Since the early twentieth century, American educators have been
engaged in a heated debate over what schools should teach and how
they should teach it. The partisans --"education progressives" and
"education traditionalists" --have usually kept their disagreements
within the walls of the nation's schools of education.
Periodically, however, arguments have erupted which have generated
headlines and attracted public attention, making clear the
potential for bitterness and rancor in education politics. In the
1990s, progressives and traditionalists squared off in a dispute
over reading and mathematics. Arguments over how best to teach
these two subjects is detailed in The Great Curriculum Debate: How
Should We Teach Reading and Math? This book includes contributions
from distinguished scholars from both sides of the debate, as well
as influential nonpartisans. The proponents of "whole language" and
"phonics" present their opposing views on reading. Advocates and
opponents of "NCTM math reform" --the agenda of the National
Council of Teachers of Mathematics (NCTM) --discuss their differing
opinions about math. Although the authors disagree on many of the
most important aspects of learning, they agree on one point: the
school curriculum matters. Decisions made now about the content of
reading and mathematics will have long term consequences, not only
for students and schools, but for society as a whole. Contributors
include E. D. Hirsch Jr. (University of Virginia), Gail Burrill
(Mathematical Sciences Education Board), Michael T. Battista (Kent
State University), David C. Geary (University of Missouri,
Columbia), Roger Shouse (Penn State University), Adam Gamoran
(University of Wisconsin, Madison), Richard Askey (University of
Wisconsin, Madison), Diane Ravitch (New York University), Catherine
E. Snow (Harvard University), Margaret Moustafa (California State
University, LA), Richard L. Allington (University of Florida),
William Lowe Boyd (Penn State University), and Douglas E. Mitchell
(University of California, Riverside).
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