Abstract
Excerpt: The scholarship of teaching and learning is not for the faint of heart. Neither is it for the casual passer-by. Thomas Hatch welcomes a broad audience, including the tenuous and the curious, into the conversation by inviting us Into the Classroom. Describing the history of formal education as that which has traditionally “taken place behind closed doors,” Hatch has partnered with scholar educators and the Carnegie Foundation to swing wide the classroom door with an invitation to demystify teaching and learning through its systematic investigation. A former senior scholar with the Foundation, Hatch – along with contributing authors Melissa Eiler White, Jason Raley, Kimberlee Austin, Sarah Capitelli, and Deborah Faigenbaum also of the Carnegie Foundation – brings to this text his leadership and experience within the program in which K-12 teacher scholars partnered as fellows with the Carnegie Academy for the Scholarship of Teaching and Learning. An Associate Professor of Education, he now co-directs the Center for Restructuring Education, Schools and Teaching at Teaching College, Columbia University.
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Recommended Citation
Bergland, Helen
(2007)
"Book Review: Into the Classroom: Developing the Scholarship of Teaching and Learning by Thomas Hatch (Jossey-Bass, 2005),"
International Journal for the Scholarship of Teaching and Learning:
Vol. 1:
No.
2, Article 31.
Available at: https://doi.org/10.20429/ijsotl.2007.010231