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| List of Figures, Concept Tables, and Focal Points | |
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| Introduction | |
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| Acknowledgments | |
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| Democracy, Diversity, and Inequality | |
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| The U.S. Schooling Dilemma: Diversity, Inequality, and Democratic Values | |
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| Chapter Overview | |
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| Who Are American Students? | |
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| Where Do U.S. Students Live and Go to School? | |
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| How Diverse Are Students in the United States? | |
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| Recognizing the Complexity of Identity | |
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| Inequalities Outside of School | |
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| Economic Inequality | |
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| Inequality in the Basics of Life | |
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| Geographic and Economic Isolation | |
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| Schooling Inequalities | |
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| Segregated Schools | |
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| Unequal Spending | |
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| Unequal Opportunities to Learn | |
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| Unequal Community and Peer Resources at School | |
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| Gaps in Achievement, School Completion, and College Attendance | |
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| The Struggle for Socially Just Teaching | |
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| Mauro Bautista | |
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| Kimberly Min | |
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| Mark Hill | |
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| Judy Smith | |
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| Digging Deeper and Tools for Critique | |
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| History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States | |
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| Chapter Overview | |
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| A History of Increasing Expectations | |
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| Public Schools Should Secure Democracy | |
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| Public Schools Should Preserve American Culture | |
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| Public Schools Should Support the Nations Workforce and Economy | |
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| Public Schools Should Ensure National Security and International Competitiveness | |
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| Public Schools Should Solve Social Problems | |
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| A Culture of Powerful Ideologies | |
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| The Myth of Merit | |
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| Deficit Thinking, Racial Superiority, and White Privilege | |
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| Teaching for Democracy | |
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| Digging Deeper and Tools for Critique | |
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| Politics and Philosophy: The Struggle over the School Curriculum | |
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| Chapter Overview | |
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| Basic Philosophies of Education | |
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| The Roots of Western Educational Philosophy | |
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| Philosophy in the History of U.S. Schooling | |
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| Six Philosophies of Education | |
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| Philosophy and Politics in the Struggle for the School Curriculum | |
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| Essentialist Mass Education in the Eighteenth and Nineteenth Centuries | |
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| The Emergence of the Common School | |
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| The Progressive Education Movement | |
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| Child- and Community-Centered Progressivism | |
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| Social Reconstructionism | |
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| Post-World War II Progressivism | |
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| Back to Basics | |
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| Multicultural Education | |
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| Standards and Accountability | |
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| A Call to Critique and Action for Those Who Are Teaching to Change the World | |
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| Digging Deeper and Tools for Critique | |
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| Policy and Law: Rules That Schools Live By | |
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| Chapter Overview | |
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| The Complex Education Policy System | |
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| Three Levels of Educational Governance | |
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| How Do Policies Work? | |
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| Metaphors That Shape Education Policy | |
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| Schools as Economic Enterprises | |
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| Effects of Contemporary Policy and Law on Students, Schools, and Teachers | |
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| Accountability for Results: Large-Scale Tests and High Stakes | |
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| The Courts and Education Equity | |
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| Digging Deeper and Tools for Critique | |
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| The Practice of Teaching to Change the World | |
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| The Subject Matters: Constructing Knowledge Across the Content Areas | |
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| Chapter Overview | |
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| Mathematics | |
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| The Math Crisis | |
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| Traditional Mathematics: | |
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| Skills-Based and Sequential | |
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| Progressive Mathematics: Meaningful Knowledge in Context | |
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| The Math Standards: The Politics of Mathematics Continues | |
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| What Teachers Do with Math Standards | |
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| English Language Arts | |
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| Traditional Language Arts: Mastering Skills, Rules, and Forms | |
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| Progressive Approaches to Language Arts: Developing Literacies | |
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| National Standards in the Language Arts | |
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| Social Studies | |
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| Traditional Social Studies: Facts and Figures Framed by the Dominant Culture | |
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| Progressive Social Studies: Critical and Multicultural Approaches | |
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| The National History Standards: Seeking a Middle Ground | |
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| Science | |
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| Traditional Science: Topics, Subtopics, and Facts in Sequence | |
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| Progressive Science: Inquiry and Investigation | |
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| National Standards: Integrated, Socially Relevant Science for All | |
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| Access to High-Quality Science Instruction | |
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| The Struggle for the Subject Matter | |
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| Digging Deeper and Tools for Critique | |
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| Instruction: Teaching and Learning Across the Content Areas | |
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| Chapter Overview | |
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| How Teachers Taught | |
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| Theories of Learning and Their Implications for Teaching | |
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| Learning Is Developmental, Social, and Cultural | |
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| Intelligence Is Acquired and Multidimensional | |
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| Knowledge Is Constructed and Becomes Meaningful in Context | |
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| Contemporary Theories in the Classroom | |
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| Seeing Diversity as an Asset and Every Child as a Capable Learner | |
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| Providing Opportunities for Active, Multidimensional, and Social Learning | |
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| Building on Students' Cultures and Languages | |
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| No Easy Recipes | |
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| Digging Deeper and Tools for Critique | |
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| Assessment: Measuring What Matters | |
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| Chapter Overview | |
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| A Few Definitions | |
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| The History of Educational Testing | |
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| Testing in Early China | |
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| Testing in Nineteenth-Century U.S. Schools | |
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| The Development of Scientific Testing | |
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| Contemporary Large-Scale Assessment | |
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| Standardized Tests | |
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| Professional Guidelines for Using Large-Scale Standardized Tests | |
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| Alternatives to Traditional Large-Scale Tests | |
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| The Quest for "Next Generation" Large-Scale Assessments | |
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| Contemporary Classroom-Based Assessment | |
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| Moving Beyond Traditional Classroom Assessments | |
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| Principles to Guide Authentic Assessment | |
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| A Culture of Authenticity | |
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| Digging Deeper and Tools for Critique | |
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| Classrooms as Communities: Developing Caring and Democratic Relationships | |
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| Chapter Overview | |
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| Caring and Democratic Classrooms | |
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| Management, Socialization, Discipline, and Control: Lasting Legacies | |
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| Classrooms as Well-Managed Factories | |
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| Classrooms as Places to Socialize Youth | |
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| Using Behavioral Psychology to Discipline and Control Students | |
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| Prevent Disruption with Consistency and Attentiveness | |
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| Child-Centeredness, Caring, and Democracy: A Second Set of Legacies | |
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| Child-Centered Schooling | |
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| An Ethic of Care | |
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| Socially Just Classrooms: Doing Democracy | |
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| Creating School and Classroom Communities Is an Ongoing, Emancipatory Struggle | |
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| Digging Deeper and Tools for Critique | |
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| The Context of Teaching to Change the World | |
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| The School Culture: Where Good Teaching Makes Sense | |
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| Chapter Overview | |
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| Schools as Cultures | |
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| School Cultures Shape Sense-Making | |
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| School Cultures Where It Makes Sense to Teach All Students Well | |
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| A Press for Learning and Social Justice | |
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| School Cultures Where Learning Is the Top Priority | |
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| School Cultures Where Everyone Succeeding Is the Norm | |
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| School Cultures That Foster Multicultural, College-Going Identities | |
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| Access to Learning Opportunities and Resources | |
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| Access to Adequate Resources | |
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| Access to High-Quality Teaching | |
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| Access to a Rich, Balanced Curriculum | |
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| Access to Extra Help When It's Needed | |
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| Access to Equitable Learning Time | |
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| Access to Caring Relationships and Practices | |
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| Schools as Places Where Every Student Is Known | |
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| Schools as Safe Zones: It's OK to Be Different | |
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| Schools in the Post-Columbine Era: Care in a Violent Culture | |
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| Schools in a Post-9/11 World: Care in a Fearful Culture | |
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| Schools in the Post-Katrina Context: Care in the Face of a Broken Social Contract | |
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| Professionalism, Collaboration, Inquiry, and Activism | |
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| Teachers as Participants and Professionals | |
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| Teachers as Partners in Teaching and Learning | |
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| Faculties as Inquiring Communities | |
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| Creating a Culture of Critical Inquiry | |
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| Creating Cultures Where Good Teaching Makes Sense | |
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| Digging Deeper and Tools for Critique | |
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| School Structure: Sorting Students and Opportunities to Learn | |
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| Chapter Overview | |
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| Labeling, Sorting, and Grouping in Today's Schools | |
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| Sorting by Academic Ability and Achievement | |
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| Sorting by Postsecondary Prospects | |
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| Sorting by "Giftedness" | |
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| Sorting by Disabilities | |
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| Sorting by English Language Proficiency | |
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| Why Do Schools Label and Sort Students? | |
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| The Social Construction of Difference | |
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| The History of Biased Sorting | |
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| Grouping Dilemmas | |
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| The Arbitrariness of Labels and Sorting | |
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| The Illusion of Homogeneity | |
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| Race and Social Class Bias | |
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| Ties to Behavioral Learning Theory and Transmission Teaching | |
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| Self-Fulfilling Prophecies and Processes | |
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| Disappointing and Enduring Outcomes | |
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| Controversy Surrounds Homogeneous Grouping | |
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| To Change or to Fix | |
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| Accommodating Diversity Without Sorting | |
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| Implementing Heterogeneous Grouping | |
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| Technical Skills, Norms and Beliefs, Politics and Power | |
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| The Struggle for Heterogeneous Grouping | |
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| Digging Deeper and Tools for Critique | |
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| The Community: Engaging with Families and Neighborhoods | |
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| Chapter Overview | |
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| Removing Barriers to Constructive Parent Engagement | |
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| Common Complaints About Parent Involvement | |
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| Relationships Between Families and Schools: Four Traditions | |
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| Parents Supporting the School's Agenda | |
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| Schools Meeting Families' Needs | |
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| A Legacy of Services in Low-Income Communities | |
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| Comprehensive Services in Today's Schools | |
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| Service, Power, and Deficits | |
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| Bridging the Cultures of Schools and Families | |
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| Learning with and from Communities | |
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| Bridging Students' Multiple Worlds | |
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| Bridging Through Community Liaisons | |
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| Partnering with Families and Communities in Educational Activism | |
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| A Tradition of Parent Activism | |
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| Contemporary Organizing for School Reform | |
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| Whose Agenda Is It? | |
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| Digging Deeper and Tools for Critique | |
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| Teaching to Change the World: A Profession and a Hopeful Struggle | |
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| Chapter Overview | |
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| Teaching: A Powerful and Vulnerable Profession | |
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| The Challenge of Learning to Teach | |
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| Professionalism in the Face of Limited Professional Support | |
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| Teaching in a Changing America | |
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| Teacher Shortages and Budget Shortfalls | |
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| Teacher Retention and Attrition | |
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| Teachers' Salaries and Working Conditions | |
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| What Is a Good Teacher? A Professional and Political Question | |
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| Teachers' Unions | |
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| Strategies for a Career to Change the World | |
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| Becoming Part of a Learning Community | |
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| Becoming a Social Justice Activist | |
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| Expanding Your Professional Influence | |
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| Committing to Critique and Hope | |
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| Finding Satisfaction in the Everyday | |
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| Welcome to the Hopeful Struggle | |
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| Digging Deeper and Tools for Critique | |
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| Notes | |
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| Bibliography | |
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| Photo Credits | |
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| Index | |