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| Preface | |
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| Acknowledgments | |
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| The Limits and Promises of Education: Toward Reflective Practitioners | |
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| Educational Problems | |
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| The Achievement Gaps | |
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| The Crisis in Urban Education | |
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| The Decline of Literacy | |
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| Assessment Issues | |
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| Understanding Education: The Foundations Perspective | |
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| The History of Education | |
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| The Philosophy of Education | |
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| The Politics of Education | |
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| The Sociology of Education | |
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| The Foundations Perspective: A Multidisciplinary and Interdisciplinary Approach | |
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| Critical Literacy and Empowerment: Toward the Active Voice of Teachers | |
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| The Politics of Education: Conservative, Liberal, Radical, and Neo-liberal Perspectives | |
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| The Purposes of Schooling | |
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| Political Perspectives | |
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| General Issues: Conservative, Liberal, Radical, and Neo-liberal Perspectives | |
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| Traditional and Progressive Visions of Education | |
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| The Role of the School | |
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| Explanations of Unequal Educational Performance | |
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| Definition of Educational Problems | |
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| Educational Policy and Reform | |
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| Education and the American Dream | |
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| The Neo-liberal Perspective | |
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| From Political Perspectives to the Politics of Education | |
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| Hijacked! How the Standards Movement Turned into the Testing Movement | |
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| What "Counts" as Educational Policy? Notes Toward a New Paradigm | |
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| The History of Education | |
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| Old World and New World Education: The Colonial Era | |
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| The Age of Reform: The Rise of the Common School | |
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| Opposition to Public Education | |
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| Education for Women and African-Americans | |
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| Urbanization and the Progressive Impetus | |
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| Education for All: The Emergence of the Public High School | |
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| The Post-World War II Equity Era: 1945-1980 | |
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| Cycles of Reform: Progressive and Traditional | |
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| Equality of Opportunity | |
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| Educational Reaction and Reform and the Standards Era: 1980s-2012 | |
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| Understanding the History of U.S. Education: Different Historical Interpretations | |
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| The Democratic-Liberal School | |
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| The Radical-Revisionist School | |
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| Conservative Perspectives | |
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| Conclusion | |
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| Popular Schooling | |
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| Capital Accumulation, Class Conflict, and Educational Change | |
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| The Sociology of Education | |
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| The Uses of Sociology for Teachers | |
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| The Relation between School and Society | |
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| Theoretical Perspectives | |
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| Functional Theories | |
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| Conflict Theories | |
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| Interactional Theories | |
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| Effects of Schooling on Individuals | |
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| Knowledge and Attitudes | |
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| Employment | |
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| Education and Mobility | |
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| Inside the Schools | |
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| Teacher Behavior | |
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| Student Peer Groups and Alienation | |
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| Education and Inequality | |
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| Inadequate Schools | |
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| Tracking | |
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| De Facto Segregation | |
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| Gender | |
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| Sociology and the Current Educational Crisis | |
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| The Contribution of Schooling to the Learning of Norms | |
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| On Understanding the Processes of Schooling: The Contributions of Labeling Theory | |
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| The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools | |
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| The Philosophy of Education and Its Significance for Teachers | |
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| The Perspective of Philosophy of Education | |
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| What Is Philosophy of Education? | |
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| The Meaning of Philosophical Inquiry | |
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| Particular Philosophies of Education | |
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| Idealism | |
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| Realism | |
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| Pragmatism | |
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| Existentialism and Phenomenology | |
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| Neo-Marxism | |
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| Postmodernist and Critical Theory | |
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| Conclusion | |
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| My Pedagogic Creed | |
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| Wide-Awakeness and the Moral Life | |
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| The Ideal of the Educated Person | |
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| Schools as Organizations and Teacher Professionalization | |
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| The Structure of U.S. Education | |
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| Governance | |
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| Size and Degree of Centralization | |
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| Student Composition | |
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| Degree of "Openness" | |
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| Private Schools | |
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| Conclusion | |
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| International Comparisons | |
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| Great Britain | |
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| France | |
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| The Former Soviet Union | |
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| Japan | |
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| Germany | |
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| Finland | |
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| Conclusion | |
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| School Processes and School Cultures | |
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| Teachers, Teaching, and Professionalization | |
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| Who Becomes a Teacher? | |
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| The Nature of Teaching | |
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| Underqualified Teachers | |
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| Teacher Professionalization | |
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| Contradictions of Reform | |
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| Rich Land, Poor Schools: Inequality of National Educational Resources and Achievement of Disadvantaged Students | |
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| Is the Supply of Mathematics and Science Teachers Sufficient? | |
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| Curriculum, Pedagogy, and the Transmission of Knowledge | |
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| What Do the Schools Teach? | |
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| The History and Philosophy of the Curriculum | |
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| The Politics of the Curriculum | |
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| The Sociology of the Curriculum | |
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| Multicultural Education | |
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| Curriculum Theory and Practice: The Reconceptualization of Curriculum Studies | |
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| Pedagogic Practices: How the Curriculum is Taught | |
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| The Philosophy of Teaching: Differing Views on Pedagogic Practices | |
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| The Stratification of the Curriculum | |
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| The Effects of the Curriculum: What is Learned in Schools? | |
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| Conclusion | |
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| The Politics of a National Curriculum | |
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| The Mimetic and the Transformative: Alternative Outlooks on Teaching | |
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| The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children | |
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| Equality of Opportunity and Educational Outcomes | |
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| Calculating Educational and Life Outcomes | |
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| Class | |
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| Race | |
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| Gender | |
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| Educational Achievement and Attainment of African-American, Hispanic-American, and Women Students | |
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| Students with Special Needs | |
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| Conclusion | |
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| School Differences and Educational Outcomes | |
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| The Coleman Study (1966) | |
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| The Coleman Study (1982) | |
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| Conclusion | |
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| School Segregation | |
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| Educational Attainment and Economic Achievement | |
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| Education and Inequality: Mobility or Reproduction? | |
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| Class and the Classroom: Even the Best Schools Can't Close the Race Achievement Gap | |
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| Chartering and Bartering: Elite Education and Social Reproduction | |
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| College-for-All: Do Students Understand What College Demands? | |
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| Explanations of Educational Inequality | |
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| Explanations of Unequal Educational Achievement | |
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| Student-Centered Explanations | |
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| Genetic Differences | |
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| Cultural Deprivation Theories | |
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| Cultural Difference Theories | |
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| School-Centered Explanations | |
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| School Financing | |
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| Effective School Research | |
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| Between-School Differences: Curriculum and Pedagogic Practices | |
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| Within-School Differences: Curriculum and Ability Grouping | |
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| Gender and Schooling | |
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| Do Schools Reproduce Inequality? | |
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| It's Not "a Black Thing": Understanding the Burden of Acting White and Other Dilemmas of High Achievement | |
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| Gender Inequalities in Education | |
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| From Social Ties to Social Capital: Class Differences in the Relations Between Schools and Parent Networks | |
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| A Black Student's Reflection on Public and Private Schools | |
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| Educational Reform and School Improvement | |
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| Effective Teachers | |
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| Educational Reform from the 1980s to 2012 | |
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| Federal Involvement in Education | |
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| Goals 2000: Building on a Decade of Reform | |
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| No Child Left Behind | |
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| Race to the Top | |
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| Approaches to Reform | |
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| School-Based Reforms | |
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| School Choice, Charter Schools, and Tuition Vouchers | |
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| School-Business Partnerships | |
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| Privatization | |
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| School-to-Work Programs | |
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| Teacher Education | |
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| Teacher Quality | |
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| The Effective School Movement | |
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| Societal, Community, Economic, and Political Reforms | |
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| State Intervention and Mayoral Control in Local School Districts | |
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| School Finance Reforms | |
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| Full Service and Community Schools | |
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| Harlem Children's Zone | |
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| Connecting School, Community, and Societal Reforms | |
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| A Theory of Educational Problems and Reforms | |
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| A Few Thoughts on Making This Work | |
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| Education and Poverty: Confronting the Evidence | |
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| Appendix: Suggested Resources | |
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| Permissions | |
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| References | |
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| Index | |