Provides multiple interpretations of how changing views of knowledge across educational contexts that shape curricular decisions, learning opportunities, and theories of teaching. It includes chapters that situate various interpretations of knowledge in historical, political, and policy contexts and examine the relevance of these interpretations.

Introduction: What Counts as Disciplinary Knowledge in Educational Settings - Gregory J. Kelly, Allan Luke, and Judith Green From Constructivism to Realism in the Sociology of the Curriculum - Michael Young The Arts and Education: Knowledge Generation, Pedagogy, and the Discourse of Learning - Vivian L. Gadsden English Education Research and Classroom Practice: New Directions for New Times - Melanie Sperling and Anne Dipardo Narratives of Nation State, Historical Knowledge, and School History Education - Bruce VanSledright Language Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning - Diane Larsen-Freeman and Donald Freeman Culture 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. Taylor Multimodality and Literacy in School Classrooms - Carrie Jewitt Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals - Richard Duschl Assessing English-Language Learners′ Achievement - Richard P. Durán Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners - Helen Timperly and Adrienne Alton-Lee