American Education / Edition 15

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Clear, concise, and authoritative, American Education brings current issues and challenging perspectives to teacher educators' classrooms. Revised every two years, the text provides an up-to-date introduction to the historical, political, social, and legal foundations of education and to the profession of teaching in the United States.
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Product Details

  • ISBN-13: 9780078024344
  • Publisher: McGraw-Hill Higher Education
  • Publication date: 5/16/2011
  • Edition description: Older Edition
  • Edition number: 15
  • Pages: 320
  • Sales rank: 426,044
  • Product dimensions: 6.30 (w) x 9.00 (h) x 0.60 (d)

Meet the Author

Joel Spring received his Ph.D. in educational policy studies from the University of Wisconsin. He is currently a Professor at Queens College and the Graduate Center of the City University of New York. His great-great-grandfather was the first Principal Chief of the Choctaw Nation in Indian Territory and his grandfather, Joel S. Spring, was a local district chief at the time Indian Territory became Oklahoma. He currently teaches at Queens College of the City University of New York.

His major research interests are history of education, multicultural education, Native American culture, the politics of education, global education, and human rights education. He is the author of over twenty books and the most recent are How Educational Ideologies are Shaping Global Society; Education and the Rise of the Global Economy; The Universal Right to Education: Justification, Definition, and Guidelines; Globalization and Educational Rights; and Educating the Consumer Citizen: A History of the Marriage of Schools, Advertising, and Media.

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Table of Contents

A Guide with Chapter References to Discussions of no Child Left Behind Act of 2001 xiii

Preface xv

Part 1 School and Society

1 The History and Goals of Public Schooling 3

Historical Goals of Schooling 5

The Political Goals of Schooling 6

The Social Goals of Schooling 12

The Economic Goals of Schooling 19

Human Capital and the Role of Business in American Education 25

Conclusion 25

Suggested Readings and Works Cited in Chapter 26

2 Education and Equality of Opportunity 30

The Relationship Between Schools and Equality of Opportunity 31

School Models for Equality of Opportunity 32

The Common-School Model 32

The Sorting-Machine Model 34

The High-Stakes Testing Model 36

Education and Income 38

The Bias of Labor Market Conditions on Educational Attainment, Income, and Gender 39

White Privilege: Race, Educational Attainment, and Income 41

The Asian Advantage: Race, Household Income, and Education 42

Social and Cultural Capital: Child-Rearing and Equality of Opportunity 44

Social and Cultural Capital: Preschool and Equality of Opportunity 47

Schooling: Why Are the Rich Getting Richer and the Poor Getting Poorer? 50

Rich and Poor School Districts 52

Social Class and At-Risk Students 54

Poverty Among School-Aged Children 55

The End of the American Dream: School Dropouts 56

Tracking and Ability Grouping 56

Social Reproduction 57

Conclusion 59

Suggested Readings and Works Cited in Chapter 59

3 Equality of Educational Opportunity: Race, Gender, and Special Needs 61

How Courts and the U.S. Census Bureau Have Defined Race 61

Equality of Educational Opportunity: Race, Courts, and Legislation 64

SchoolSegregation Today 66

Second-Generation Segregation 69

The Struggle for Equal Education for Women 70

Students with Disabilities 72

Public Law 94-142: Education for All Handicapped Children Act 73

Writing an IEP 73

Which Children Have Disabilities? 74

Inclusion 75

Inclusion and No Child Left Behind 77

An Inclusion Success Story 78

The Inclusion Debate 78

Commission on Excellence in Special Education 81

Conclusion 82

Suggested Readings and Works Cited in Chapter 82

4 Student Diversity 86

Global Migration and the Immigration Act of 1965 86

Mexican American Students and U.S. Schools 88

Asian American Students and U.S. Schools 93

Native American Students and U.S. Schools 97

Foreign-Born Population of the United States 102

The Changing Population of U.S. Schools 103

Educational Experiences of Immigrants to the United States 105

Languages of School-Age Children 107

Are U.S. Teachers Prepared for Language Diversity? 109

Immigration and the Social Construction of Racial Identity 110

Conclusion 115

Suggested Readings and Works Cited in Chapter 115

5 Multicultural and Multilingual Education 118

Cultural Differences in Knowing and Seeing the World 118

Biculturalism: Collectivist and Individualist Societies 120

The Difference Between Dominant, Dominated, and Immigrant Cultures 122

Dominated Cultures: John Ogbu 123

Empowerment Through Multicultural Education: James Banks, Sonia Nieto, and Critical Pedagogy 125

Empowerment Through Multicultural Education: Racism 127

Teaching About Racism 129

Empowerment Through Multicultural Education: Sexism 130

Educating for Economic Power: Lisa Delpit 135

Ethnocentric Education 136

Bilingual Education and English-Language Acquisition: No Child Left Behind 138

English Language Acquisition Act of 2001 141

Globalization: Language and Cultural Rights 142

Conclusion 144

Suggested Readings and Works Cited in Chapter 145

Part 2 Power and Control in American Education

6 Local Control, Choice, Charter Schools, and Home Schooling 151

The Education Chair 152

School Boards 152

School Choice 153

National Public School Choice Plan: No Child Left Behind Act of 2001 158

Charter Schools 159

Are Charter Schools Failing? 162

For-Profit Companies and Charters 165

Charter Schools and For-Profit Global Education Corporations 167

Home Schooling 170

Conclusion 172

Suggested Readings and Works Cited in Chapter 172

7 Power and Control at State and National Levels: Political Party Platforms, High-Stakes Testing, and School Violence 177

Source of Federal Influence over Local School Policies 177

No Child Left Behind as Categorical Federal Aid 178

Increasing State Involvement in Schools 179

Federal and State Control Through High-Stakes Tests and Academic Standards 180

Consequences of Federal and State Control Through High-Stakes Testing 181

Federal and State Mandated Tests and Equality of Opportunity 183

Problems in Federal Control: Testing Students with Disabilities and English-Language Learners 184

Does Federally Mandated High-Stakes Testing Work? 186

Does Federal Testing Policy Promote Unethical Behavior 187

The Federal Government Decides the Reading War: No Child Left Behind 189

A Case Study: Student Violence and Federal Action 191

What Should Be the Federal Role in Education? Republican and Democratic Platforms 2008 193

Conclusion 195

Suggested Readings and Works Cited in Chapter 196

8 The Profession of Teaching 200

The Changing Roles of American Teachers 200

No Child Left Behind: Highly Qualified Teachers 203

The Rewards of Teaching 204

Working Conditions 206

Teacher Turnover 209

Teachers' Unions and Teacher Politics 210

Differences Between the Two Unions 211

A Brief History of the National Education Association (NEA) 212

A Brief History of the American Federation of Teachers (AFT) 216

Should Teachers Strike? 219

Conclusion 220

Suggested Readings and Works Cited in Chapter 220

9 Textbooks, Curriculum, E-Learning, Cyber Bullying, and Global Models of Curriculum and Instruction 224

Censorship Issues 224

Textbooks 229

Curricular Standards and the Political Nature of Knowledge 232

Censorship of the Internet and E-Learning 235

Cyber Bullying 237

Conflicting Curriculum Goals 239

The Global Models of Curriculum and Instruction 242

Conclusion 244

Suggested Readings and Works Cited in Chapter 245

10 The Courts and the Schools 249

Drug Testing of Students 250

Students' Free Speech Rights 252

Gays, Boy Scouts, and the No Child Left Behind Act of 2001 254

Sexual Harassment and Discrimination 255

Students' Access to Books 255

Student Suspensions 256

Do School Authorities Have the Right to Paddle Children? 258

Compulsion and Religion 259

Vouchers and Religious Schools 260

Child-Benefit Theory 261

Can States Regulate Private Schools? 262

Religion and State School Requirements 263

School Prayer, Bible Reading, and Meditation 266

Student Prayers 267

School Prayer and the No Child Left Behind Act of 2001 269

Secular Humanism and the Religion of Public Schools 269

Evolution and Creationism 271

Parents' Rights 272

Teachers' Rights 273

Teachers' Liability 278

Teachers' Private Lives 279

The Language of the Schools 280

School Finances 282

Conclusion 283

Suggested Readings and Works Cited in Chapter 284

Credits 287

Index 289

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