Current Issues And Trends in Education

by Aldridge, Jerry; Goldman, Renitta

• ISBN13: 9780205486205
• ISBN10: 0205486207
• Edition: 2nd
• Format: Paperback
• Copyright: 2006-07-05
• Publisher: Pearson

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