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| Preface | |
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| Political, Economic, and Historical Trends in Education | |
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| Politics and Education | |
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| Are Our Politicians Up to the Job? | |
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| The Conservative Backlash | |
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| Are We Lowering Standards? | |
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| Disparities Between Curriculum and Student Needs | |
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| Who Controls the Schools? | |
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| The Democratic-Progressive Discourse | |
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| Do We Have Other Choices? | |
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| Federal, State, and Local Control | |
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| Recent and Future Political Challenges | |
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| Attitudes about Schooling | |
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| Policy Issues Related to Education | |
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| The George W. Bush Educational Initiatives | |
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| Misguided Educational Reform? | |
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| Challenges for Educators | |
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| References | |
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| Changing Demographics and Diversity | |
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| Population Statistics | |
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| The U.S. Economy: An Overview | |
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| Trends in Demography of Childhood Poverty | |
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| Americans on the Move | |
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| Teacher Mobility | |
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| The Average American Family | |
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| Changing School Demographics | |
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| The Over- and Underrepresentation in Special Education Programs | |
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| Defining Culture | |
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| High School Graduation Rates | |
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| High School Dropout and College Enrollment Rates | |
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| Employment | |
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| Health | |
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| Crime | |
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| Gangs | |
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| Additional Trends | |
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| People of Color Living in Concentrated Poverty | |
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| Is Diversity a Myth? Is Singling Out One Group for Special Privileges Simultaneously Patronizing and Bigoted? | |
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| What Groups Are Considered Diverse Learners? | |
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| Educators' Coping with Changing Demographics | |
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| Is Diversity a Myth? | |
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| The Impact of Diversity on U.S. Education | |
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| Inadequate Assumptions About Human Development | |
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| Ethnicity in America: Bridging the Gap Between a History of Racism and a Future Toward Equality in Diversity | |
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| Teachers' Responses to Diversity | |
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| References | |
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| Rights of Stakeholders in Education | |
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| The Rights of Children | |
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| The Disparity Continues | |
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| Children and Youth at Risk: An Overview | |
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| A Promising Approach for Addressing At-Risk Students | |
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| Children Living in Poverty | |
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| The Face of Poverty among Young Children Is Changing | |
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| Homelessness | |
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| Causes of Homelessness | |
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| Consequences of Homelessness | |
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| Policy Issues on Homelessness | |
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| Child Abuse and Neglect | |
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| Prevalence Data on Child Abuse: A Continued Issue of Uncertainty | |
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| What Do Abuse and Neglect Mean? | |
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| How Do We Recognize It? | |
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| Child Fatalities | |
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| Child Care | |
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| Substance Abuse | |
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| Characteristics of Victims | |
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| Age | |
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| Gender | |
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| Ethnicity | |
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| People with Special Needs | |
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| Characteristics of Perpetrators | |
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| People Known to the Child | |
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| Stranger Danger | |
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| Gender | |
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| The History of Child Abuse | |
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| Child Victims and the Law | |
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| The Effects of Child Abuse | |
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| On Children | |
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| On Adults Who Were Abused as Children | |
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| The Costs of Abuse | |
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| The Need for Prevention | |
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| Student Disposition-Personality: Determinants of Right or Wrongdoing | |
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| Alcohol, Drug Abuse, and Violence | |
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| Proclivity toward Violence | |
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| Bullying | |
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| Cheating | |
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| Violence and Child Development | |
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| Violence during the Preschool Years | |
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| Violence during the School Years | |
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| Violence during College | |
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| Teacher Stress and Burnout | |
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| Pay | |
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| Student Characteristics | |
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| School Policies | |
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| Striving for Solutions | |
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| What Parents Can Do | |
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| Influence of the Media | |
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| Violence Prevention in the Community | |
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| Safety Issues | |
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| Cell phones | |
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| Discipline | |
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| Corporal Punishment | |
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| Need for Teachers to Deal with Abuse | |
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| Protecting Our Children and Our Teachers (against Litigation) | |
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| References | |
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| Evolving Notions of Human Development and Learning | |
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| Theoretical Shifts in Our Understanding of Children | |
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| Changing Worldviews | |
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| Changing Theories | |
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| Maturational Theory | |
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| Behaviorist Theory | |
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| Psychoanalytic Theory | |
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| Constructivist Theory | |
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| The Sociohistorical Approach | |
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| Ecological Systems Theory | |
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| Multiple Intelligences Theory | |
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| Problems with Traditional Psychological Theories | |
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| What Shall we do with Dead, White, Western Men? | |
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| What Did These Dead, White, Western Men Really Say? | |
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| Critical Theory | |
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| Modern and Postmodern Theories | |
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| References | |
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| Changing Curricular Practices | |
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| Teaching as Transmission | |
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| Teaching as Transaction | |
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| Teaching as Inquiry | |
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| Teaching as Transformation | |
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| References | |
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| Changing Views of Assessment and Instruction | |
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| No Child Left Behind? | |
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| An Overview of No Child Left Behind | |
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| Improving the Academic Achievement of the Disadvantaged | |
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| Preparing, Training, and Recruiting High-Quality Teachers and Principals | |
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| Language Instruction for Limited English Proficient and Immigrant Students | |
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| Twenty-first Century Schools | |
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| Promoting Informed Parental Choice and Innovative Programs | |
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| Flexibility and Accountability | |
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| Other Requirements under No Child Left Behind | |
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| Nine Issues Related to No Child Left Behind | |
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| References | |
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| Developmentally Appropriate Practice: Best Practice for All Students | |
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| What is Developmentally Appropriate Practice? | |
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| What is the History of Developmentally Appropriate Practice? | |
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| What is the Research Base for Developmentally Appropriate Practice? | |
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| How Has Developmentally Appropriate Practice Influenced Educational Practice? | |
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| Accreditation | |
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| An Emphasis on the Whole Child | |
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| Individualized Instruction | |
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| The Acceptance and Use of Children's Prior Knowledge | |
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| Active Learning | |
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| More In-Depth Study of a Topic | |
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| The Importance of Play | |
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| Multiage Grouping | |
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| The Teacher as Reflective Decision Maker | |
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| Parent Involvement | |
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| What Are the Criticisms of Developmentally Appropriate Practice? | |
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| Problems Related to Children with Disabilities | |
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| Criticisms Related to Context | |
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| Issues Related to Theory | |
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| Problems Related to No Child Left Behind | |
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| What Is the Future of Developmentally Appropriate Practice? | |
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| References | |
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| Social Promotion, Retention, and Alternative Possibilities | |
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| Social Promotion | |
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| Prevalence of Social Promotion | |
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| Negative Effects of Social Promotion | |
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| Implications and Findings from Local Social Promotion Policies | |
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| Conclusions about Social Promotion | |
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| Grade Retention | |
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| Prevalence and Cost of Grade Retention | |
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| Retention and Academic Achievement | |
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| Retention and Social and Health Implications | |
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| Conclusions about Retention | |
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| Alternatives to Social Promotion and Grade Retention | |
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| The Bottom Line | |
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| References | |
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| Issues in Accommodating Individual and Family Differences | |
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| Teaching in Inclusive Settings: The Challenge and the Opportunity to Engage in Inclusive Strategies | |
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| What Is Inclusion? | |
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| How Did We Get Here? | |
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| Should We Have Inclusion or Full Inclusion? | |
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| Mainstreaming | |
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| The Regular Education Initiative | |
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| Is Inclusion Better Than Full Inclusion? | |
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| What about Full Inclusion and the Law? | |
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| Should We Prepare for Full Inclusion or Just Inclusion? | |
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| Preparing the System | |
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| Preparing Teachers | |
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| Preparing Families | |
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| Preparing Students | |
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| What Are the Advantages of Full Inclusion? | |
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| Academic Advantages | |
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| Discipline Problems | |
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| Gains in Socialization | |
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| Benefits to Regular Education Students | |
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| What Are the Barriers to Inclusion? | |
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| Changing Roles for Educators | |
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| Adverse Effects on Students | |
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| What Would Make Full Inclusion Work? | |
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| Delivery Models That Work | |
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| Consultation | |
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| Team Teaching | |
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| Aides' Services | |
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| Limited Pullout Service | |
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| Peer Tutoring | |
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| Teaching Devices | |
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| Are There Any Results That Support or Refute Inclusion? | |
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| References | |
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| Multicultural Education and the Cultural Curriculum | |
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| Misconceptions About Cultural Diversity | |
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| Cultural Dilemmas Teachers Face in the 21st Century | |
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| How Can We Work with Students Who Are Limited English Proficient? | |
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| Who Are Limited English Proficient Students? | |
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| Who Teaches Students with Limited English Proficiency? | |
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| How Do Students with Limited English Proficiency Learn Best in an English-Speaking Classroom? | |
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| What Should We Teach with Regard to Culture? | |
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| How Should We Teach with Regard to Culture? | |
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| References | |
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| Working with Families | |
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| Married-Couple Families | |
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| Grandparents as Parents | |
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| Gay- and Lesbian-Headed Households | |
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| Black Families | |
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| Asian American Families | |
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| Latino Families | |
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| Other Family Structures or Defining Characteristics | |
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| References | |
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| Discipline and Classroom Management | |
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| Heteronomy | |
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| Problems with Rewards | |
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| Autonomy | |
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| References | |
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| Epilogue: What's Next? Future Issues and Trends in Education | |
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| Index | |