Refutes stereotypic ideas about Dewey and Vygotsky (e.g., Dewey put process ahead of product in education, and Vygotsky downplayed…

Clarifies misperceptions of the author's analysis of the theory-practice dualism manifest in reconceptualist curriculum theorizing, replying to Henderson's inquiry about the author's perspective on curriculum practice by discussing the ideas of Tyler and Schwab and curriculum enactment. Proposes further deliberation on testing the new theories in…

Responds to Glassman's 2001 article that compared the theories of Dewey and Vygotsky, suggesting that in using the project approach to make Dewey's theory operational, it misstates several points, calling into question the premises for Glassman's comparison of Dewey and Vygotsky's ideas and perpetuating historical misunderstandings, misuses, and…

Responds to critiques of an article comparing Dewey and Vygotsky. The critiques argued that Dewey did not promote process over product in the classroom and that Dewey and Vygotsky are more similar than the original article suggested. Focuses on critiques regarding the process product relationship, concrete curriculum issues, student diversity, and…

Compares the postmodernists' and transformationists' versions of interpretivism, in relation to epistemology, politics, and the ontology of the self. Sides with the transformationists and concludes that the differences between the two are overdrawn. (MMU)

In response to the critique of Gredler and Shields (2004) of Glassman's article "Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice" (2001) we suggest that interpretation of theory is dynamic and based very much on the use of that theory as an instrument. Gredler and Shields argue that Glassman misinterprets Vygotsky…

Outlines the positions of Comtean-type positivism, logical positivism, behaviorism, and empiricism. Holds that despite assertions to the contrary, educational theory, research, and practice still reflect aspects of positivist traditions. (GC)

Criticizes the previous article on positivism in educational thought by Denis Phillips. Takes issue with Phillips' assumption that, at the base of theoretical disputes and inquiry, there exists a final and absolute truth. (GC)

Replies to J. P. Smith III's (1997) and R. Prawat's (1997) criticism of problematizing mathematics. The basic notion of problematizing is clarified and differences in interpretation between the authors are identified. Hiebert et al. assert that, although the principle of problematizing mathematics has unresolved difficulties, it should still be…