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Current Issues And Trends in Education

by ;
Edition:
2nd
ISBN13:

9780205486205

ISBN10:
0205486207
Format:
Paperback
Pub. Date:
7/5/2006
Publisher(s):
Pearson
List Price: $61.20

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Summary

Current Issues and Trends in Education synthesizes political, theoretical, social, and practical topics in a 21st Century context and addresses multicultural education, technology, and gender issues. This text is accessible enough to be used in an introductory education class and yet sophisticated enough to serve as a graduate textbook. It is comprehensive in dealing with issues facing educators today, such as demographics, changing perceptions and research in human development and learning, and education in nontraditional settings. NEW to this Edition: bull; New chapter (6) on assessment includes discussion of questionable testing practices. New chapter (7) reflects current events such as the impact of No Child Left Behind, including Highly Qualified Teachers, PRAXIS and teacher testing ). Chapter on developmentally appropriate practice (8)has been updated and expanded to include best practice guidelines for a wider age range of students. Discusses the pros and cons of technology as it relates to education, including topics ranging from assistive technology to Internet abuse and iPod mania. Addresses teachersrs", studentsrs", and parentsrs" rights and responsibilities, including attitudes and dispositions, effective communication, and active participation versus passive/victim mentality. Provides new ways of looking at the organization of schools, including the pros and cons of various issues related to teacher education. Covers current theories related to education, including change theory and attribution theory. Package this text with [ Insert MyLabSchool Logo ] a powerful set of online tools that bring the classroom to life! Visit www.mylabschool.com for more information!

Table of Contents

Preface xiii
PART I POLITICAL, ECONOMIC, AND HISTORICAL TRENDS IN EDUCATION
CHAPTER ONE Politics and Education
1(15)
ARE OUR POLITICIANS UP TO THE JOB?
1(2)
THE CONSERVATIVE BACKLASH
3(1)
ARE WE LOWERING STANDARDS?
4(1)
DISPARITIES BETWEEN CURRICULUM AND STUDENT NEEDS
5(1)
WHO CONTROLS THE SCHOOLS?
5(2)
The Democratic—Progressive Discourse
6(1)
Do We Have Other Choices?
6(1)
FEDERAL, STATE, AND LOCAL CONTROL
7(1)
Recent and Future Political Challenges
7(1)
Attitudes about Schooling
7(1)
POLICY ISSUES RELATED TO EDUCATION
8(4)
The George W. Bush Educational Initiatives
9(1)
Misguided Educational Reform?
10(2)
CHALLENGES FOR EDUCATORS
12(2)
REFERENCES
14(2)
CHAPTER TWO Changing Demographics and Diversity
16(35)
POPULATION STATISTICS
16(1)
THE U.S. ECONOMY: AN OVERVIEW
17(1)
TRENDS IN DEMOGRAPHY OF CHILDHOOD POVERTY
18(1)
AMERICANS ON THE MOVE
18(3)
Teacher Mobility
19(2)
The Average American Family
21(1)
CHANGING SCHOOL DEMOGRAPHICS
21(1)
THE OVER- AND UNDERREPRESENTATION IN SPECIAL EDUCATION PROGRAMS
22(4)
Defining Culture
24(2)
HIGH SCHOOL GRADUATION RATES
26(1)
HIGH SCHOOL DROPOUT AND COLLEGE ENROLLMENT RATES
27(1)
EMPLOYMENT
27(1)
HEALTH
28(1)
CRIME
28(1)
Gangs
28(1)
ADDITIONAL TRENDS
29(1)
PEOPLE OF COLOR LIVING IN CONCENTRATED POVERTY
29(1)
IS DIVERSITY A MYTH? IS SINGLING OUT ONE GROUP FOR SPECIAL PRIVILEGES SIMULTANEOUSLY PATRONIZING AND BIGOTED?
30(7)
What Groups Are Considered Diverse Learners?
30(7)
EDUCATORS' COPING WITH CHANGING DEMOGRAPHICS
37(4)
Is Diversity a Myth?
38(1)
The Impact of Diversity on U.S. Education
38(3)
INADEQUATE ASSUMPTIONS ABOUT HUMAN DEVELOPMENT
41(1)
ETHNICITY IN AMERICA: BRIDGING THE GAP BETWEEN A HISTORY OF RACISM AND A FUTURE TOWARD EQUALITY IN DIVERSITY
42(3)
TEACHERS' RESPONSES TO DIVERSITY
45(1)
REFERENCES
46(5)
CHAPTER THREE Rights of Stakeholders in Education
51(43)
THE RIGHTS OF CHILDREN
51(1)
The Disparity Continues
52(1)
CHILDREN AND YOUTH AT RISK: AN OVERVIEW
52(2)
A PROMISING APPROACH FOR ADDRESSING AT-RISK STUDENTS
54(1)
CHILDREN LIVING IN POVERTY
55(3)
The Face of Poverty among Young Children Is Changing
56(2)
HOMELESSNESS
58(2)
Causes of Homelessness
58(1)
Consequences of Homelessness
59(1)
Policy Issues on Homelessness
60(1)
CHILD ABUSE AND NEGLECT
60(1)
PREVALENCE DATA ON CHILD ABUSE: A CONTINUED ISSUE OF UNCERTAINTY
60(5)
What Do Abuse and Neglect Mean?
62(1)
How Do We Recognize It?
63(1)
Child Fatalities
63(1)
Child Care
64(1)
Substance Abuse
65(1)
CHARACTERISTICS OF VICTIMS
65(2)
Age
65(1)
Gender
65(1)
Ethnicity
66(1)
People with Special Needs
66(1)
CHARACTERISTICS OF PERPETRATORS
67(1)
People Known to the Child
67(1)
Stranger Danger
67(1)
Gender
67(1)
THE HISTORY OF CHILD ABUSE
67(2)
Child Victims and the Law
69(1)
THE EFFECTS OF CHILD ABUSE
69(2)
On Children
69(1)
On Adults Who Were Abused as Children
70(1)
THE COSTS OF ABUSE
71(1)
THE NEED FOR PREVENTION
72(1)
STUDENT DISPOSITION—PERSONALITY: DETERMINANTS OF RIGHT OR WRONGDOING
72(3)
Alcohol, Drug Abuse, and Violence
73(1)
Proclivity toward Violence
73(1)
Bullying
74(1)
Cheating
74(1)
VIOLENCE AND CHILD DEVELOPMENT
75(2)
Violence during the Preschool Years
75(1)
Violence during the School Years
76(1)
Violence during College
77(1)
TEACHER STRESS AND BURNOUT
77(4)
Pay
78(1)
Student Characteristics
78(1)
School Policies
79(1)
Striving for Solutions
79(1)
What Parents Can Do
80(1)
INFLUENCE OF THE MEDIA
81(1)
VIOLENCE PREVENTION IN THE COMMUNITY
82(1)
SAFETY ISSUES
82(1)
Cell phones
82(1)
DISCIPLINE
83(2)
Corporal Punishment
83(2)
NEED FOR TEACHERS TO DEAL WITH ABUSE
85(2)
Protecting Our Children and Our Teachers (against Litigation)
85(2)
REFERENCES
87(7)
PART II EVOLVING NOTIONS OF HUMAN DEVELOPMENT AND LEARNING
CHAPTER FOUR Theoretical Shifts in Our Understanding of Children
94(13)
CHANGING WORLDVIEWS
94(2)
CHANGING THEORIES
96(3)
Maturational Theory
96(1)
Behaviorist Theory
97(1)
Psychoanalytic Theory
97(1)
Constructivist Theory
98(1)
The Sociohistorical Approach
98(1)
Ecological Systems Theory
99(1)
Multiple Intelligences Theory
99(1)
PROBLEMS WITH TRADITIONAL PSYCHOLOGICAL THEORIES
99(1)
WHAT SHALL WE DO WITH DEAD, WHITE, WESTERN MEN?
100(1)
WHAT DID THESE DEAD, WHITE, WESTERN MEN REALLY SAY?
100(7)
Critical Theory
101(1)
Modern and Postmodern Theories
102(3)
REFERENCES
105(2)
CHAPTER FIVE Changing Curricular Practices
107(6)
TEACHING AS TRANSMISSION
107(1)
TEACHING AS TRANSACTION
108(1)
TEACHING AS INQUIRY
109(1)
TEACHING AS TRANSFORMATION
110(2)
REFERENCES
112(1)
PART III CHANGING VIEWS OF ASSESSMENT AND INSTRUCTION
CHAPTER SIX No Child Left Behind?
113(8)
AN OVERVIEW OF NO CHILD LEFT BEHIND
113(3)
Title I. Improving the Academic Achievement of the Disadvantaged
114(1)
Title II. Preparing, Training, and Recruiting High-Quality Teachers and Principals
114(1)
Title III. Language Instruction for Limited English Proficient and Immigrant Students
115(1)
Title IV. Twenty-first Century Schools
115(1)
Title V. Promoting Informed Parental Choice and Innovative Programs
115(1)
Title VI. Flexibility and Accountability
115(1)
Title VII–X. Other Requirements under No Child Left Behind
116(1)
NINE ISSUES RELATED TO NO CHILD LEFT BEHIND
116(3)
REFERENCES
119(2)
CHAPTER SEVEN Developmentally Appropriate Practice: Best Practice for All Students
121(14)
WHAT IS DEVELOPMENTALLY APPROPRIATE PRACTICE?
122(1)
WHAT IS THE HISTORY OF DEVELOPMENTALLY APPROPRIATE PRACTICE?
123(1)
WHAT IS THE RESEARCH BASE FOR DEVELOPMENTALLY APPROPRIATE PRACTICE?
123(2)
HOW HAS DEVELOPMENTALLY APPROPRIATE PRACTICE INFLUENCED EDUCATIONAL PRACTICE?
125(2)
Accreditation
125(1)
An Emphasis on the Whole Child
125(1)
Individualized Instruction
125(1)
The Acceptance and Use of Children's Prior Knowledge
125(1)
Active Learning
126(1)
More In-Depth Study of a Topic
126(1)
The Importance of Play
126(1)
Multiage Grouping
126(1)
The Teacher as Reflective Decision Maker
126(1)
Parent Involvement
127(1)
WHAT ARE THE CRITICISMS OF DEVELOPMENTALLY APPROPRIATE PRACTICE?
127(4)
Problems Related to Children with Disabilities
127(1)
Criticisms Related to Context
127(2)
Issues Related to Theory
129(1)
Problems Related to No Child Left Behind
130(1)
WHAT IS THE FUTURE OF DEVELOPMENTALLY APPROPRIATE PRACTICE?
131(1)
REFERENCES
132(3)
CHAPTER EIGHT Social Promotion, Retention, and Alternative Possibilities
135(13)
Janice N. Cotton
SOCIAL PROMOTION
135(2)
Prevalence of Social Promotion
135(1)
Negative Effects of Social Promotion
136(1)
Implications and Findings from Local Social Promotion Policies
136(1)
Conclusions about Social Promotion
137(1)
GRADE RETENTION
137(3)
Prevalence and Cost of Grade Retention
138(1)
Retention and Academic Achievement
138(1)
Retention and Social and Health Implications
139(1)
Conclusions about Retention
139(1)
ALTERNATIVES TO SOCIAL PROMOTION AND GRADE RETENTION
140(4)
THE BOTTOM LINE
144(1)
REFERENCES
145(3)
PART IV ISSUES IN ACCOMMODATING INDIVIDUAL AND FAMILY DIFFERENCES
CHAPTER NINE Teaching in Inclusive Settings: The Challenge and the Opportunity to Engage in Inclusive Strategies
148(18)
WHAT IS INCLUSION?
149(1)
HOW DID WE GET HERE?
150(1)
SHOULD WE HAVE INCLUSION OR FULL INCLUSION?
150(1)
Mainstreaming
151(1)
The Regular Education Initiative
151(1)
WHAT IS INCLUSION BETTER THAN FULL INCLUSION?
151(5)
What about Full Inclusion and the Law?
153(1)
Should We Prepare for Full Inclusion or Just Inclusion?
154(1)
Preparing the System
155(1)
Preparing Teachers
155(1)
Preparing Families
155(1)
Preparing Students
155(1)
WHAT ARE THE ADVANTAGES OF FULL INCLUSION?
156(1)
Academic Advantages
156(1)
Discipline Problems
156(1)
Gains in Socialization
156(1)
Benefits to Regular Education Students
157(1)
WHAT ARE THE BARRIERS TO INCLUSION?
157(1)
Changing Roles for Educators
157(1)
Adverse Effects on Students
158(1)
WHAT WOULD MAKE FULL INCLUSION WORK?
158(5)
Delivery Models That Work
159(1)
Consultation
160(1)
Team Teaching
160(1)
Aides' Services
161(1)
Limited Pullout Service
161(1)
Peer Tutoring
162(1)
Teaching Devices
162(1)
ARE THERE ANY RESULTS THAT SUPPORT OR REFUTE INCLUSION?
163(1)
REFERENCES
163(3)
CHAPTER TEN Multicultural Education and the Cultural Curriculum
166(12)
MISCONCEPTIONS ABOUT CULTURAL DIVERSITY
167(3)
CULTURAL DILEMMAS TEACHERS FACE IN THE 21ST CENTURY
170(4)
HOW CAN WE WORK WITH STUDENTS WHO ARE LIMITED ENGLISH PROFICIENT?
174(1)
Who Are Limited English Proficient Student
174(1)
Who Teaches Students with Limited English Proficiency?
174(1)
How Do Students with Limited English Proficiency Learn Best in an English-Speaking Classroom?
175(1)
WHAT SHOULD WE TEACH WITH REGARD TO CULTURE?
175(1)
HOW SHOULD WE TEACH WITH REGARD TO CULTURE?
176(1)
REFERENCES
177(1)
CHAPTER ELEVEN Working with Families
178(9)
MARRIED-COUPLE FAMILIES
179(1)
GRANDPARENTS AS PARENTS
180(1)
GAY- AND LESBIAN-HEADED HOUSEHOLDS
180(1)
BLACK FAMILIES
181(1)
ASIAN AMERICAN FAMILIES
182(1)
LATINO FAMILIES
183(1)
OTHER FAMILY STRUCTURES OR DEFINING CHARACTERISTICS
184(1)
REFERENCES
185(2)
CHAPTER TWELVE Discipline and Classroom Management
187(6)
HETERONOMY
188(2)
Problems with Rewards
188(2)
AUTONOMY
190(2)
REFERENCES
192(1)
Epilogue: What's Next? Future Issues and Trends in Education 193(4)
Index 197


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