Critical Issues in Education: Dialogues and Dialectics / Edition 8 available in Paperback
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 1.25(h) x 9.00(d)|
About 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.
Table of ContentsChapter 1: Introduction: Critical Issues and Critical Thinking
Part One: Introduction: What Interests Should Schools Serve?
Chapter 2: School Choice: For Family Choice or Against Vouchers
Chapter 3: School Finance: Equity or Disparity
Chapter 4: School Integration: Compulsory or Voluntary
Chapter 5: Gender: Easing Discrimination or Making Legitimate Distinctions
Chapter 6: Affirmative Action: Progressive or Restrictive
Part Two: What Should Be Taught?
Chapter 7: Basic Education: Traditional Disciplines or Critical Thinking
Chapter 8: Reading: Phonics or Whole Language
Chapter 9: Multicultural Education: Representative or Divisive
Chapter 10: Curriculum Control: National or Local
Chapter 11: Values and Character: Traditional or Liberational
Chapter 12: Business Influence: Positive or Negative
Chapter 13: Standardized Testing: Restrict or Expand
Part Three: How Should Schools Be Organized and Operated?