CURRICULUM INQU IRY VOLUME 32 NUMBER 4 WINTER 2002
VOLUME 32 NUMBER 4 WINTER 2002 CONTRIBUTING AUTHORS Johan Lyall Aitken Freema Elbaz-Luwisch Carola Conle, Xin Li, and Jennifer Tan Monica Miller Marsh Henry M. Levin Andrew B. T. Gilbert Elizabeth Aaronsohn A Journal from the Ontario Institute for Studies in Education of the University of Toronto
Curriculum Inquiry Editor F. Michael Connelly Editorial Assistant Frances M. Tolnai Associate Editors Johan Aitken Carola Conle C. T. Patrick Diamond Joe Farrell Elizabeth Vallance Series Editors Johan Aitken, Girls and Women in Education Jean Clandinin and Miriam Ben-Peretz, Personal Practical Knowledge C. T. Patrick Diamond and Christine van Halen-Faber, Arts-Based Educational Research Book Review Editors Darryl Bautista Ariella Damelin Gail Matthews Matilda Wong Contributing Editors Patrick Allen Miriam Ben-Peretz Jean Clandinin Robin Enns Michael Fullan Ming Fang He James Heap Angela Hildyard Ken Leithwood JoAnn Phillion Consulting Editors Carl Bereiter, The Ontario Institute for Studies in Education Christopher Clark, University of Delaware Elliot Eisner, Stanford University Barry Franklin, Utah State University Gabriele Lakomski, University of Melbourne Malcolm Skilbeck, Professor Emeritus, Australia Max van Manen, University of Alberta
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Information for Contributors EDITORIAL REVIEW PROCEDURES: All papers submitted to Curriculum Inquiry are subjected to a preliminary internal review, and those deemed appropriate for publication in the journal are sent anonymously to readers. The editors rely heavily on the judgments of those readers but are not bound by them. Curriculum Inquiry conducts a blind review process. To assure anonymity, only the title should appear on the manuscript and all references to the author(s) in the manuscript should be removed. Attach a cover page with title, name, and affiliation. Intending contributors should note that the editors favor clean, cogent prose. Manuscripts are accepted for publication subject to nonsubstantive editing with the understanding that CI has the right of first publication. PREPARATION OF COPY: Five single-sided copies of the manuscript along with the original and a disk must be submitted. An Abstract of 200 to 250 words is required. This Abstract should be written on a separate page, and leave the reader with a vivid sense of the issues, findings, and conclusions of the article. Typing: Type all copy including quotations and indented matter, footnotes, and references double-spaced on standard white 21.8 28.2 cm (8 1 2 _ 11 inch) paper, allowing two-inch margins at top and bottom of page, and using a minimum 12-point type size. Tables: Type each table on a separate page. Refer to each table in numerical order in the text. Prepare tables without vertical lines. REFERENCING AND BIBLIOGRAPHIC STANDARDS FOR AUTHORS: Authors preparing manuscripts for Curriculum Inquiry must follow the standards of referencing and bibliographic style specified in The Chicago Manual of Style, 14th edition. The traditional referencing system in the humanities uses numbered notes, while the author-date system is the common standard in the natural sciences. Both of these referencing systems are recognized in the Manual. The author-date system is now widely used in the social sciences, but depending on the text, it may not be appropriate there (University of Chicago Press, 1993, Sec. 15.2). Without indicating a preference between them, the Manual also identifies two bibliographic styles and names them the documentary-note or humanities style and the author-date system. 1 Within the standards of the Manual, authors may choose the system of referencing and the bibliographic style that is most appropriate to their work. While there is no necessary connection between a referencing system and its bibliographic forms, common practice in scholarly texts associates numbered notes with bibliographies (humanities style) and text citations with reference lists (author-date style). Authors using notes should follow the method of shortened references for repeated citations, and thereby avoid ibid. and op. cit. 2 The details of form vary somewhat for both styles, but the essential differences between them may be illustrated in a set of bibliographic references presented first in the humanities style and then in the author-date system. Anyon, Jean. Social Class and School Knowledge Revisited: A Reply to Ramsay. Curriculum Inquiry 15 (Summer 1985): 206 14. Atkinson, Paul, and Sara Delamont. Mock-ups and Cock-ups: The Management of Guided Discovery Instruction. In The Process of Schooling, edited by Martyn Hammersley and Peter Woods, 133 42. London: Routledge & Kegan Paul, 1976. Frye, Northrop. The Bush Garden. Toronto: Anansi, 1971. The Chicago Manual of Style. 14th ed. Chicago: University of Chicago Press, 1993. ****** Anyon, J. 1985. Social class and school knowledge revisited: A reply to Ramsay. Curriculum Inquiry 15(2): 206 14. Atkinson, P., and S. Delamont. 1976. Mock-ups and cock-ups: The management of guided discovery instruction. In The process of schooling, ed. M. Hammersley and P. Woods, 133 42. London: Routledge & Kegan Paul. Frye, N. 1971. The bush garden. Toronto: Anansi. University of Chicago Press. 1993. The Chicago Manual of Style. 14th ed. Chicago: Univ. of Chicago Press. 1 The Chicago Manual of Style, 14th ed., Sec. 15.69. 2 Chicago Manual of Style, Sec. 15.249 25.
VOLUME 32 NUMBER 4 WINTER 2002 CONTENTS Editorial Dangerous Liaisons, Johan Lyall Aitken... 393 Articles Writing as Inquiry: Storying the Teaching Self in Writing Workshops, Freema Elbaz-Luwisch.... 403 Connecting Vicarious Experience to Practice, Carola Conle, Xin Li, & Jennifer Tan... 429 Examining the Discourses That Shape Our Teacher Identities, Monica Miller Marsh... 453 Book Reviews / Dialogue The Gordian Knot of Educational Reform. An Essay Review of Books by Mark Holmes, Ernest R. House, & Joel Westheimer, Henry M. Levin... 471 Exactly How Do We Go against the Grain? A Critical Review of Going against the Grain: Supporting the Student-Centered Teacher (Elizabeth Aaronsohn, 1996), Andrew B. T. Gilbert... 483 Response to Andrew Gilbert s Review of Going against the Grain: Supporting the Student-Centered Teacher, Elizabeth Aaronsohn... 493 Rejoinder to Elizabeth Aaronsohn, Andrew B. T. Gilbert... 505