Each year our organization recognizes excellence in scholarship by submitting nominations for the Hunkins Distinguished Article Award. All members of AATC are encouraged to nominate articles from the current volume of Curriculum and Teaching Dialogue based on the following criteria:
- Contribution to the field of curriculum or teaching
- Promotion of dialogue
- Implications for improving educational practice
We will give up to two awards, one in teaching and one in curriculum. The awardees will be recognized at the AATC annual conference.
Nominations are due by March 20th to CTD Associate Editor Michelle Tenam-Zemach at firstname.lastname@example.org
Thank you in advance for your support of AATC and of Curriculum and Teaching Dialogue.
Paul Parkison. Catharsis in Education: Rationalizing and Reconciling
Elizabeth Dorman. Building Teachers’ Social-Emotional Competence Through Mindfulness Practices
|2014||Elliot Eisner & Susan Freeman. Notes on Composing and Composition and in the category.||
Houman Harouni. The Risking of Observations in the Classroom: Teacher as Cultural Critic.
|2013||Derek Gottlieb. Judgment, Deliberation, Evaluation: Rediscovering Joseph Schwab’s Practical Arts||Amy L. Masko & Lawrence Bosiwah. Teacher Accountability & Student Responsibility: A Cross-Cultural Comparison of American and Ghanaian Schooling Practices, Policies, and a Reflection on NCLB|
|2012||David Callejo Perez. What I Learned on the Road to Mississauga: Democracy and Curriculum||Jacob W. Neumann & Bryan Meadows. Problematizing notions of decontextualized ‘best practice’|
Robert Boostrom. Why I am not wearing a tie: Some thoughts about experience and judgment.
Candace Schlein. Resonating effects of cross-cultural teaching.