About the Author
Jack L. Nelson a professor of education at Rutgers, obtained his doctorate from the University of Southern California. He is experienced teacher in schools at the elementary, secondary, undergraduate, and graduate levels; his university teaching experience includes California State University, Los Angeles; the State University of New York at Buffalo; San Jose State University; and Cambridge University. Nelson has been a visiting scholar at the University of California, Berkeley; Stanford University, University of Colorado; and Curtin University and the University of Sydney in Australia. Critical Issues in Education is his sixteenth book; he has also published about 150 articles and reviews. He is listed in Whos Who in America and Contemporary Authors. Stuart B. Palonsky is professor of education and director of the Honors College at the University of Missouri-Columbia. A former public school teacher in New York and New Jersey, Palonsky earned his doctorate at Michigan State University. His publications include 900 Shows a Year, an ethnographic study of high school teaching from a classroom teachers perspective. In addition, Palonsky has published numerous articles and reviews in educational and social science journals, and has presented scholarly and professional papers on educational issues at national association conferences.
Table of Contents
Foreword by Nel Noddings Preface Chapter 1: Introduction: Critical Issues and Critical Thinking Part One: Whose Interests Should Schools Serve? Theme: Justice and EquityChapter 2: School Choice: Family or Public Funding Chapter 3: Financing Schools: Equity or Disparity Chapter 4: Academic Achievement Gap: Old Remedies or New Chapter 5: Gender Equity: Discrimination or Legitimate Distinctions Chapter 6: Standards-Based Reform: Real Change or Political Smoke Screen Chapter 7: ReligionChurch/State: Unification or Separation Chapter 8: Privatization of Schools: Boon or Bane Part Two: What Should Be Taught? Theme: Knowledge Chapter 9: Basic Education: Traditional or Critical Chapter 10: Reading: Phonics or Whole Language Chapter 11: Multicultural Education: Democratic or Divisive Chapter 12: Values/Character Education: Traditional or Liberational Chapter 13: Technological Literacy: Necessary or Excessive Chapter 14: Standardized Testing: Restrict or Expand Part Three: How Should Schools Be Organized and Operated? Theme: School Environment Chapter 15: Instructional Leadership: Teachers or Administrators Chapter 16: Academic Freedom: Teacher Rights or Responsibilities Chapter 17: Teacher Unions: Detrimental or Beneficial to Education Chapter 18: Inclusion and Mainstreaming: Special or Common Education Chapter 19: School Violence: School Treatable or Beyond School Control Index