TAKING SIDES CLASHING VIEWS ON EDUCATIONAL ISSUES 18TH EDITION PDF

Start your review of Taking Sides: Clashing Views on Educational Issues Write a review Apr 22, Shelby rated it really liked it Taking Sides is a detailed response to controversial educational issues. The book is organized by questions and below is a response based off of his research. The author shows two sides to every story, the, yes, answer and the, no. Although I cannot focus on each individual topic he mentions, a few examples of topics he touched on more are: Should Behaviorism Shape Educational Practices?

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Dutton Saginaw Valley State University Professor Ervin Sparapuni and Associate Provost at Saginaw Valley State University, David Perez contend that even though a curriculum may be standard, teachers need to use a variety of teaching approaches to meet the needs of diverse student populations. YES: Stephanie T.

Gary K. YES: Theodore A. McKee, from J. McKee, from Layshock v. Blue Mountain District case ruling against a suspended junior high school student who ridiculed her principal online using MySpace with a computer that was accessed off-campus. The student had been suspended by her school district.

On the previous day, February 10, , another panel of three judges from the same Third Circuit Court of Appeals heard Layshock v. A local Pennsylvania school official suspended Layshock for10 days. He was also placed in an alternative education setting and banned from extracurricular activities and graduation ceremonies for mocking his principal with a fake MySpace profile that he accessed off-campus.

Both the J. Supreme Court ruling. In , the U. Supreme Court declined to hear either of these social media cases. YES: William H. Schmidt and Nathan A. Media contact, Laura Hoxworth interviews Coby Meyer, research associate professor at the University of Virginia and co-editor Marlene Darwin of the American Institutes for Research advocate addressing in their book, Enduring Myths that Inhibit School Turnaround, the myths that inhibit school turnaround, so that policy makers and school leaders can address them head on.

Sara Vecchiotti, Esq. Erika Christakis from The Atlantic posits that the same educational policies that are pushing academic goals down to ever earlier levels seem to be contributing to—while at the same time obscuring—the fact that young children are gaining fewer skills, not more. David Chard indicates that current state control of teacher preparation and licensing does not ensure that teachers will be of high quality.

Paul von Hippel, an associate professor in the LBJ School of Public Affairs, University of Texas in Austin, and Laura Bellows, doctoral student at the Sanford School of Public Policy at Duke University, noting attention to the body of research comparing teacher preparation programs has produced inconsistent results, and they question why officials at United States Department of Education dismissed this research when originally setting the policy.

Teacher, education researcher, and author Michael Zwaagstra posits no-zero policies are logically flawed, unsupported by research, and mathematically unfair. YES: Michael F. YES: Stacy M. Schmidt and David L. YES: William J. Mathis, the managing director of the National Education Policy Center at the University of Colorado Boulder, states that the literature on class size reduction finds it as an effective strategy for improved learning.

Christopher Jepsen states that smaller classes are often associated with increased achievement, but evidence is far from universal.

Robin Lake, director of the Center on Reinventing Public Education at the University of Washington Bothell, where Roohi Sharma is research coordinator and Alice Opalka is special assistant to the director, Trey Cobb, a graduate student at the University of Notre Dame and a middle school math teacher, share their study of charter school growth and decline in the San Francisco Bay area of charter schools over the last five years and they note that districts have become skilled at limiting charter growth.

Benjamin Herold posits that a mountain of evidence indicates that teachers have been painfully slow to transform the way they teach despite the massive influx of new technology into their classrooms.

Issue: Does Homework Matter? Cory Bennett, an Associate Professor of Education at Idaho State University, provides recommendations for homework policy and practice that requires critical examination of practices and beliefs. House Committee on Education and the Workforce, Jane Robbins is opposed to using technology to track student social emotional behavior because she feels the government will have enormous leeway to disclose personal information on individual students without their consent.

The Paper and Packaging Board support print books noting that current research shows people are still more likely to have read a print book than a digital one.

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