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Critical Issues in Education: Dialogues and Dialectics / Edition 8

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Overview

There is a great need for critical thinking in schools, and by teachers. Current educational reform efforts emphasize student testing on basic information and rote memorization. What is lost is education that involves critical thinking, creativity, and consideration of alternatives. The essential framework for this book is the stimulation of critical thinking—to include dialogue and dialectic approaches.

Critical Issues in Education includes opposing sides of the issues presented and illustrates, through competing essays on each topic, how critical thinking, dialogue, and dialectic approaches improve understanding and the evaluation of available evidence and reasoning.

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Product Details

  • ISBN-13: 9780078024375
  • Publisher: McGraw-Hill Higher Education
  • Publication date: 7/16/2012
  • Edition description: New Edition
  • Edition number: 8
  • Pages: 464
  • Sales rank: 142,330
  • Product dimensions: 6.20 (w) x 9.00 (h) x 0.70 (d)

Meet the Author

Jack L. Nelson a professor of education at Rutgers, obtained his doctorate from the University of Southern California. He is experienced teacher in schools at the elementary, secondary, undergraduate, and graduate levels; his university teaching experience includes California State University, Los Angeles; the State University of New York at Buffalo; San Jose State University; and Cambridge University. Nelson has been a visiting scholar at the University of California, Berkeley; Stanford University, University of Colorado; and Curtin University and the University of Sydney in Australia. Critical Issues in Education is his sixteenth book; he has also published about 150 articles and reviews. He is listed in Who’s Who in America and Contemporary Authors.

Stuart B. Palonsky is professor of education and director of the Honors College at the University of Missouri-Columbia. A former public school teacher in New York and New Jersey, Palonsky earned his doctorate at Michigan State University. His publications include 900 Shows a Year, an ethnographic study of high school teaching from a classroom teacher’s perspective. In addition, Palonsky has published numerous articles and reviews in educational and social science journals, and has presented scholarly and professional papers on educational issues at national association conferences.

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Table of Contents

1 Introduction : critical issues and critical thinking 1
2 School choice : family or public funding 56
3 Financing schools : equity or disparity 81
4 Gender equity : eliminating discrimination or accommodating differences 104
5 Standards-based reform : real change or political smoke screen 125
6 Religion and public schools : unification or separation 147
7 Privatization of schools : boon or bane 170
8 Corporations, commerce, and schools : complementing or competing interests 199
9 The academic achievement gap : old remedies or new 243
10 Values/character education : traditional or liberational 268
11 Multicultural education : democratic or divisive 295
12 Technology and learning : enabling or subverting 315
13 Standardized testing : restrict or expand 345
14 Discipline and justice : zero tolerance or discretion 376
15 Teachers unions and school leadership : detrimental or beneficial 397
16 Academic freedom : teacher responsibilities or rights 415
17 Inclusion and mainstreaming : common or special education 441
18 Violence in schools : school treatable or beyond school control 470
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