Author: Tom Loveless
Publisher: Brookings Institution Press
ISBN: 9780815798156
Category : Education
Languages : en
Pages : 372
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Book Description
Since the early twentieth century, American educators have been engaged in a heated debate over what schools should teach and how they should teach it. The partisans—"education progressives" and "education traditionalists"—have usually kept their disagreements within the walls of the nation's schools of education. Periodically, however, arguments have erupted which have generated headlines and attracted public attention, making clear the potential for bitterness and rancor in education politics. In the 1990s, progressives and traditionalists squared off in a dispute over reading and mathematics. Arguments over how best to teach these two subjects is detailed in The Great Curriculum Debate: How Should We Teach Reading and Math? This book includes contributions from distinguished scholars from both sides of the debate, as well as influential nonpartisans. The proponents of "whole language" and "phonics" present their opposing views on reading. Advocates and opponents of "NCTM math reform"—the agenda of the National Council of Teachers of Mathematics (NCTM)—discuss their differing opinions about math. Although the authors disagree on many of the most important aspects of learning, they agree on one point: the school curriculum matters. Decisions made now about the content of reading and mathematics will have long term consequences, not only for students and schools, but for society as a whole. Contributors include E. D. Hirsch Jr. (University of Virginia), Gail Burrill (Mathematical Sciences Education Board), Michael T. Battista (Kent State University), David C. Geary (University of Missouri, Columbia), Roger Shouse (Penn State University), Adam Gamoran (University of Wisconsin, Madison), Richard Askey (University of Wisconsin, Madison), Diane Ravitch (New York University), Catherine E. Snow (Harvard University), Margaret Moustafa (California State University, LA), Richard L. Allington (University of Florida), William Lowe Boyd (Penn State University), a
Author: Michael Schiro
Publisher: Educational Technology
ISBN: 9780877781004
Category : Education
Languages : en
Pages : 386
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Book Description
Author: Mary Myatt
Publisher: John Catt Educational
ISBN: 9781913622732
Category :
Languages : en
Pages : 180
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Book Description
Mary Myatt and John Tomsett discuss each of the national curriculum subjects with a subject leader, providing an insight into how they go about ensuring that knowledge, understanding and skills are developed over time, how they talk about the quality of the schemes in their departments and the support they would welcome from senior leaders.
Author: Alka Sehgal Cuthbert
Publisher: UCL Press
ISBN: 1787358747
Category : Education
Languages : en
Pages : 286
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Book Description
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Author: Ruby Bridges
Publisher: Scholastic Inc.
ISBN: 1338106945
Category : Juvenile Nonfiction
Languages : en
Pages : 36
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Book Description
The extraordinary true story of Ruby Bridges, the first Black child to integrate a New Orleans school -- now with simple text for young readers! In 1960, six-year-old Ruby Bridges walked through an angry crowd and into a school, changing history. This is the true story of an extraordinary little girl who became the first Black person to attend an all-white elementary school in New Orleans. With simple text and historical photographs, this easy reader explores an amazing moment in history and celebrates the courage of a young girl who stayed strong in the face of racism.
Author: Alfred Snider
Publisher: IDEA
ISBN: 9780970213044
Category : Education
Languages : en
Pages : 288
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Book Description
This book is an all-in-one introduction to both the theory and practice of democracy, aimed at upper level high school and university students and civic-minded adults in both old and new democracies. Portions of the book are from the Democracy is a Discussion handbooks.
Author: Kalman R. Hettleman
Publisher: R&L Education
ISBN: 1607095505
Category : Education
Languages : en
Pages : 218
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Book Description
This book presents a bold, unconventional plan to rescue our nation's schoolchildren from a failing public education system. The plan reflects the author's rare fusion of on-the-ground experience as school board member, public administrator and political activist and exhaustive policy research. The causes of failure, Hettleman shows, lie in obsolete ideas and false certainties that are ingrained in a trinity of dominant misbeliefs. First, that educators can be entrusted on their own to do what it takes to reform our schools. Second, that we need to retreat from the landmark federal No Child Left Behind Act and restore more local control. And third, that politics must be kept out of public education.
Author: Anthony T. Kronman
Publisher: Yale University Press
ISBN: 0300138164
Category : Education
Languages : en
Pages : 320
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Book Description
This book describes the ever-escalating dangers to which Jewish refugees and recent immigrants were subjected in France and Italy as the Holocaust marched forward. Susan Zuccotti uncovers a gruelling yet complex history of suffering and resilience through historical documents and personal testimonies from members of nine central and eastern European Jewish families, displaced to France in the opening years of the Second World War. The chronicle of their lives reveals clearly that these Jewish families experienced persecution of far greater intensity than citizen Jews or longtime resident immigrants. The odyssey of the nine families took them from hostile Vichy France to the Alpine village of Saint-Martin-Vesubie and on to Italy, where German soldiers rather than hoped-for Allied troops awaited. Those who crossed over to Italy were either deported to Auschwitz or forced to scatter in desperate flight. Zuccotti brings to light the agonies of the refugees' unstable lives, the evolution of French policies toward Jews, the reasons behind the flight from the relative idyll of Saint-Martin-Vesubie, and the choices that confronted those who arrived in Italy. Powerful archival evidence frames this history, while firsthand reports underscore the human cost of the nightmarish years of persecution.
Author: Arthur N. Applebee
Publisher: University of Chicago Press
ISBN: 9780226021232
Category : Education
Languages : en
Pages : 162
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Book Description
“Applebee's central point, the need to teach 'knowledge in context,' is absolutely crucial for the hopes of any reformed curriculum. His experience and knowledge give his voice an authority that makes many of the current proposals on both the left and right seem shallow by comparison.”—Gerald Graff, University of Chicago
Author: Norman W. Edmund
Publisher: Scientific Method Publishing
ISBN: 9780963286666
Category : Education
Languages : en
Pages : 648
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Book Description
This book discusses misunderstandings related to the scientific method of creative problem solving and decision-making. The author has conducted extensive research in this field for more than 15 years and shows that the misunderstandings have created great harms in the educational field and in most other fields. This book will be important reading for all those interested in better education, better thinking, and a better society.
