Taking Sides Clashing Views in Educational Psychology

Name: Taking Sides Clashing Views in Educational Psychology
Price: 6.74 USD
Availability: InStock
ISBN: 9780073195100

ISBN-10: 0073195103

ISBN-13: 9780073195100

Edition: 4th 2006

Authors: Leonard Abbeduto

List price: $30.31

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This debate-style reader is designed to introduce students to controversies in global issues through readings that reflect a variety of viewpoints. Each issue is framed with an issue summary, an issue introduction, and a postscript. The Taking Sides readers feature annotated listings of selected World Wide Web sites. Taking Sides is supported by our student website at www.dushkin.com/online/.

Book details

List price: $30.31
Edition: 4th
Copyright year: 2006
Publisher: McGraw-Hill Higher Education
Binding: Paperback
Pages: 432
Size: 6.00" wide x 9.00" long x 1.00" tall
Weight: 1.298
Language: English

Meeting the Diverse Needs of a Diverse Classroom
Are Single-Gender Classes the Only Way to Ensure Equal Educational Opportunities for Boys and Girls? YES: Janice Streitmatter, from ldquo;An Exploratory Study of Risk-Taking and Attitudes in a Girls-Only Middle School Math Class,rdquo; The Elementary School Journal (September 1997) NO: Jo Sanders and Sarah Cotton Nelson, from ldquo;Closing Gender Gaps in Science,rdquo; Educational Leadership (November 2004) Janice Streitmatter, a professor of educational psychology, found that the behavior and attitudes of girls in gender-segregated classes are dramtically different from, and more success-oriented than, those of girls in coeducational classes. She argues that the culture and practices of the coeducational classroom limit educational opportunities for girls in a way that can now be overcome most easily (or perhaps only) through gender segregation. Jo Sanders and Sara Cotton Nelson argue that gender differences in achievement in physics, chemistry, and computer sciences are caused by inequities in classroom practices that deny young girls full participation in the activities required for success in these academic domains. They also describe a program initiated in the Dallas school system in which the classroom behavior of teachers and students in coeducational classrooms is targeted for change so as to provide more gender-equitable pedagogical experiences
Should Ability-Level Tracking Be Abandoned? YES: Jeannie Oakes and Amy Stuart Wells, from ldquo;Detracking for High Student Achievement,rdquo; Educational Leadership (March 1998) NO: Sally M. Reis et al., from ldquo;Equal Does Not Mean Identical,rdquo; Educational Leadership (November 1998) Jeannie Oakes and Amy Stuart Wells, both professors in the Graduate School of Education and Information Studies at the University of California, Los Angeles, argue that tracking ensures that low-achieving students will be exposed to a watered-down curriculum, have access to fewer educational resources, and experience a less-than-stimulating school environment, all of which will prevent them from ever escaping their low-achieving track. They argue that all students should be expected to master the same curriculum. Professor of educational psychology Sally M. Reis and her colleagues argue that detracking leads teachers to adopt a middle-of-the-road curriculum that fails to challenge the best and brightest students in the class. They argue that teachers do not know how to meet the needs of gifted children within the context of a heterogeneous classroom; thus, tracking is critical for the success of the best and brightest students
Should English Immersion Replace Bilingual Education? YES: Keith Baker, from ldquo;Structured English Immersion: Breakthrough in Teaching Limited-English-Proficient Students,rdquo; Phi Delta Kappan (November 1998) NO: Josephine Arce, from ldquo;Cultural Hegemony: The Politics of Bilingual Education,rdquo; Multicultural Education (Winter 1998) Educational consultant Keith Baker argues that empirical evidence indicates that Structured English Immersion, which provides academic instruction in English, leads to larger gains in academic achievement and English mastery than bilingual education, which provides academic instruction in the students’ native language. Josephine Arce, assistant professor of elementary education, College of Education, at San Francisco State University, argues that the anti-bilingual-education movement sweeping the country has resulted from a conservative political agenda designed to oppress racial and ethnic minorities. She asserts that the empirical evidence supports the superiority of bilingual education over Structured English Imm
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