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Current issues and trends in education

Author: Jerry Aldridge; Renitta L Goldman
Publisher: Boston, MA : Pearson/Allyn and Bacon, ©2007.
Edition/Format:   Print book : English : 2nd edView all editions and formats
Summary:
An exploration of twenty-first century trends and issues in education that discusses politics, demographics, diversity, rights of stakeholders, curricular practices, No Child Left Behind legislation, social promotion, multicultural education, and other related topics.
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Document Type: Book
All Authors / Contributors: Jerry Aldridge; Renitta L Goldman
ISBN: 0205486207 9780205486205
OCLC Number: 68133370
Description: xv, 205 pages ; 23 cm
Contents: Part I Political, Economic, and Historical Trends in Education --
Chapter 1 Politics and Education 1 --
Are Our Politicians Up to the Job? 1 --
The Conservative Backlash 3 --
Are We Lowering Standards? 4 --
Disparities Between Curriculum and Student Needs 5 --
Who Controls the Schools? 5 --
The Democratic-Progressive Discourse 6 --
Do We Have Other Choices? 6 --
Federal, State, and Local Control 7 --
Recent and Future Political Challenges 7 --
Attitudes about Schooling 7 --
Policy Issues Related to Education 8 --
The George W. Bush Educational Initiatives 9 --
Misguided Educational Reform? 10 --
Chapter 2 Changing Demographics and Diversity 16 --
Population Statistics 16 --
The U.S. Economy: An Overview 17 --
Trends in Demography of Childhood Poverty 18 --
Americans on the Move 18 --
Teacher Mobility 19 --
The Average American Family 21 --
Changing School Demographics 21 --
The Over- and Underrepresentation in Special Education Programs 22 --
Defining Culture 24 --
High School Graduation Rates 26 --
High School Dropout and College Enrollment Rates 27 --
Employment 27 --
Health 28 --
Crime 28 --
Gangs 28 --
Additional Trends 29 --
People of Color Living in Concentrated Poverty 29 --
Is Diversity a Myth? Is Singling Out One Group for Special Privileges Simultaneously Patronizing and Bigoted? 30 --
What Groups Are Considered Diverse Learners? 30 --
Educators' Coping with Changing Demographics 37 --
Is Diversity a Myth? 38 --
The Impact of Diversity on U.S. Education 38 --
Inadequate Assumptions About Human Development 41 --
Ethnicity in America: Bridging the Gap Between a History of Racism and a Future Toward Equality in Diversity 42 --
Teachers' Responses to Diversity 45 --
Chapter 3 Rights of Stakeholders in Education 51 --
The Rights of Children 51 --
The Disparity Continues 52 --
Children and Youth at Risk: An Overview 52 --
A Promising Approach for Addressing At-Risk Students 54 --
Children Living in Poverty 55 --
The Face of Poverty among Young Children Is Changing 56 --
Homelessness 58 --
Causes of Homelessness 58 --
Consequences of Homelessness 59 --
Policy Issues on Homelessness 60 --
Child Abuse and Neglect 60 --
Prevalence Data on Child Abuse: A Continued Issue of Uncertainty 60 --
What Do Abuse and Neglect Mean? 62 --
How Do We Recognize It? 63 --
Child Fatalities 63 --
Child Care 64 --
Substance Abuse 65 --
Characteristics of Victims 65 --
Age 65 --
Gender 65 --
Ethnicity 66 --
People with Special Needs 66 --
Characteristics of Perpetrators 67 --
People Known to the Child 67 --
Stranger Danger 67 --
Gender 67 --
The History of Child Abuse 67 --
Child Victims and the Law 69 --
The Effects of Child Abuse 69 --
On Children 69 --
On Adults Who Were Abused as Children 70 --
The Costs of Abuse 71 --
The Need for Prevention 72 --
Student Disposition-Personality: Determinants of Right or Wrongdoing 72 --
Alcohol, Drug Abuse, and Violence 73 --
Proclivity toward Violence 73 --
Bullying 74 --
Cheating 74 --
Violence and Child Development 75 --
Violence during the Preschool Years 75 --
Violence during the School Years 76 --
Violence during College 77 --
Teacher Stress and Burnout 77 --
Pay 78 --
Student Characteristics 78 --
School Policies 79 --
Striving for Solutions 79 --
What Parents Can Do 80 --
Influence of the Media 81 --
Violence Prevention in the Community 82 --
Safety Issues 82 --
Cell phones 82 --
Discipline 83 --
Corporal Punishment 83 --
Need for Teachers to Deal with Abuse 85 --
Protecting Our Children and Our Teachers (against Litigation) 85 --
Part II Evolving Notions of Human Development and Learning --
Chapter 4 Theoretical Shifts in Our Understanding of Children 94 --
Changing Worldviews 94 --
Changing Theories 96 --
Maturational Theory 96 --
Behaviorist Theory 97 --
Psychoanalytic Theory 97 --
Constructivist Theory 98 --
The Sociohistorical Approach 98 --
Ecological Systems Theory 99 --
Multiple Intelligences Theory 99 --
Problems with Traditional Psychological Theories 99 --
What Shall we do with Dead, White, Western Men? 100 --
What Did These Dead, White, Western Men Really Say? 100 --
Critical Theory 101 --
Modern and Postmodern Theories 102 --
Chapter 5 Changing Curricular Practices 107 --
Teaching as Transmission 107 --
Teaching as Transaction 108 --
Teaching as Inquiry 109 --
Teaching as Transformation 110 --
Part III Changing Views of Assessment and Instruction --
Chapter 6 No Child Left Behind? 113 --
An Overview of No Child Left Behind 113 --
Title I Improving the Academic Achievement of the Disadvantaged 114 --
Title II Preparing, Training, and Recruiting High-Quality Teachers and Principals 114 --
Title III Language Instruction for Limited English Proficient and Immigrant Students 115 --
Title IV Twenty-first Century Schools 115 --
Title V Promoting Informed Parental Choice and Innovative Programs 115 --
Title VI Flexibility and Accountability 115 --
Title VII-X Other Requirements under No Child Left Behind 116 --
Nine Issues Related to No Child Left Behind 116 --
Chapter 7 Developmentally Appropriate Practice: Best Practice for All Students 121 --
What is Developmentally Appropriate Practice? 122 --
What is the History of Developmentally Appropriate Practice? 123 --
What is the Research Base for Developmentally Appropriate Practice? 123 --
How Has Developmentally Appropriate Practice Influenced Educational Practice? 125 --
Accreditation 125 --
An Emphasis on the Whole Child 125 --
Individualized Instruction 125 --
The Acceptance and Use of Children's Prior Knowledge 125 --
Active Learning 126 --
More In-Depth Study of a Topic 126 --
The Importance of Play 126 --
Multiage Grouping 126 --
The Teacher as Reflective Decision Maker 126 --
Parent Involvement 127 --
What Are the Criticisms of Developmentally Appropriate Practice? 127 --
Problems Related to Children with Disabilities 127 --
Criticisms Related to Context 127 --
Issues Related to Theory 129 --
Problems Related to No Child Left Behind 130 --
What Is the Future of Developmentally Appropriate Practice? 131 --
Chapter 8 Social Promotion, Retention, and Alternative Possibilities / Janice N. Cotton 135 --
Social Promotion 135 --
Prevalence of Social Promotion 135 --
Negative Effects of Social Promotion 136 --
Implications and Findings from Local Social Promotion Policies 136 --
Conclusions about Social Promotion 137 --
Grade Retention 137 --
Prevalence and Cost of Grade Retention 138 --
Retention and Academic Achievement 138 --
Retention and Social and Health Implications 139 --
Conclusions about Retention 139 --
Alternatives to Social Promotion and Grade Retention 140 --
The Bottom Line 144 --
Part IV Issues in Accommodating Individual and Family Differences --
Chapter 9 Teaching in Inclusive Settings: The Challenge and the Opportunity to Engage in Inclusive Strategies 148 --
What Is Inclusion? 149 --
How Did We Get Here? 150 --
Should We Have Inclusion or Full Inclusion? 150 --
Mainstreaming 151 --
The Regular Education Initiative 151 --
Is Inclusion Better Than Full Inclusion? 151 --
What about Full Inclusion and the Law? 153 --
Should We Prepare for Full Inclusion or Just Inclusion? 154 --
Preparing the System 155 --
Preparing Teachers 155 --
Preparing Families 155 --
Preparing Students 155 --
What Are the Advantages of Full Inclusion? 156 --
Academic Advantages 156 --
Discipline Problems 156 --
Gains in Socialization 156 --
Benefits to Regular Education Students 157 --
What Are the Barriers to Inclusion? 157 --
Changing Roles for Educators 157 --
Adverse Effects on Students 158 --
What Would Make Full Inclusion Work? 158 --
Delivery Models That Work 159 --
Consultation 160 --
Team Teaching 160 --
Aides' Services 161 --
Limited Pullout Service 161 --
Peer Tutoring 162 --
Teaching Devices 162 --
Are There Any Results That Support or Refute Inclusion? 163 --
Chapter 10 Multicultural Education and the Cultural Curriculum 166 --
Misconceptions About Cultural Diversity 167 --
Cultural Dilemmas Teachers Face in the 21st Century 170 --
How Can We Work with Students Who Are Limited English Proficient? 174 --
Who Are Limited English Proficient Students? 174 --
Who Teaches Students with Limited English Proficiency? 174 --
How Do Students with Limited English Proficiency Learn Best in an English-Speaking Classroom? 175 --
What Should We Teach with Regard to Culture? 175 --
How Should We Teach with Regard to Culture? 176 --
Chapter 11 Working with Families 178 --
Married-Couple Families 179 --
Grandparents as Parents 180 --
Gay- and Lesbian-Headed Households 180 --
Black Families 181 --
Asian American Families 182 --
Latino Families 183 --
Other Family Structures or Defining Characteristics 184 --
Chapter 12 Discipline and Classroom Management 187 --
Heteronomy 188 --
Problems with Rewards 188 --
Autonomy 190 --
Epilogue: What's Next? Future Issues and Trends in Education 193.
Responsibility: Jerry Aldridge, Renitta Goldman.

Abstract:

An exploration of twenty-first century trends and issues in education that discusses politics, demographics, diversity, rights of stakeholders, curricular practices, No Child Left Behind legislation, social promotion, multicultural education, and other related topics.

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