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Parents have questions for school administrators. They want to know
how they hire teachers, erect facilities, select learning
materials, protect students, allocate budgets, use data, make
forecasts, measure progress, and compete with for-profit schools.
This book examines the questions they pose, the answers they
elicit, the allies they attract, the adversaries they arouse, and
the improvements they prod.
Parents worried that their children would be marginalized by their
peers at school. They gave examples in which they were singled out
because of their gender, race, ethnicity, sexual orientation,
language, religion, or disabilities. They identified others who
were picked out because of their family's income, immigration
status, association with the armed services, or attitudes towards
medical issues. The parents were assured that changes were in the
works to protect marginalized students. They reviewed changes to
curricula, instruction, textbooks, disciplinary strategies,
counseling techniques, tests, school-sponsored events, school
terminology, athletic competitions, restroom policies, dress codes,
disability policies, and extracurricular activities. Many parents
had confidence in these changes. However, some were skeptical. The
two groups argued with each other at local schoolboard meetings.
They escalated their arguments after attracting the attention of
journalists, scholars, and elected officials.
Parents worried that their children would be marginalized by their
peers at school. They gave examples in which they were singled out
because of their gender, race, ethnicity, sexual orientation,
language, religion, or disabilities. They identified others who
were picked out because of their family's income, immigration
status, association with the armed services, or attitudes towards
medical issues. The parents were assured that changes were in the
works to protect marginalized students. They reviewed changes to
curricula, instruction, textbooks, disciplinary strategies,
counseling techniques, tests, school-sponsored events, school
terminology, athletic competitions, restroom policies, dress codes,
disability policies, and extracurricular activities. Many parents
had confidence in these changes. However, some were skeptical. The
two groups argued with each other at local schoolboard meetings.
They escalated their arguments after attracting the attention of
journalists, scholars, and elected officials.
This book explores advice about controlling school violence. It
looks at recommendations on student arrests, active shooter drills,
panic buttons, emergency texts, armed school personnel, facial
recognition software, restorative justice programs, anti-bullying
programs, zero-tolerance policies, mental health counseling,
mandatory psychiatric screening, therapeutic yoga, police dogs, and
bullet proof bags.This book relies on a distinctive approach to
solving. It leads readers to see how one set of problems can
contain a key to solving the other set.
Parents had reasons to be alarmed about school technology. They had
been warned that these abuses could influence their children's
academic progress, motivation, communication, creativity, critical
thinking, job preparedness, and even their safety at school. They
had been told that it was linked to controversial instruction,
faulty testing, inadequate textbooks, and invasive spyware. Upset
by these claims, the parents had numerous questions. This book
identifies their questions, the groups to which they directed them,
the answers they elicited, and the educational changes they
prompted.
Parents had reasons to be alarmed about school technology. They had
been warned that these abuses could influence their children's
academic progress, motivation, communication, creativity, critical
thinking, job preparedness, and even their safety at school. They
had been told that it was linked to controversial instruction,
faulty testing, inadequate textbooks, and invasive spyware. Upset
by these claims, the parents had numerous questions. This book
identifies their questions, the groups to which they directed them,
the answers they elicited, and the educational changes they
prompted.
Parents wondered exactly what was transpiring in classrooms.
Although they asked their children, they did not have complete
confidence in their responses. When they quizzed teachers, school
administrators, school board members, and politicians, they
realized that they sometimes had conflicting interests. They
resolved to get the information they wanted on their own: they
would examine classroom textbooks. This book recounts the common
sense questions that parents posed about these materials.
Parents wondered exactly what was transpiring in classrooms.
Although they asked their children, they did not have complete
confidence in their responses. When they quizzed teachers, school
administrators, school board members, and politicians, they
realized that they sometimes had conflicting interests. They
resolved to get the information they wanted on their own: they
would examine classroom textbooks. This book recounts the common
sense questions that parents posed about these materials.
Teachers Go to Rehab examines the advice given to teachers from
multiple critics both historically and recently. This book looks at
the scope, cost, and impact of this advice to teachers, as well as
the motives behind it. It poses precise questions about the groups
that gave the advice. Who were they? What did they recommend? How
did they estimate impact? How did they calculate costs? What aims
did they profess? What aims did they conceal? Whom did they
attract? Whom did they alienate? When did they succeed? When did
they fail?
Parents asked educators about their children's learning. Frustrated
when they were ignored, they asked politicians to put pressure on
the educators. They were then surprised when the politicians
provided personal advice about the optimal way to nurture learning.
They were even more surprised when the politicans prescribed
changes to instruction, curriculum, textbooks, technology, school
safety, teacher retention, student behavior, school funding, and
even the menus for school cafeterias. More frustrated than ever,
they intensified their barrage of common sense questions.
Parents asked educators about their children's learning. Frustrated
when they were ignored, they asked politicians to put pressure on
the educators. They were then surprised when the politicians
provided personal advice about the optimal way to nurture learning.
They were even more surprised when the politicans prescribed
changes to instruction, curriculum, textbooks, technology, school
safety, teacher retention, student behavior, school funding, and
even the menus for school cafeterias. More frustrated than ever,
they intensified their barrage of common sense questions.
Should educators pay students? Should they make them wear
sunglasses, regulate their clothing, allow them to bring animals
into classrooms, discourage them from playing videogames, or
transform their schools into gymnasiums? These are some of the
suggestions that Cockeyed Education examines. This book enables
readers to differentiate substantive from cockeyed suggestionsfor
improving schools.. It directs them to the suggestions that
scholastic experts, politicians, and members of the public have
made. Additionally, it introduces them to the case method. It helps
them apply this analytical technique to events that range from
early Chicago schooling to the 2009 economic stimulus package.
Parents had questions about the tests their children took at
school. They considered them to be common sense questions. They
posed them to the businesspeople, publishers, and politicians who
championed tests. They also posed them to the school
administrators, teachers, and union leaders who criticized them.
This book examines the questions the parents posed, the answers
they elicited, and the changes they prodded.
Parents had questions about the tests their children took at
school. They considered them to be common sense questions. They
posed them to the businesspeople, publishers, and politicians who
championed tests. They also posed them to the school
administrators, teachers, and union leaders who criticized them.
This book examines the questions the parents posed, the answers
they elicited, and the changes they prodded.
Parents have questions for school administrators. They want to know
how they hire teachers, erect facilities, select learning
materials, protect students, allocate budgets, use data, make
forecasts, measure progress, and compete with for-profit schools.
This book examines the questions they pose, the answers they
elicit, the allies they attract, the adversaries they arouse, and
the improvements they prod.
Parents want teachers to explain how they instruct children. They
become annoyed when the teachers are silent or surly. Parents
counter with explicit, common sense questions: how do teachers
arouse interest, design curricula, reinforce discipline, assign
grades, designate textbooks, and select technology? This book
examines the parents' questions, the answers they elicited, the
allies they attracted, and the improvements they initiated.
Lopsided Schools introduces readers to the case method and helps
the reader to use the case method to examine the scholastic
challenges that critics posed from World War I to the present. Some
critics have stirred up educators with threats to reduce their
budgets or fire them. Others upset them with disconcerting
questions. Should parents demand that their children learn speed
reading? Should teachers emphasize vocational activities? Should
principals train their own successors? Should superintendents award
bonuses to teachers? Should employers hire the graduates with the
highest scores on standardized tests? Should politicians assume
greater responsibility for schooling? Should journalists publicize
information about lopsided schools? This book examines these and
the numerous other questions that critics posed.
Rich in practical information about the history of American
education, Solving Education's Problems Effectively encourages
readers to analyze, prioritize, and synthesize historical
information by applying it to current situations. Using more than
thirty case studies, Giordano suggests solutions to issues that
plague educators across the nation-from textbook quality to gender,
race, and religion biases. The case studies are accompanied by
activities to prompt educators to higher levels of thinking about
the problems they face.
Parents want teachers to explain how they instruct children. They
become annoyed when the teachers are silent or surly. Parents
counter with explicit, common sense questions: how do teachers
arouse interest, design curricula, reinforce discipline, assign
grades, designate textbooks, and select technology? This book
examines the parents' questions, the answers they elicited, the
allies they attracted, and the improvements they initiated.
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