Marcy Singer Gabella
Biographic Data
| ID | 2203970 |
|---|---|
| NAME | Marcy Singer Gabella |
| GIVEN NAMES | Marcy Singer |
| FAMILY NAME | Gabella |
| SIGNATURE | GABELLA M S |
| AFFILIATIONS | Vanderbilt University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 1998 |
| H-INDEX | 2 |
Formal Fascinations and Nagging Excerpts
This article examines challenges to discourses of curriculum research and practice by the growing fascination with alternative forms of representation. The author takes as a starting point a cluster of exchanges with students that were situated in a study of a classroom in which music and image joined word and number as essential sources for learning about a context irreducibly distant from students’ own: the past. In the study, what seemed to ma…
Unlearning certainty
Intelligent individuals, Dewey asserts, do not mind a romp in the ambiguous or uncertain. Quite to the contrary, they are attracted to the doubtful as an occasion for learning: In the face of uncertainty, learning begins. Yet, how much uncertainty or ambiguity do we permit to seep into schools and classrooms? In the following pages, I explore the relationships among ambiguity and uncertainty on the one hand, and learning and school culture on the…
Beyond the Looking Glass
This article is an examination of the divide between high school students' conceptions of historical inquiry and those articulated in current proposals for curricular and instructional reform. The author argues that students acquire stubborn misconceptions in the course of schooling about what constitutes historical knowledge; specifically, students learn that historical truth is taught by teacher and text, and that photography and film provide a…
Beyond the Looking Glass
This article is an examination of the divide between high school students' conceptions of historical inquiry and those articulated in current proposals for curricular and instructional reform. The author argues that students acquire stubborn misconceptions in the course of schooling about what constitutes historical knowledge; specifically, students learn that historical truth is taught by teacher and text, and that photography and film provide a…
Unlearning certainty
Intelligent individuals, Dewey asserts, do not mind a romp in the ambiguous or uncertain. Quite to the contrary, they are attracted to the doubtful as an occasion for learning: In the face of uncertainty, learning begins. Yet, how much uncertainty or ambiguity do we permit to seep into schools and classrooms? In the following pages, I explore the relationships among ambiguity and uncertainty on the one hand, and learning and school culture on the…
Formal Fascinations and Nagging Excerpts
This article examines challenges to discourses of curriculum research and practice by the growing fascination with alternative forms of representation. The author takes as a starting point a cluster of exchanges with students that were situated in a study of a classroom in which music and image joined word and number as essential sources for learning about a context irreducibly distant from students’ own: the past. In the study, what seemed to ma…
Beyond the Looking Glass
This article is an examination of the divide between high school students' conceptions of historical inquiry and those articulated in current proposals for curricular and instructional reform. The author argues that students acquire stubborn misconceptions in the course of schooling about what constitutes historical knowledge; specifically, students learn that historical truth is taught by teacher and text, and that photography and film provide a…
Unlearning certainty
Intelligent individuals, Dewey asserts, do not mind a romp in the ambiguous or uncertain. Quite to the contrary, they are attracted to the doubtful as an occasion for learning: In the face of uncertainty, learning begins. Yet, how much uncertainty or ambiguity do we permit to seep into schools and classrooms? In the following pages, I explore the relationships among ambiguity and uncertainty on the one hand, and learning and school culture on the…
Formal Fascinations and Nagging Excerpts
This article examines challenges to discourses of curriculum research and practice by the growing fascination with alternative forms of representation. The author takes as a starting point a cluster of exchanges with students that were situated in a study of a classroom in which music and image joined word and number as essential sources for learning about a context irreducibly distant from students’ own: the past. In the study, what seemed to ma…
Educator Training and Historical Pedagogy (3 works) · Epistemology (3 works) · Pedagogy (3 works) · Sociology (3 works) · Curriculum (2 works) · Mathematics education (2 works) · Politics (2 works) · Psychology (2 works) · Representation (politics (2 works) · Aesthetics (1 work)