Taking sides : clashing views on controversial issues in teaching and educational practice / selected, edited, and with introduction by Dennis Evans

Language: English Publisher: Dubuque, Iowa : McGraw-Hill / Dushkin, 2005Description: xxv, 358 pagesContent type: text Media type: unmediated Carrier type: volumeISBN: 0072917210; 9780072917215Subject(s): Education, Secondary -- United States | Education -- United StatesDDC classification: 371.1
Contents:
Is homework harmful to students? -- Does the practice of grading students serve useful purposes? -- Do classroom "discipline programs" contribute to ethical behavior? -- Are "abstinence only" programs the best approach to sex education instruction? -- Is "whole language" a legitimate approach to literacy education? -- Can Web-based learning transform the classroom? -- Is the traditional approach to American history too exclusionary? -- Should the study of literature focus on the classics? -- Are single-sex classrooms better for students? -- Should classroom instruction focus on preparation for the workplace? -- Should all students follow a common curriculum? -- Is achievement level tracking of students a defensible practice? -- Is block scheduling better than traditional scheduling? -- Is grade inflation a problem? -- Are school uniforms beneficial? -- Is drug testing of students a justifiable practice? -- Should religious content and concepts be more evident in our schools? -- Should teacher pay be tied to student performance? -- Should service learning be required? -- Is home schooling a good idea?
Summary: [This] is a debate-style reader designed to introduce students to controversies in teaching and education. The readings, which represent the arguments of leading educators 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. For each issue, the editor provides a concise introduction and postscript summary. The introduction sets the stage for the debate as it is argued in the "yes" and "no" readings, and the postscript briefly reviews the opposing view and suggests additional readings on the controversial issue under discussion.
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SUBJECT REFERENCE 		371.1 T139 2005 (Browse shelf) Available CITU-CL-40718
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Is homework harmful to students? --
Does the practice of grading students serve useful purposes? --
Do classroom "discipline programs" contribute to ethical behavior? --
Are "abstinence only" programs the best approach to sex education instruction? --
Is "whole language" a legitimate approach to literacy education? --
Can Web-based learning transform the classroom? --
Is the traditional approach to American history too exclusionary? --
Should the study of literature focus on the classics? --
Are single-sex classrooms better for students? --
Should classroom instruction focus on preparation for the workplace? --
Should all students follow a common curriculum? --
Is achievement level tracking of students a defensible practice? --
Is block scheduling better than traditional scheduling? --
Is grade inflation a problem? --
Are school uniforms beneficial? --
Is drug testing of students a justifiable practice? --
Should religious content and concepts be more evident in our schools? --
Should teacher pay be tied to student performance? --
Should service learning be required? --
Is home schooling a good idea?

[This] is a debate-style reader designed to introduce students to controversies in teaching and education. The readings, which represent the arguments of leading educators 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. For each issue, the editor provides a concise introduction and postscript summary. The introduction sets the stage for the debate as it is argued in the "yes" and "no" readings, and the postscript briefly reviews the opposing view and suggests additional readings on the controversial issue under discussion.

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