Taking sides : clashing views on controversial educational issues / edited, selected, and with introductions by James Wm. Noll.

Contributor(s): Material type: TextTextPublication details: Guilford, Connecticut : Dushkin Pub. Group, (c)1989.Edition: fifth editionDescription: xvii, 360 pages : illustrations ; 24 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Subject(s): LOC classification:
  • LA217 .T355 1989
  • LA217
Available additional physical forms:
  • COPYRIGHT NOT covered - Click this link to request copyright permission:
Contents:
Fundamental issues. -- Should schooling be based on students' social experiences? -- Should schools determine what is learned? -- Should curricula emphasize commonality over diversity? -- Should values be developed rather than transmitted? -- Is church-state separation being threatened? -- Does behavioral control provide the best learning environment? -- Should compulsory schooling be abolished? -- Should the schools serve national economic needs? -- Are the cards stacked against ture school reform? Specific issues. -- Must all students be given the same schooling? -- Are proposed elementary school reforms realistic? -- Should very young children receive academic instruction? -- Are specific programs to teach thinking needed? -- Should literacy be based on traditional culture? -- Is measurement-driven instruction desirable? -- Are packaged discipline programs harmful? -- Is mainstreaming beneficial to all? -- Does tracking support educational inequality? -- Is bilingual education justifiable as a policy? -- Are tests teacher knowledge fair?
Subject: Should schooling be based on students' social experiences?--Should schools determine what is learned?--Should curricula emphasize commonality over diversity?--Should values be developed rather than transmitted?--Is church-state separation being threatened?--Does behavioral control provide the best learning environment?--Should compulsory schooling be abolished?--Should the schools serve national economic needs?--Are the cards stacked against true school reform?--Must all students be given the same schooling?--Are proposed elementary school reforms realistic?--Should very young children receive academic instruction?--Are specific programs to teach thinking needed?--Should literacy be based on traditional culture?--Is measurement-driven instruction desirable?--Are packaged discipline programs harmful?--Is mainstreaming beneficial to all?--Does tracking support educational inequality?--Is bilingual education justifiable as a policy?--Are tests of teacher knowledge fair?
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Includes bibliographies and index.

Fundamental issues. -- Should schooling be based on students' social experiences? -- Should schools determine what is learned? -- Should curricula emphasize commonality over diversity? -- Should values be developed rather than transmitted? -- Is church-state separation being threatened? -- Does behavioral control provide the best learning environment? -- Should compulsory schooling be abolished? -- Should the schools serve national economic needs? -- Are the cards stacked against ture school reform? Specific issues. -- Must all students be given the same schooling? -- Are proposed elementary school reforms realistic? -- Should very young children receive academic instruction? -- Are specific programs to teach thinking needed? -- Should literacy be based on traditional culture? -- Is measurement-driven instruction desirable? -- Are packaged discipline programs harmful? -- Is mainstreaming beneficial to all? -- Does tracking support educational inequality? -- Is bilingual education justifiable as a policy? -- Are tests teacher knowledge fair?

Should schooling be based on students' social experiences?--Should schools determine what is learned?--Should curricula emphasize commonality over diversity?--Should values be developed rather than transmitted?--Is church-state separation being threatened?--Does behavioral control provide the best learning environment?--Should compulsory schooling be abolished?--Should the schools serve national economic needs?--Are the cards stacked against true school reform?--Must all students be given the same schooling?--Are proposed elementary school reforms realistic?--Should very young children receive academic instruction?--Are specific programs to teach thinking needed?--Should literacy be based on traditional culture?--Is measurement-driven instruction desirable?--Are packaged discipline programs harmful?--Is mainstreaming beneficial to all?--Does tracking support educational inequality?--Is bilingual education justifiable as a policy?--Are tests of teacher knowledge fair?

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