American Education

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  • Edition: 14th
  • Format: Paperback
  • Copyright: 2009-03-20
  • Publisher: McGraw-Hill Humanities/Social Sciences/Languages
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Clear, concise, and authoritativecompact and affordable, toowith scholarship that is often cited as a primary source,American Educationbrings up-to-date information and challenging perspectives to teacher educators' classrooms. Revised every two years,American Educationprovides a fresh, concise, and up-to-date introduction to the historical, political, social, and legal foundations of education and to the profession of teaching in the United States. This edition introduces a new chapter reference guide to the No Child Left Behind Act, provides a fresh look at multiculturalism and multilingualism, and presents a new discussion of the link between schooling and the growing gap between rich and poor.

Table of Contents

A Guide with Chapter References to Discussions of no Child Left Behind Act of 2001p. xiii
Prefacep. xv
School and Society
The History and Goals of Public Schoolingp. 3
Historical Goals of Schoolingp. 5
The Political Goals of Schoolingp. 6
The Social Goals of Schoolingp. 12
The Economic Goals of Schoolingp. 19
Human Capital and the Role of Business in American Educationp. 25
Conclusionp. 25
Suggested Readings and Works Cited in Chapterp. 26
Education and Equality of Opportunityp. 30
The Relationship Between Schools and Equality of Opportunityp. 31
School Models for Equality of Opportunityp. 32
The Common-School Modelp. 32
The Sorting-Machine Modelp. 34
The High-Stakes Testing Modelp. 36
Education and Incomep. 38
The Bias of Labor Market Conditions on Educational Attainment, Income, and Genderp. 39
White Privilege: Race, Educational Attainment, and Incomep. 41
The Asian Advantage: Race, Household Income, and Educationp. 42
Social and Cultural Capital: Child-Rearing and Equality of Opportunityp. 44
Social and Cultural Capital: Preschool and Equality of Opportunityp. 47
Schooling: Why Are the Rich Getting Richer and the Poor Getting Poorer?p. 50
Rich and Poor School Districtsp. 52
Social Class and At-Risk Studentsp. 54
Poverty Among School-Aged Childrenp. 55
The End of the American Dream: School Dropoutsp. 56
Tracking and Ability Groupingp. 56
Social Reproductionp. 57
Conclusionp. 59
Suggested Readings and Works Cited in Chapterp. 59
Equality of Educational Opportunity: Race, Gender, and Special Needsp. 61
How Courts and the U.S. Census Bureau Have Defined Racep. 61
Equality of Educational Opportunity: Race, Courts, and Legislationp. 64
School Segregation Todayp. 66
Second-Generation Segregationp. 69
The Struggle for Equal Education for Womenp. 70
Students with Disabilitiesp. 72
Public Law 94-142: Education for All Handicapped Children Actp. 73
Writing an IEPp. 73
Which Children Have Disabilities?p. 74
Inclusionp. 75
Inclusion and No Child Left Behindp. 77
An Inclusion Success Storyp. 78
The Inclusion Debatep. 78
Commission on Excellence in Special Educationp. 81
Conclusionp. 82
Suggested Readings and Works Cited in Chapterp. 82
Student Diversityp. 86
Global Migration and the Immigration Act of 1965p. 86
Mexican American Students and U.S. Schoolsp. 88
Asian American Students and U.S. Schoolsp. 93
Native American Students and U.S. Schoolsp. 97
Foreign-Born Population of the United Statesp. 102
The Changing Population of U.S. Schoolsp. 103
Educational Experiences of Immigrants to the United Statesp. 105
Languages of School-Age Childrenp. 107
Are U.S. Teachers Prepared for Language Diversity?p. 109
Immigration and the Social Construction of Racial Identityp. 110
Conclusionp. 115
Suggested Readings and Works Cited in Chapterp. 115
Multicultural and Multilingual Educationp. 118
Cultural Differences in Knowing and Seeing the Worldp. 118
Biculturalism: Collectivist and Individualist Societiesp. 120
The Difference Between Dominant, Dominated, and Immigrant Culturesp. 122
Dominated Cultures: John Ogbup. 123
Empowerment Through Multicultural Education: James Banks, Sonia Nieto, and Critical Pedagogyp. 125
Empowerment Through Multicultural Education: Racismp. 127
Teaching About Racismp. 129
Empowerment Through Multicultural Education: Sexismp. 130
Educating for Economic Power: Lisa Delpitp. 135
Ethnocentric Educationp. 136
Bilingual Education and English-Language Acquisition: No Child Left Behindp. 138
English Language Acquisition Act of 2001p. 141
Globalization: Language and Cultural Rightsp. 142
Conclusionp. 144
Suggested Readings and Works Cited in Chapterp. 145
Power and Control in American Education
Local Control, Choice, Charter Schools, and Home Schoolingp. 151
The Education Chairp. 152
School Boardsp. 152
School Choicep. 153
National Public School Choice Plan: No Child Left Behind Act of 2001p. 158
Charter Schoolsp. 159
Are Charter Schools Failing?p. 162
For-Profit Companies and Chartersp. 165
Charter Schools and For-Profit Global Education Corporationsp. 167
Home Schoolingp. 170
Conclusionp. 172
Suggested Readings and Works Cited in Chapterp. 172
Power and Control at State and National Levels: Political Party Platforms, High-Stakes Testing, and School Violencep. 177
Source of Federal Influence over Local School Policiesp. 177
No Child Left Behind as Categorical Federal Aidp. 178
Increasing State Involvement in Schoolsp. 179
Federal and State Control Through High-Stakes Tests and Academic Standardsp. 180
Consequences of Federal and State Control Through High-Stakes Testingp. 181
Federal and State Mandated Tests and Equality of Opportunityp. 183
Problems in Federal Control: Testing Students with Disabilities and English-Language Learnersp. 184
Does Federally Mandated High-Stakes Testing Work?p. 186
Does Federal Testing Policy Promote Unethical Behaviorp. 187
The Federal Government Decides the Reading War: No Child Left Behindp. 189
A Case Study: Student Violence and Federal Actionp. 191
What Should Be the Federal Role in Education? Republican and Democratic Platforms 2008p. 193
Conclusionp. 195
Suggested Readings and Works Cited in Chapterp. 196
The Profession of Teachingp. 200
The Changing Roles of American Teachersp. 200
No Child Left Behind: Highly Qualified Teachersp. 203
The Rewards of Teachingp. 204
Working Conditionsp. 206
Teacher Turnoverp. 209
Teachers' Unions and Teacher Politicsp. 210
Differences Between the Two Unionsp. 211
A Brief History of the National Education Association (NEA)p. 212
A Brief History of the American Federation of Teachers (AFT)p. 216
Should Teachers Strike?p. 219
Conclusionp. 220
Suggested Readings and Works Cited in Chapterp. 220
Textbooks, Curriculum, E-Learning, Cyber Bullying, and Global Models of Curriculum and Instructionp. 224
Censorship Issuesp. 224
Textbooksp. 229
Curricular Standards and the Political Nature of Knowledgep. 232
Censorship of the Internet and E-Learningp. 235
Cyber Bullyingp. 237
Conflicting Curriculum Goalsp. 239
The Global Models of Curriculum and Instructionp. 242
Conclusionp. 244
Suggested Readings and Works Cited in Chapterp. 245
The Courts and the Schoolsp. 249
Drug Testing of Studentsp. 250
Students' Free Speech Rightsp. 252
Gays, Boy Scouts, and the No Child Left Behind Act of 2001p. 254
Sexual Harassment and Discriminationp. 255
Students' Access to Booksp. 255
Student Suspensionsp. 256
Do School Authorities Have the Right to Paddle Children?p. 258
Compulsion and Religionp. 259
Vouchers and Religious Schoolsp. 260
Child-Benefit Theoryp. 261
Can States Regulate Private Schools?p. 262
Religion and State School Requirementsp. 263
School Prayer, Bible Reading, and Meditationp. 266
Student Prayersp. 267
School Prayer and the No Child Left Behind Act of 2001p. 269
Secular Humanism and the Religion of Public Schoolsp. 269
Evolution and Creationismp. 271
Parents' Rightsp. 272
Teachers' Rightsp. 273
Teachers' Liabilityp. 278
Teachers' Private Livesp. 279
The Language of the Schoolsp. 280
School Financesp. 282
Conclusionp. 283
Suggested Readings and Works Cited in Chapterp. 284
Creditsp. 287
Indexp. 289
Table of Contents provided by Ingram. All Rights Reserved.

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