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JCS 36(2), March-April 2004 The special issue, 'Disciplinary Perspectives on Fostering a Community of Teachers as Learners' (guest edited by Miriam Sherin and Lee Shulman), illustrates and assesses an innovative curricular reform project concerned with subject-matter disciplines in schools. The various authors offer a justification for the project and examine its implementation in several disciplines: English language arts, mathematics, science, and social studies. Two independent critics assess the project’s justification and implementation, and the project directors re-examine the significance of the entire undertaking for contemporary schools. Contents Introduction: Lee S. Shulman and Miriam Gamoran Sherin, Fostering communities of teachers as learners: disciplinary perspectives Applications in the classroom: Heinrich Mintrop, Fostering constructivist communities of learners in the amalgamated multi-discipline of social studies Stephanie A. Rico and Judith H. Shulman, Invertebrates and organ systems: science instruction and ‘Fostering a Community of Learners’ Jennifer A. Whitcomb, Dilemmas of design and predicaments of practice: adapting the ‘Fostering a Community of Learners’ model in secondary school English language arts classrooms Miriam Gamoran Sherin, Edith Prentice Mendez and David A. Louis, A discipline apart: the challenge of ‘Fostering a Community of Learners’ in a mathematics classroom Critiques: Howard Gardner, Discipline, understanding, and community Alan H. Schoenfeld, Multiple learning communities: students, teachers, instructional designers, and researchers Re-assessment: Lee S. Shulman and Judith H. Shulman, How and what teachers learn: a shifting perspective The following URL will take you directly to this
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