Glenn Koonce

Taking Sides: Clashing Views on Educational Issues, Expanded

• Broschiertes Buch

Produktbeschreibung

The Taking Sides Collection on McGraw-Hill Create(TM) includes current controversial issues in a debate-style format designed to stimulate student interest and develop critical thinking skills. This Collection contains a multitude of current and classic issues to enhance and customize your course. You can browse the entire Taking Sides Collection on Create, or you can search by topic, author, or keywords. Each Taking Sides issues is thoughtfully framed with Learning Outcomes, an Issue Summary, an Introduction, and an Exploring the Issue section featuring Critical Thinking and Reflection, Is There Common Ground?, and Additional Resources and Internet References. Go to McGraw-Hill Create(TM) at www.mcgrawhillcreate.com, click on the "Collections" tab, and select The Taking Sides Collection to browse the entire Collection. Select individual Taking Sides issues to enhance your course, or access and select the entire Koonce: Taking Sides: Clashing Views on Educational Issues, 18/e Expanded ExpressBook for an easy, pre-built teaching resource by An online Instructor's Resource Guide with testing material is available for this Taking Sides volume. Visit the Create Central Online Learning Center at www.mhhe.com/createcentral for more details.

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Produktdetails

• Verlag: McGraw Hill LLC
• 18th Revised edition
• Seitenzahl: 336
• Erscheinungstermin: 18. Februar 2015
• Englisch
• Abmessung: 279mm x 216mm x 32mm
• Gewicht: 635g
• ISBN-13: 9781259341335
• ISBN-10: 125934133X
• Artikelnr.: 43854596

Autorenporträt

GLENN L. KOONCE is Chair of theEducational Leadership Programs in the School of Education at RegentUniversity. A Vietnam combat veteran and 30 teacher, principal, and assistant superintendentveteran in the public schools, Dr. Koonce has been recognized as Principal ofthe Year for the State of Virginia, President of the Virginia Association ofSecondary School Principals, President of the Virginia Education Coalition,President of the Virginia Professors of Educational Leadership, President ofthe Virginia Education Research Association, Boss of the Year several times inthe public schools, Education Professor of the Year for Regent UniversitySchool of Education, Distinguished Service Award from Regent University, andDistinguished Service Award from the Virginia Professors of EducationalLeadership. Research, consulting, publications, teaching, and service from thelocal level to international levels, and serving on the editorial review boardfor publications from the National Council of Professors of EducationalAdministration (NCPEA) and the EuropeanJournal of Education Sciences round out his extensive experiences. Hispersonal interests include spiritual, family, community, and wellnessactivities of all kinds. He loves music, travel, and adventures, in noparticular order. He is married to Suzanne, has four children, and nine grandchildren.

Inhaltsangabe

UNIT: Basic Theoretical Issues
Issue: Should Schooling Be Based on Social Experiences?
YES: John Dewey, from "Experience and Education," Experience and Education
, 1938
NO: Roger Scruton, from "Schools and Schooling," The American Spectator,
2006
Philosopher John Dewey suggests a reconsideration of traditional approaches
to schooling, giving fuller attention to the social development of the
learner and the quality of his or her total experience. British philosopher
Roger Scruton expresses the traditionalist view that Dewey's progressive
education, with its emphasis on "child-centeredness" and "relevance," has
had a disastrous effect on quality education.
Issue: Should the Curriculum Be Standardized for All?
YES: Mortimer J. Adler, from "The Paideia Proposal: Rediscovering the
Essence of Education," American School Board Journal, 1982
NO: John Holt, from "Escape from Childhood," Escape from Childhood, 1974
Philosopher Mortimer J. Adler contends that democracy is best served by a
public school system that establishes uniform curricular objectives for all
students. Educator John Holt argues that an imposed curriculum damages the
individual and usurps a basic human right to select one's own path of
development.
Issue: Should Behaviorism Shape Educational Practices?
YES: Carson M. Bennett, from "A Skinnerian View of Human Freedom," The
Humanist, 1990
NO: Laura Zucca-Scott, from "Know Thyself: The Importance of Humanism in
Education," International Education, 2010
Professor of educational psychology Carson M. Bennett presents the case for
adopting the radical behaviorism of B. F. Skinner to improve the power and
efficiency of the process of learning. Professor of educational psychology
Carson M. Bennett presents the case for adopting the radical behaviorism of
B.F. Skinner to improve the power and efficiency of the process of
learning.
Issue: Is Constructivism the Best Philosophy of Education?
YES: David Elkind, from "The Problem with Constructivism," The Educational
Forum, 2004
NO: Jamin Carson, from "Objectivism and Education: A Response to David
Elkind's 'The Problem with Constructivism,'" The Educational Forum, 2005
Child development professor David Elkind contends that the philosophical
positions found in constructivism, though often difficult to apply, are
necessary elements in a meaningful reform of educational practices. Jamin
Carson, an assistant professor of education and former high school teacher,
offers a close critique of constructivism and argues that the philosophy of
objectivism is a more realistic and usable basis for the process of
education.
Issue: Should "Public Schooling" Be Redefined?
YES: Frederick M. Hess, from "What is a 'Public School?' Principles for a
New Century," Phi Delta Kappan, 2004
NO: Linda Nathan et al., from "A Response to Frederick Hess: Linda Nathan,
The Larger Purpose of Public Schools," Phi Delta Kappan, 2004
Frederick M. Hess, a resident scholar at the American Enterprise Institute,
advocates a broadening of the definition of "public schooling" in light of
recent developments such as vouchers, charter schools, and home schooling.
Linda Nathan, Joe Nathan, Ray Bacchetti, and Evans Clinchy express a
variety of concerns about the conceptual expansion that Hess proposes.
UNIT: Current Fundamental Issues
Issue: Are Truly Democratic Classrooms Possible?
YES: Kristan A. Morrison, from "Democratic Classrooms: Promises and
Challenges of Student Voice and Choice," Educational Horizons, 2008
NO: Gary K. Clabaugh, from "Second Thoughts about Democratic Classrooms,"
Educational Horizons, 2008
Associate professor of education Kristan A. Morrison explores historical
and theoretical bases for implementing democratic practices in schools that
would make student experience more appealing and productive. Professor of
education Gary K. Clabaugh examines such factors as top-down management,
compulsory attendance, business world influences, and federal mandates to
declare Morrison's ideas to be "out of touch" with reality.
Issue: Do Public Schools Have Grounds to Punish Students for Their
Off-Campus Online Speech?
YES: Chief Judge Hon and Theodore A. McKee, from "Layshock v. Hermitage
School District," United States Court of Appeals, 2011
NO: Chief Judge Hon and Theodore A. McKee, from "J.S. v. Blue Mountain
School District," United States Court of Appeals, 2011
In Layshock v. Hermitage School District, Third Circuit Court judges
approved a local Pennsylvania school officials' 10-day suspension of a high
school student who mocked his principal with a fake MySpace profile that he
accessed off-campus. On the same day and in the same circuit court as
Layshock v. Hermitage School District, a different set of judges ruled in J
.S. v. Blue Mountain School District that local Pennsylvania school
officials overreacted and breached the First Amendment Rights of a junior
high school student who ridiculed her principal online using MySpace with a
computer that was accessed off-campus. Chief Judge Theodore McKee wrote the
court's opinion for both cases. In 2012, the U.S. Supreme Court declined to
hear either of these social media cases.
Issue: Do American Schools Need a Common Curriculum?
YES: The Albert Shanker Institute, from "A Call for Common Content,"
American Educator, 2011
NO: Jay P. Green et al., from "Closing the Door on Innovation," Education
Next, 2011
The Albert Shanker Institute, an affiliate of the American Federation of
Teachers, promotes a common curriculum to build a bridge from standards to
achievement across the nation. A coalition of opponents, led by Jay P.
Greene, Sandra Stotsky, Bill Evers, Greg Forster, and Ze'ev Wurman, offers
a critical response to what they see as an effort to nationalize public
education.
Issue: Can the Common Core State Standards Be Successful?
YES: William H. Schmidt and Nathan A. Burroughs, from "How the Common Core
Boosts Quality and Equality," Educational Leadership, 2012/2013
NO: Tom Loveless, from "The Common Core Initiative: What are the Chances of
Success?" Educational Leadership, 2012/2013
With a focus on the new math standards, Michigan State University
researchers William Schmidt and Nathan Burroughs indicate the Common Core
State Standards will address two tenacious problems in U.S. education: the
mediocrity quality of mathematics learning and unequal opportunity in U.S.
schools. Tom Loveless, a senior fellow at the Brookings Institute, takes
the position that chances for the Common Core Standards to be successful
are "slim at best" when compared to the claims on how well similar policies
have worked in the past.
Issue: Can Failing Schools Be Turned Around?
YES: Karin Chenoweth, from "It Can Be Done, It's Being Done, and Here's
How," Phi Delta Kappan, 2009
NO: Andy Smarick, from "The Turnaround Fallacy," Education Next, 2010
Karin Chenoweth, a senior writer with the Education Trust and author of How
It's Being Done, describes strategies employed to bring about dramatic
improvements in low-performing schools. Andy Smarick, a visiting fellow at
the Thomas B. Fordham Institute, advocates the closing of failing schools
to make room for replacements through chartering.
Issue: Are Local School Boards Obsolete?
YES: Marc Tucker, from "Changing the System Is the Only Solution," Phi
Delta Kappan, 2010
NO: Diane Ravitch, from "Why Public Schools Need Democratic Governance,"
Phi Delta Kappan, 2010
Marc Tucker, president of the National Center on Education and the Economy,
calls for shifting the running of public schools to the states, allowing
local boards to focus solely on the improvement of learning. Education
historian Diane Ravitch feels that a movement of control to the state level
or to the mayor's office will undermine democratic deliberation and move
toward a top-down business model.
UNIT: Current Specific Issues
Issue: Is There Support for Arming Teachers in Schools?
YES: Nirvi Shah, from "Teachers Already Armed in Some Districts,"
Education Week, 2013
NO: National School Safety and Security Services, from "Arming Teachers and
School Staff with Guns: Implementation Issues Presents School Boards and
Administrators with Significant Responsibility and Potential Liability,"
National School Safety and Security Services, 2013
Nivri Shah examines arming teachers in schools shortly, after the Sandy
Hook Elementary tragedy, noting the one Texas district superintendent
concluded that "school personnel are the first responders." Led by
President Kenneth Trump, the National School Safety and Security Services
assert that teachers want to be armed with "textbooks and computers, not
guns."
Issue: Has the Time Arrived for Universal Preschool?
YES: David L. Kirp, from "The Kids-First Agenda," Big Ideas for Children:
Investing in Our Nation's Future, 2008
NO: Douglas J. Besharov and Douglas M. Call, from "The New Kindergarten,"
The Wilson Quarterly, 2008
David L. Kirp, a professor of public policy and author of The Sandbox
Investment, calls for expansion of federal support for universal preschool
and other child care services. Professor Douglas J. Besharov and research
associate Douglas M. Call of the University of Maryland School of Public
Policy examine the development of child care programs and conclude that the
case for universal preschool is not as strong as it seems.
Issue: Is the Inclusive Classroom Model Workable?
YES: Mara Sapon-Shevin, from "Learning in an Inclusive Community,"
Educational Leadership, 2008
NO: Wade A. Carpenter, from "The Other Side of Inclusion," Educational
Horizons, 2008
Professor of inclusive education Mara Sapon-Shevin presents a redefinition
of the inclusive classroom and offers specific strategies for bringing it
about in practice. Associate professor of education Wade A. Carpenter
expresses concerns about the inclusive ideology's uncritical infatuation
with socialization.
Issue: Do Teachers Unions Stymie School Reform?
YES: Andrew Coulson, from "A Less Perfect Union," The American Spectator,
2011
NO: Louis Malfaro, from "Lessons on Organizing for Power," American
Educator, 2010
Andrew Coulson, director of the Center for Educational Freedom at the Cato
Institute, contends that the NEA and AFT monopolize public school
operations, resulting in a collapse of productivity. Louis Malfaro, an AFT
vice president, sees the teachers unions as uniquely able to build
productive relationships and exert positive influence on the improvement of
teaching and learning.
Issue: Should Teacher Preparation and Licensing Be Regulated by the
Government?
YES: James Cibulka, from "Strengthen State Oversight of Teacher
Preparation," Education Next, 2013
NO: David Chard, from "Training Must Focus on Content and Pedagogy,"
Education Next, 2013
Council for the Accreditation of Educator Preparation President Jim Cibulka
states that tightening government licensure regulation is needed to assure
candidate and program quality that can result in a more favorable learning
environment for Pre-K-12 students. David Chard indicates that current state
control of teacher preparation and licensing does not ensure that teachers
will be of high quality.
Issue: Can Zero Tolerance Violate Students Rights?
YES: David Souter, from "Majority Opinion, Safford Unified School District
#1 v. Redding", United States Supreme Court, 2009
NO: Clarence Thomas, from "Dissenting Opinion, Safford Unified School
District, et al., v. April Redding," United States Supreme Court, 2009
Supreme Court Justice David Souter holds that a search in school requires a
reasonable belief that evidence of wrongdoing will be found and that the
search is not excessively intrusive in light of the age and sex of the
student. Supreme Court Justice Clarence Thomas argues that the Fourth
Amendment is not violated when there is reasonable suspicion that the
student is in possession of drugs banned by school policy and the search is
in an area where small pills could be concealed.
Issue: Do American Students Need More Time in School?
YES: Chris Gabrieli, from "More Time, More Learning," Educational
Leadership, 2010
NO: Larry Cuban, from "The Perennial Reform: Fixing School Time," Phi Delta
Kappan, 2008
National Center on Time and Learning chairman Chris Gabrieli claims that
current school time schedules are outmoded and calls for expansion of the
instructional day and year to close the achievement gap and provide
enrichment opportunities. Stanford University professor emeritus Larry
Cuban reviews the history of school time expansion and finds scant research
to support such demands.
Issue: Is the Road to Virtual Schooling Smoothly Paved?
YES: William Crossman, from "From the Three R's to the Four C's", The
Futurist, 2012
NO: Erin Dillon and Bill Tucker, from "Lessons for Online Learning,"
Education Next, 2011
Futurist philosopher William Crossman depicts the inevitable movement from
brick-and-mortar schools to a flexible learning environment dominated by
digital multi-sensory media. Erin Dillon and Bill Tucker of Education
Sector wave caution flags because of the current lack of data on the
efficacy of K-12 online learning and the need for independent quality
control.
Issue: Is the "21st Century Skills" Movement Viable?
YES: Andrew J. Rotherham and Daniel T. Willingham, from "21st Century
Skills: The Challenges Ahead," Educational Leadership, 2009
NO: Diana Senechal, from "The Most Daring Education Reform of All,"
American Educator, 2010
Education policy expert Rotherham and psychology professor Willingham see
great promise in the movement to bring needed skills to all students if the
delivery system works satisfactorily. Education writer and former teacher
Diana Senechal expresses deep concern about the movement's focus on current
societal needs to the detriment of core academic studies.
Issue: Does the Four-Day School Week Deserve Another Look?
YES: Marissa Skogen, from "Four-Day School Week: A Viable Option for Small
Public Schools," University of Great Falls, MT, 2012
NO: Jonathan A. Plucker, Katherine Cierniak, and Molly Chamberlin, from
"The Four-Day School Week: Nine Years Later," Education Policy Briefs, 2012
Researcher Melissa Skogen contends that there are not enough overridding
negative consequences of the four-day school week to inhibit schools from
making the change. Educators Jonathan Plucker, Katherine Cierniak, and
Molly Chamberlin have some positive comments, but conclude their review of
the four-day school week with concerns that include: no conclusive evidence
of the impact on student achievement; districts not having experienced
originally anticipated savings to the operating budget; potential negative
impact for at-risk students; arranging childcare on the 5th day; and lack
of peer-reviewed research.
Issue: Should Educators Be Cautious Regarding Flipped Classrooms?
YES: Allison Mousel and Leah P. McCoy, from "Flipping the High School
Mathematics Classroom," Research Digest, 2013
NO: Amy Roehl, Shweta Linga Reddy, and Gayla Jett Shannon, from "The
Flipped Classroom: An Opportunity To Engage Millennial Students Through
Active Learning Strategies," Journal of Family and Consumer Sciences, 2013
Allison Mousel and Leah McCoy are not against flipped learning but caution
it cannot conclusively suggest that the flipped instructional method has an
effect on students' belief of competency, compared to traditional
instruction. Amy Roehl, Shweta Linga Reddy, and Gayla Jett Shannon affirm
the benefits, even transformational effect, of a Flipped Classroom that
includes a current level of urgency for alternative methods of instruction.