Taking sides : clashing views on controversial issues in educational psychology
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Taking sides : clashing views on controversial issues in educational psychology
Dushkin/McGraw-Hill, c2000
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Includes index
内容説明・目次
内容説明
This debate-style reader is designed to introduce students to controversies in educational psychology. The readings, which represent the arguments of leading educators, psychologists, and social commentators, reflect a variety of viewpoints, and have been selected for their liveliness and substance, and because of their value in a debate framework.
目次
- PART 1. Meeting the Diverse Needs of a Diverse Classroom ISSUE 1. Are Single-Gender Classes the Only Way to Ensure Equal Educational Opportunities for Boys and Girls? YES: Janice Streitmatter, from "An Exploratory Study of Risk-Taking and Attitudes in a Girls-Only Middle School Math Class," The Elementary School Journal NO: Ann Pollina, from "Gender Balance: Lessons from Girls in Science and Mathematics," Educational Leadership Janice Streitmatter, a professor of Educational Psychology, presents the results of an investigation of girls-only math classes. She found that the behavior and attitudes of the girls in gender-segregated classes were dramatically different from, and more success-oriented than, those of girls in coeducational classes. She argues that the culture and practices of the coeducational classroom limit educational opportunities for girls in a way that can now be overcome most easily (or perhaps only) through gender segregation. Ann Pollina, head of the Department of Mathematics at Westover School in Middlebury, Connecticut, analyzes the unique characteristics of pedagogy and classroom organization in girls-only mathematics and science programs. She argues that these characteristics can be re-created in coeducational classrooms and that such reform will lead to improved instruction and academic outcomes for boys as well as for girls. ISSUE 2. Should Ability-Level Tracking Be Abandoned? YES: Jeannie Oakes and Amy Stuart Wells, from "Detracking for High Student Achievement," Educational Leadership NO: Sally M. Reis et al., from "Equal Does Not Mean Identical," Educational Leadership Jeannie Oakes and Amy Stuart Wells, both professors in the Graduate School of Education and Information Studies at the University of California, Los Angeles, argue that tracking ensures that low-achieving students will be exposed to a watered-down curriculum, have access to fewer educational resources, and experience a less than stimulating school environment, all of which will prevent them from ever escaping their low-achieving track. They argue that all students should be expected to master the same curriculum and that low-achieving students can do so if they simultaneously receive remedial instruction. Sally M. Reiss Professor of educational psychology and her colleagues that detracking leads teachers to adopt a middle-of-the-road curriculum that fails to challenge the best and brightest students in the class. They argue that teachers do not know how to meet the needs of gifted children within the context of a heterogeneous classroom
- thus, tracking is critical for the success of the best and brightest students. ISSUE 3. Should English Immersion Replace Bilingual Education? YES: Keith Baker, from "Structured English Immersion: Breakthrough in Teaching Limited-English-Proficient Students," Phi Delta Kappan NO: Josephine Arce, from "Cultural Hegemony: The Politics of Bilingual Education," Multicultural Education ISSUE 4. Is Full Inclusion Always the Best Option for Children With Disabilities? YES: Mara Sapon-Shevin, from "Full Inclusion as Disclosing Tablet: Revealing the Flaws in Our Present System," Theory into Practice NO: Naomi Zigmond and Janice M. Baker, from "Full Inclusion for Students With Learning Disabilities: Too Much of a Good Thing?" Theory into Practice ISSUE 5. Should Schools Try to Boost Students' Self-Esteem? YES: Andrew Margerison, from "Self-Esteem: Its Effect on the Development and Learning of Children With EBD," Support for Learning NO: Carol S. Dweck, from "Caution--Praise Can Be Dangerous," American Educator ISSUE 6. Should Moral Education Be Part of the School Curriculum? YES: Thomas Lickona, from "The Return of Character Education," Educational Leadership NO: Alfie Kohn, from "How Not to Teach Values: A Critical Look at Character Education," Phi Delta Kappan PART 2. Theories of Learning and Their Implications for Educational Practice ISSUE 7. Do Rewards Facilitate Learning? YES: Paul Chance, from "The Rewards of Learning," Phi Delta Kappan NO: Alfie Kohn, from "Rewards Versus Learning: A Response to Paul Chance," Phi Delta Kappan Paul Chance, a teacher at James H. Groves Adult High School in Georgetown, Delaware, argues for adherence to the dictates of classical learning theories, such as those of B. F. Skinner and E. L. Thorndike, who argued that reinforcement is necessary to maintain any behavior. Chance argues that present-day classrooms fall far short of providing the optimal level of reinforcement for students. He also disputes the results of research suggesting that reinforcement leads to a decline in a student's intrinsic motivation. Alfie Kohn, a professional writer on psychological and educational issues and controversies, argues that external reinforcers, such as teacher praise and grades, lead to short-term compliance but have long-term negative consequences. He maintains that external reinforcers reduce a student's interest in academic tasks and interfere with the learning of complex skills that require substantial work and practice. ISSUE 8. Should Schools Adopt a Child-Centered Approach to Education? YES: Mark Windschitl, from "The Challenges of Sustaining a Constructivist Classroom Culture," Phi Delta Kappan NO: E. D. Hirsch, Jr., from "Reality's Revenge: Research and Ideology," American Educator Mark Windschitl, an assistant professor in the Department of Curriculum and Instruction at the University of Washington, argues in favor of constructivism, a child-centered approach to education that is defined by student participation in hands-on activities and extended projects that are allowed to "evolve" in accordance with the students' interests and inclinations. He also identifies barriers to the implementation of the child-centered, constructivist approach, as well as strategies for removing those barriers. E. D. Hirsch, Jr., a professor in the School of Education at the University of Virginia, Charlottesville, argues that child-centered approaches have failed and points to research demonstrating the superiority of fact-based, teacher-centered approaches. He also contends that support for constructivist and other child-centered approaches have been based largely on political and ideological beliefs rather than on empirical evidence. ISSUE 9. Can Howard Gardner's Theory of Multiple Intelligences Transform Educational Practice? YES: Howard Gardner, from "Reflections on Multiple Intelligences: Myths and Messages," Phi Delta Kappan NO: Perry D. Klein, from "Multiplying the Problems of Intelligence by Eight: A Critique of Gardner's Theory," Canadian Journal of Education ISSUE 10. Will a Push for Standards and Accountability Lead to More Motivated Students? YES: Lauren B. Resnick, from "From Aptitude to Effort: A New Foundation for Our Schools," American Educator NO: Kennon M. Sheldon and Bruce J. Biddle, from "Standards, Accountability, and School Reform: Perils and Pitfalls," Teachers College Record ISSUE 11. Do Recent Discoveries About the Brain and Its Development Have Implications for Classroom Practice? YES: Pat Wolfe, from "Revisiting Effective Teaching," Educational Leadership NO: John T. Bruer, from "Brain Science, Brain Fiction," Educational Leadership PART 3. Effective Teaching and the Evaluation of Learning ISSUE 12. Is the Whole Language Approach to Reading Effective? YES: Steve Zemelman, Harvey Daniels, and Marilyn Bizar, from "Sixty Years of Reading Research--But Who's Listening?" Phi Delta Kappan NO: G. Reid Lyon, from "Why Reading Is Not a Natural Process," Educational Leadership ISSUE 13. Should Schools Embrace Computers and Technology? YES: Michael R. Blasewitz and Rosemarye T. Taylor, from "Attacking Literacy With Technology in an Urban Setting," Middle School Journal NO: R. W. Burniske, from "The Shadow Play: How the Integration of Technology Annihilates Debate in Our Schools," Phi Delta Kappan ISSUE 14. Is Greater Parent Involvement at School Always Beneficial? YES: Harvey Daniels, from "The Best Practice Project: Building Parent Partnerships in Chicago," Educational Leadership NO: Rodney T. Ogawa, from "Organizing Parent-Teacher Relations Around the Work of Teaching," Peabody Journal of Education ISSUE 15. Is IQ a Useful Educational Tool? YES: Michael C. Pyryt, from "IQ: Easy to Bash, Hard to Replace," Roeper Review NO: Reuven Feuerstein and Alex Kozulin, from "The Bell Curve: Getting the Facts Straight," Educational Leadership ISSUE 16. Will Performance Assessment Lead to Meaningful Education Reform? YES: D. Monty Neill, from "Transforming Student Assessment," Phi Delta Kappan NO: Edward H. Haertel, from "Performance Assessment and Education Reform," Phi Delta Kappan ISSUE 17. Can a Zero-Tolerance Policy Lead to Safe Schools? YES: Albert Shanker, from "Restoring the Connection Between Behavior and Consequences," Vital Speeches of the Day NO: Russ Skiba and Reece Peterson, from "The Dark Side of Zero Tolerance: Can Punishment Lead to Safe Schools?" Phi Delta Kappan ISSUE 18. Should U.S. Schools Be Evaluated Against Schools in Other Countries? YES: Richard M. Haynes and Donald M. Chalker, from "World-Class Schools," The American School Board Journal NO: Ernest G. Noack, from "Comparing U.S. and German Education: Like Apples and Sauerkraut," Phi Delta Kappan
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