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NEW AMERICAN EDUCATION 13th Edition Foundations of Education Part Two: POWER AND CONTROL IN AMERICAN EDUCATION Chapter Six: Local Control, Choice, Charter Schools, Home Schooling, and Commercialism Chapter Seven: Power and Control at the State and National Levels: High-Stakes Testing, School Violence, Reading Wars, and Private Foundations Chapter Eight: The Profession of Teaching Chapter Nine: Textbooks, Curriculum, E-Learning, and Instruction Censorship Issues Chapter Ten: The Courts and the Schools Joel Spring, Queens College 2008 / 400 pages ISBN-13: 978-0-07-352594-5 / MHID: 0-07-352594-4 Available: April 2007 Website: http://www.mhhe.com/spring13 Clear, concise, and authoritative—compact and affordable, too—with scholarship that is often cited as a primary source, American Education brings up-to-date information and challenging perspectives to teacher educators’ classrooms. Revised every two years, American Education provides a fresh, concise, and up-to-date introduction to the historical, political, social, and legal foundations of education and to the profession of teaching in the United States. This edition introduces a new chapter reference guide to the No Child Left Behind Act, provides a fresh look at multiculturalism and multilingualism, and presents a new discussion of the link between schooling and the growing gap between rich and poor. NEW TO THIS EDITION • Integrated coverage of the No Child Left Behind Act examines this act’s impact on many facets of education. Updated and expanded coverage considers the continuing controversies surrounding the act, with additional material on how standardized testing affects students with disabilities and English-Language Learners. The new reference guide provides a chapter-by-chapter indicator of where No Child Left Behind-related material appears in the text. • Detailed exploration of the opportunity gap considers the links between education and income and cultural capital and career achievement, and presents data on the connection between schooling and the growing gap between rich and poor. • Updated and expanded sections dealing with multicultural education, multilingual education, and diversity include discussions of school segregation today, boys in the gender divide, and foreign-born populations in the United States. New census tables cover education, race, income distribution, students with disabilities, school spending, poverty, and English-Language learners. CONTENTS A Guide with Chapter References to Discussions of No Child Left Behind Act of 2001 Preface Part One: SCHOOL AND SOCIETY Chapter One: The Goals of Public Schooling Chapter Two: Education and Equality of Opportunity Chapter Three: Equality of Educational Opportunity: Race, Gender, and Special Needs Chapter Four: Student Diversity Chapter Five: Multicultural and Multilingual Education CRITICAL ISSUES IN EDUCATION: DIALOGUES AND DIALECTICS 6th Edition Jack L. Nelson, Rutgers University -New Brunswick Stuart B. Palonsky, University Of Missouri-Columbia Mary Rose McCarthy, Pace University 2007 / Softcover / 544 pages ISBN-13: 978-0-07-313136-8 / MHID: 0-07-313136-9 Available: June 2006 Critical Issues in Education is designed to be used in courses that examine current, relevant pro and con disputes about schools and schooling. By exploring the major opposing viewpoints on these issues, the text encourages education students to think critically and develop their own viewpoints. The clear writing and dramatic dialectic approach are conducive to dynamic classroom discussions that help students grasp the many sides of these complex issues. Three integrating themes provide a solid framework for examining the eighteen topics covered. Each part begins with a chapter-length introduction that provides background material and organizing themes for the issues that follow. Each issue is then presented from two divergent viewpoints, each one written in advocate language to be as compelling as possible. The book’s objective, in addition to informing the reader about the issues, is to develop critical thinking skills within the context of education. The fifth edition has been extensively revised and includes updated research and scholarship, revised discussion suggestions, and updated bibliographic references. A new Online Learning Center Web Site with PowerWeb accompanies the text. CONTENTS 1: Introduction: Critical Issues and Critical Thinking Part One: WHOSE INTERESTS SHOULD SCHOOLS SERVE? THEME: JUSTICE AND EQUITY 2: School Choice: Family or Public Funding 3: Financing Schools: Equity or Disparity 4: Academic Achievement Gap: Old Remedies or New 5: Gender Equity: Discrimination or Legitimate Distinctions 6: Standards-Based Reform: Real Change or Political Smoke Screen 7: Religion—Church/State: Unification or Separation 8: Privatization of Schools: Boon or Bane Part Two: WHAT SHOULD BE TAUGHT? THEME: KNOWLEDGE 9: Basic Education: Traditional or Critical 10: Reading: Phonics or Whole Language 11: Multicultural Education: Democratic or Divisive 12: Values/Character Education: Traditional or Liberational 13: Technological Literacy: Necessary or Excessive 14: Standardized Testing: Restrict or Expand Part Three: HOW SHOULD SCHOOLS BE ORGANIZED AND OPERATED? THEME: SCHOOL ENVIRONMENT 15: Instructional Leadership: Teachers or Administrators 16: Academic Freedom: Teacher Rights or Responsibilities 17: Teacher Unions: Detrimental or Beneficial to Education 18: Inclusion and Mainstreaming: Special or Common Education 19: School Violence: School Treatable or Beyond School Control 7
Foundations of Education TEACHING TO CHANGE THE WORLD 3rd Edition Jeannie Oakes & Martin Lipton, University of California - Los Angeles 2007 / Softcover / 480 pgs ISBN-13: 978-0-07-298200-8 / MHID: 0-07-298200-4 Available: June 2006 Website: http://www.mhhe.com/oakes3e In 1998, the first edition of Teaching To Change The World broke new ground in teacher education by positioning the foundations and practices of American schooling in the context of the struggle for social justice, democratic communities, and a better world. Indeed, "teaching to change the world?has become more than a book title; for thousands of individuals and for entire teacher education programs it is an everyday expression that embodies rigorous preparation and the highest professional aspirations for becoming a teacher. Author Jeannie Oakes was the founding director of UCLA Center X--the institutional home of the university teacher education program--a program based on the research and principles that Teaching To Change The World represents. Oakes draws from her distinguished research career as a sociologist of education to integrate the components of educational foundations into a thematic and ideological whole. The result is a sustainable theory of education that positions new teachers to be highly competent in the classroom, lifelong education reformers, and education leaders and partners with students and families. Coauthor Martin Lipton brings to this book 31 years of classroom experience and a parallel career as education writer and consultant. His photographs of the book featured teachers and their students reveal that social justice classrooms are both ordinary and inspired. CONTENTS Part 1: THE FOUNDATIONS OF AMERICAN SCHOOLING Chapter 1: The American Schooling Dilemma: Diversity, Inequality, and Democratic Values Chapter 2: History and Culture: Wrestling with the Traditions of American Education Chapter 3: Philosophy and Politics: The Struggle for the American Curriculum Part 2: THE PRACTICE OF TEACHING TO CHANGE THE WORLD Chapter 4: The Subject Matters: Making School Knowledge Meaningful Chapter 5: Instruction: Classrooms as Learning Communities Chapter 6: Assessment: Measuring What Matters Chapter 7: Classroom Management: Caring, Respectful, and Democratic Relationships Chapter 8: Grouping, Tracking, and Categorical Programs: Can Schools Teach All Children Well? Part 3: THE CONTEXT OF TEACHING TO CHANGE THE WORLD Chapter 9: The School Culture: Where Good Teaching Makes Sense Chapter 10: The Community: Engaging with Families and Neighborhoods Chapter 11: Policy and Law: Rules to Make Schools Effective, Efficient, and Equitable Part 4: TEACHING FOR THE LONG HAUL Chapter 12: Teaching to Change the World: A Profession and a Hopeful Struggle CREATING YOUR TEACHING PORTFOLIOS: PRESENTING YOUR PROFESSIONAL BEST 2nd Edition Patricia L. Rieman and Jeanne Elizabeth Okrasinski of Northern Illinois University 2007 / Softcover / 256 pages ISBN-13: 978-0-07-287684-0 / MHID: 0-07-287684-0 Available: August 2006 This portfolio handbook includes authentic, student-generated artifacts as well as insights from administrators, teachers, and parents. Issues of classroom management, diversity, communication, planning, standards-based education, and reflection are all addressed in the context of how to approach these important aspects within a teaching portfolio and during interviews. The materials are designed for continued use as the students become in-service educators. CONTENTS Part One: UNDERSTANDING PORTFOLIOS Chapter 1. Teaching Portfolios: What Are They and Why Do You Need Them? A. Definition: Portfolio as a Concept 1. Purposeful & Selective 2. Diverse & Ongoing 3. Reflective & Collaborative B. Portfolio Objectives 1. Demonstrate Mastery of INTASC Standards 2. Demonstrate Mastery of Subject-Specific Standards C. Examples of Portfolio use 1. Preservice Use 2. Inservice Use D. How to Use this Book E. Suggested Resources F. References Chapter 2. Compiling your Portfolio A. Recognizing and Expressing your Philosophy B. Choosing your Artifacts C. Providing Rationales for Artifacts 1. Authentic Artifact Examples D. Organizing Table of Contents E. Displating Credentials 1. Authentic Artifact Examples F. Confidentiality Issues G. Considerations H. Suggested Resources I. References Chapter 3. Selecting your Style of Portfolio A. Aesthetic vs. Efferent B. Traditional Hard-Copy C. Electronic 1. Digital 2. Web D. Style Samples E. Considerations F. Suggested Resources G. References Part Two: PUTTING IT ALL TOGETHER Chapter 4. Using Standards to Construct your Portfolio A. Organizing your Portfolio in Relation to Standards B. INTASC Standards C. Placeholder for Tiles of 10 Artifacts linked to INTASC D. Sample Table of Contents Based on INTASC E. For the Future F. Considerations G. Suggested Resources H. Refernces 8
Page 2 and 3: TABLE OF CONTENTS Foundations of Ed
Page 4 and 5: 2008-2009 NEW Education Titles Foun
Page 6 and 7: Foundations of Education NEW Introd
Page 10 and 11: Foundations of Education Chapter 5.
Page 12 and 13: Foundations of Education NEW Founda
Page 14 and 15: Foundations of Education Part Two:
Page 16 and 17: Foundations of Education NEW Histor
Page 18 and 19: Foundations of Education Educationa
Page 20 and 21: Foundations of Education Multicultu
Page 22 and 23: Foundations of Education NEW ANNUAL
Page 24 and 25: 2008-2009 NEW Education Titles Educ
Page 26 and 27: Educational Psychology Introduction
Page 28 and 29: Educational Psychology table of con
Page 30 and 31: Educational Psychology NEW Child an
Page 32 and 33: Educational Psychology NEW TO THIS
Page 34 and 35: Educational Psychology Case 34: Wha
Page 36 and 37: Educational Psychology UNIT 2. Pube
Page 38 and 39: Educational Psychology Chapter 11 S
Page 40 and 41: Educational Psychology Responsibili
Page 42 and 43: Educational Psychology proposals an
Page 44 and 45: 2008-2009 NEW Education Titles Curr
Page 46 and 47: Curriculum and Instructions Part Tw
Page 48 and 49: Curriculum and Instructions F. Cons
Page 50 and 51: Curriculum and Instructions CREATIN
Page 52 and 53: Curriculum and Instructions NEW CLA
Page 54 and 55: Curriculum and Instructions Element
Page 56 and 57: Curriculum and Instructions C: The
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Curriculum and Instructions Issue 5
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2008-2009 NEW Education Titles Earl
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Early Childhood Education Part III.
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Early Childhood Education 8. The De
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Early Childhood Education to Five C
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Early Childhood Education Special E
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2008-2009 NEW Education Titles Spec
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Special Education / Exceptional Chi
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Special Education / Exceptional Chi
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2008-2009 NEW Education Titles Admi
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Administration and Supervision - Ed
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Administration and Supervision - Ed
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Technology in Education ~ Contents
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Technology in Education New! 23. Te
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Guidance and Counseling ~ Contents
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Title Index A Adolescence, 12th Edi
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Title Index R Ready, Set, Go! A Stu
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Author Index H Hoy: Educational Adm
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www.blackboard.com / www.webct.com
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Introducing PrepCenter from McGraw-
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E X A M I N A T I O N C O P Y R E Q
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