In this essay I pose questions to literacy teacher educators and classroom teachers to inspire them to review their epistemological beliefs about teaching, learning, and knowledge. I also provide some history of transdisciplinarity, and introduce readers to "Miss Smith", a
composite of five middle school teachers who hold a transdisciplinary orientation. Next, I connect some important tenets of transdisciplinarity to a holistic inquiry conducted by Miss Smith and her students. An expert in curriculum and educational policy then offers a response commentary about
the power and challenges of transdisciplinary teaching. I conclude the essay with some final questions for readers to prompt their thinking about the dominant standards-based assessments in United States schools today and the feasibility of a future transdisciplinary curriculum.
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Document Type: Research Article
April 1, 2012
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Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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