More New and Used
from Private Sellers
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the 1st edition with a publication date of 3/8/2011.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
Designed specifically for students with little or no education background,Thinking About Schoolsis an essential collection of classic and contemporary readings that provides a complete, balanced overview of educational foundations. Anchored in classic scholarship from the 1960s to today, this book also incorporates a number of thought-provoking popular essays that will engage students and encourage critical thinking about vital issues concerning the purpose of education, curriculum content, the roles and responsibilities of students and teachers, and new directions for education in the twenty-first century. In addition to selecting each reading for its impact and accessibility, editor Eleanor Blair Hilty further promotes student comprehension by including introductions, discussion questions, guides to further reading, and related resources for each of the five parts.
Eleanor Blair Hilty is an associate professor of education at Western Carolina University Cullowhee, North Carolina. She is the director of the MAED program in secondary education and teaches foundational education courses at the undergraduate and graduate levels.
Table of Contents
|Introduction: The Questions That Guide Our Practice||p. xiii|
|What Are the Aims and Purposes of Education?|
|Conflict and Consensus Revisited: Notes Toward a Reinterpretation of American Educational History||p. 7|
|A Past for the Present: History, Education, and Public Policy||p. 13|
|Intellectual Capital: A Civil Right||p. 29|
|Learning from the Past||p. 59|
|We Want It All||p. 69|
|Discussion Questions||p. 93|
|Guide to Further Reading||p. 93|
|Related Resources||p. 94|
|What Should be the Content of the Curriculum?|
|The Shifting Ground of Curriculum Thought and Everyday Practice||p. 99|
|But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy||p. 107|
|The Banking Concept of Education||p. 117|
|Markets, Standards, God, and Inequality||p. 129|
|The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children||p. 157|
|Discussion Questions||p. 177|
|Guide to Further Reading||p. 177|
|Related Resources||p. 178|
|What are the Roles and Responsibilities of Teacher Leaders?|
|Teachers as Transformative Intellectuals||p. 183|
|On the Frontier of School Reform with Trailblazers, Pioneers, and Settlers||p. 191|
|How to Build Leadership Capacity||p. 201|
|Against the Grain||p. 205|
|What Are We Doing Here? Building a Framework for Teaching||p. 227|
|Discussion Questions||p. 249|
|Guide to Further Reading||p. 249|
|Related Resources||p. 250|
|What Are the Roles and Responsibilities of Students?|
|Adequate Schools and Inadequate Education: The Life History of a Sneaky Kid||p. 255|
|Educators, Homosexuality, and Homosexual Students: Are Personal Feelings Related to Professional Beliefs?||p. 283|
|At-Risk Children and the Common School Ideal||p. 323|
|Silencing and Nurturing Voice in an Improbable Context: Urban Adolecents in Public School||p. 337|
|Standing for Students, Standing for Change||p. 357|
|Discussion Questions||p. 361|
|Guide to Further Reading||p. 361|
|Related Resources||p. 362|
|What Are the Issues that Impact Twenty-First-Century Schools?|
|Grouping the Gifted and Talented: Questions and Answers||p. 367|
|Let's Declare Education a Disaster and Get On with Our Lives||p. 379|
|The Professionally Challenged Teacher: Teachers Talk About School Failure||p. 389|
|The Educational Costs of Standardization||p. 411|
|From "Separate but Equal" to "No Child Left Behind": The Collision of New Standards and Old Inequalities||p. 419|
|Closing the Achievement Gap by Detracking||p. 439|
|Still Separate, Still Unequal: America's Educational Apartheid||p. 445|
|Talking About Race, Learning About Racism: The Application of Racial Identity Development Theory in the Classroom||p. 465|
|Come and Listen to a Story: Understanding the Appalachian Hillbilly in Popular Culture||p. 491|
|Rethinking Education in a Technological World||p. 503|
|Discussion Questions||p. 519|
|Guide to Further Reading||p. 519|
|Related Resources||p. 520|
|About the Editor and Contributors||p. 521|
|Table of Contents provided by Ingram. All Rights Reserved.|