Taking sides : clashing views in educational psychology / Clashing views in educational psychology Educational psychology selected, edited, and with introductions and postscripts by Leonard Abbeduto and Frank Symons. - 5th ed. - Boston, Mass. : McGraw-Hill Higher Education, c2008. - xxiv, 408 p. ; 24 cm. - Taking sides .
Includes bibliographical references.
Are single-gender classes necessary to ensure equal educational opportunities for boys and girls? -- Should struggling students be retained? -- should English immersion replace bilingual education? -- Is full inclusion always the best option for children with disabilities? -- Can schools close the achievement gap between students from different ethnic and racial backgrounds? -- Should schools try to increase students' self-esteem? -- should moral education be part of the school curriculum? -- Should schools adopt a constructivist approach to education? -- Does reinforcement facilitate learning? -- Can Howard Gardner's theory of multiple intelligences transform educational practice? -- Will a push for standards and accountability lead to more motivated students? -- Do recent discoveries about the brain and its development have implications for classroom practice? -- Is the whole language approach to reading effective? -- Is greater parental involvement at school always beneficial? -- Should schools embrace computers and technology? -- Should schools decrease class size to improve student outcomes? -- Can a zero-tolerance policy lead to safe schools? -- Should U.S. schools be evaluated against schools in other countries?
9780073515212 0073515213
Educational psychology.
Educational psychology--United States.
Learning, Psychology of.
LB1051 / .T167 2008
174 / TAK 2008
BKE200508
BKE200509
Includes bibliographical references.
Are single-gender classes necessary to ensure equal educational opportunities for boys and girls? -- Should struggling students be retained? -- should English immersion replace bilingual education? -- Is full inclusion always the best option for children with disabilities? -- Can schools close the achievement gap between students from different ethnic and racial backgrounds? -- Should schools try to increase students' self-esteem? -- should moral education be part of the school curriculum? -- Should schools adopt a constructivist approach to education? -- Does reinforcement facilitate learning? -- Can Howard Gardner's theory of multiple intelligences transform educational practice? -- Will a push for standards and accountability lead to more motivated students? -- Do recent discoveries about the brain and its development have implications for classroom practice? -- Is the whole language approach to reading effective? -- Is greater parental involvement at school always beneficial? -- Should schools embrace computers and technology? -- Should schools decrease class size to improve student outcomes? -- Can a zero-tolerance policy lead to safe schools? -- Should U.S. schools be evaluated against schools in other countries?
9780073515212 0073515213
Educational psychology.
Educational psychology--United States.
Learning, Psychology of.
LB1051 / .T167 2008
174 / TAK 2008
BKE200508
BKE200509
