Critical Issues in Education Dialogues and Dialectics

ISBN-10: 007337864X

ISBN-13: 9780073378640

Edition: 7th 2010

List price: $126.67
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Book details

List price: $126.67
Edition: 7th
Copyright year: 2010
Publisher: McGraw-Hill Companies, The
Publication date: 2/26/2009
Binding: Paperback
Pages: 544
Size: 6.50" wide x 9.00" long x 0.75" tall
Weight: 1.430
Language: English

Jack Nelson received his Ph.D. in philosophy from the University of Chicago and is currently Dean of the Graduate School and Professor of Philosophy at Temple University. He has developed software for teaching logic and has published articles in personal identity, epistemology, and philosophy of science.

Stuart B. Palonsky is professor of education and director of the Honors College at the University of Missouri-Columbia. A former public school teacher in New York and New Jersey, Palonsky earned his doctorate at Michigan State University. His publications include 900 Shows a Year, an ethnographic study of high school teaching from a classroom teacher’s perspective. In addition, Palonsky has published numerous articles and reviews in educational and social science journals, and has presented scholarly and professional papers on educational issues at national association conferences.

Jack L. Nelson a professor of education at Rutgers, obtained his doctorate from the University of Southern California. He is experienced teacher in schools at the elementary, secondary, undergraduate, and graduate levels; his university teaching experience includes California State University, Los Angeles; the State University of New York at Buffalo; San Jose State University; and Cambridge University. Nelson has been a visiting scholar at the University of California, Berkeley; Stanford University, University of Colorado; and Curtin University and the University of Sydney in Australia. Critical Issues in Education is his sixteenth book; he has also published about 150 articles and reviews. He is listed in Who’s Who in America and Contemporary Authors.

Foreword
Preface
Introduction: Critical Issues and Critical Thinking
Introduction
Democratic Vitality and Educational Criticism
The Political Context of Schooling
A Tradition of School Criticism and Reform
Whose Interests Should Schools Serve? Justice and Equity
School Choice: Family or Public Funding
Is family choice of schools in the public interest?
For Family Choice in Education
Against Vouchers
Financing Schools: Equity or Disparity
Is it desirable to equalize educational spending among school districts within a state or across the nation?
For Justice in Educational Finance
Against Centralization in Educational Financing
Gender Equity: Eliminating Discrimination or Accommodating Difference
Is it ever necessary to create schools or classroom settings that separate students by gender?
Eliminating Discrimination
Accommodating Differences
Standards-Based Reform: Real Change or Political Smoke Screen
Will the standards-based reform movement improve education or discriminate against poor and disadvantaged students?
Standards-Based Reform Promises Quality Education for All Students
Standards-Based Reform is a Political Smoke Screen
Religion and Public Schools: Unification or Separation
How do schools find a balance between freedom of religious expression and the separation of church and state?
For Religious Freedom in Schools
Against Violating the Separation between Church and State
Privatization of Schools: Boon or Bane
What criteria are most suitable for deciding whether schools are better when they are operated as a public or private enterprise?
Public Schools Should be Privatized
Public Schools Should be Public
Corporations, Commerce, and Schools: Complementing or Competing Interests
Does school support become corporate support?
Businesses are School Partners
Commercializing the School
New Immigrants and the Schools: Unfair Burden or Business as Usual
Should schools offer free opportunity to all children of new immigrants?
Schools Should Offer Educational Opportunities to All Children of New Immigrants.
Bad Policy Overburdens Schools
What Should be Taught? Knowledge and Literacy
The Academic Achievement Gap: Old Remedies or New
Are already existing policies and practices reducing the academic achievement gap or are new measures needed?
For Maintaining Existing Programs
For Innovative Solutions
Values/Character Education: Traditional or Liberational
Which and whose values should public schools teach, and why?
Teach Traditional Values
Liberation Through Active Value Inquiry
Multicultural Education: Democratic or Divisive
Should schools emphasize America's cultural diversity or the shared aspects of American culture?
Multiculturalism: Central to a Democratic Education
Multiculturalism is Divisive and Destructive
Technology and Learning: Enabling or Subverting
What technology deserves significant school attention and who should decide?
Technology Enables Learning
Technology Can Subvert Learning
Standardized Testing: Restrict or Expand
Should the use of standardized school tests be increased or decreased?
For Restricting Testing
For Expanding Testing
How Should Schools Be Organized And Operated? School Environment
Discipline and Justice: Zero Tolerance or Discretion
What concept of justice should govern school and classroom discipline?
Zero-Tolerance Disciplinary Policies Provide Justice in Public Schools
Zero-Tolerance Discipline Policies are Fundamentally Unjust
Teacher Unions and School Leadership: Detrimental or Beneficial
Should teachers and their unions be given a larger role in running public schools?
Teachers and Teacher Unions Should Play a Major Role in School Leadership
Teachers and Teacher Unions Should Not Play a Role in School Leadership
Academic Freedom: Teacher Rights or Responsibilities
How should the proper balance between teacher freedom and responsibility be determined?
For Increased Academic Freedom
For Teacher Responsibility
Inclusion and Mainstreaming: Common or Special Education
When and why should selected children be provided inclusive or special treatment in schools?
For Full Inclusion
Special Programs Help Special Students
Violence in Schools: School Treatable or Beyond School Control
Can schools deal effectively with violent or potentially violent students?
Schools Can and Should Curb Violence
The Problem of School Violence is Beyond School Control
Index
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