Taking sides : clashing views on controversial issues in educational psychology /
Taking sides : clashing views on controversial issues in educational psychology / [print]
Clashing views on controversial issues in educational psychology Educational psychology
selected, edited, and with introductions by Leonard Abbeduto.
- third edition.ition.
- Guilford, Connecticut : Dushkin/McGraw-Hill, (c)2004.
- xviii, 415 pages ; 24 cm.
- Taking sides .
- Taking sides. .
Includes bibliographies and index.
Are single-gender classes the only way to ensure equal educational opportunities for boys and girls? -- Should ability-level tracking be abandoned? -- Should English immersion replace bilingual education? -- Is full inclusion always the best option for children with disabilities? -- Should instruction be matched to student learning style? -- Should schools try to increase students' self-esteem? -- Should moral education be part of the school curriculum? -- Should schools adopt a constructivist approach to education? -- Does reinforcement facilitate learning? -- Can Howard Gardner's theory of multiple intelligences transform educational practice? -- Will a push for standards and accountability lead to more motivated students? -- Do recent discoveries about the brain and its development have implications for classroom practice? -- Is the whole language approach to reading effective? -- Is cooperative learning effective? -- Should schools embrace computers and technology? -- Will performance assessment lead to meaningful education reform? -- Can a zero-tolerance policy lead to safe schools? -- Should U.S. schools be evaluated against schools in other countries?
9780072917239
Educational psychology.
Educational psychology--United States.
Learning, Psychology of.
LB1050.A124.T355 2004 LB1050
Includes bibliographies and index.
Are single-gender classes the only way to ensure equal educational opportunities for boys and girls? -- Should ability-level tracking be abandoned? -- Should English immersion replace bilingual education? -- Is full inclusion always the best option for children with disabilities? -- Should instruction be matched to student learning style? -- Should schools try to increase students' self-esteem? -- Should moral education be part of the school curriculum? -- Should schools adopt a constructivist approach to education? -- Does reinforcement facilitate learning? -- Can Howard Gardner's theory of multiple intelligences transform educational practice? -- Will a push for standards and accountability lead to more motivated students? -- Do recent discoveries about the brain and its development have implications for classroom practice? -- Is the whole language approach to reading effective? -- Is cooperative learning effective? -- Should schools embrace computers and technology? -- Will performance assessment lead to meaningful education reform? -- Can a zero-tolerance policy lead to safe schools? -- Should U.S. schools be evaluated against schools in other countries?
9780072917239
Educational psychology.
Educational psychology--United States.
Learning, Psychology of.
LB1050.A124.T355 2004 LB1050