About the Book
This third edition of Taking Sides: Educational Psychology is designed to introduce students to controversies in educational psychology. The readings, which represent the arguments of leading educators, psychologists, and social commentators, reflect a variety of viewpoints, and have been selected for their liveliness and substance, and because of their value in a debate framework.This title is supported by the student web site, dushkin online at http://www.dushkin.com/online.
Table of Contents:
PART 1. Meeting the Diverse Needs of a Diverse ClassroomISSUE 1. Are Single-Gender Classes the Only Way to Ensure EqualEducational Opportunities for Boys and Girls?YES: Janice Streitmatter, from "An Exploratory Study ofRisk-Taking and Attitudes in a Girls-Only Middle School Math Class",The Elementary School JournalNO: Ann Pollina, from "Gender Balance: Lessons From Girls inScience and Mathematics", Educational LeadershipJanice Streitmatter, a professor of educationalpsychology, argues that the culture and practices of the coeducationalclassroom limit educational opportunities for girls in a way that cannow be overcome most easily (or perhaps only) through gendersegregation. Ann Pollina, head of the Department of Mathematics atWestover School in Middlebury, Connecticut, analyzes the uniquecharacteristics of pedagogy and classroom organization in girls-onlymathematics and science programs. She argues that thesecharacteristics can be re-created in coeducational classrooms and thatsuch reform will lead to improved instruction and academic outcomesfor boys as well as for girls.ISSUE 2. Should Ability-Level Tracking Be Abandoned?YES: Jeannie Oakes and Amy Stuart Wells, from "Detracking for HighStudent Achievement", Educational LeadershipNO: Sally M. Reis et al., from "Equal Does Not Mean Identical",Educational LeadershipJeannie Oakes and Amy Stuart Wells, both professors in theGraduate School of Education and Information Studies at the Universityof California, Los Angeles, argue that tracking ensures thatlow-achieving students will be exposed to a watered-down curriculum,have access to fewer educational resources, and experience aless-than-stimulating school environment, all of which will preventthem from ever escaping their low-achieving track. They argue that allstudents should be expected to master the same curriculum. Professorof educational psychology Sally M. Reis and her colleagues argue thatdetracking leads teachers to adopt a middle-of-the-road curriculumthat fails to challenge the best and brightest students in the class.They argue that tracking is critical for the success of the best andbrightest students.ISSUE 3. Should English Immersion Replace BilingualEducation?YES: Keith Baker, from "Structured English Immersion: Breakthroughin Teaching Limited-English-Proficient Students", Phi DeltaKappanNO: Josephine Arce, from "Cultural Hegemony: The Politics ofBilingual Education", Multicultural EducationEducational consultant Keith Baker argues that empiricalevidence indicates that Structured English Immersion, which providesacademic instruction in English, leads to larger gains in academicachievement and English mastery than bilingual education, whichprovides academic instruction in the students' native language.Josephine Arce, an assistant professor of elementary education, arguesthat the anti-bilingual-education movement sweeping the country hasresulted from a conservative political agenda designed to oppressracial and ethnic minorities. She asserts that the empirical evidencesupports the superiority of bilingual education over StructuredEnglish Immersion.ISSUE 4. Is Full Inclusion Always the Best Option for ChildrenWith Disabilities?YES: Mara Sapon-Shevin, from "Full Inclusion as Disclosing Tablet:Revealing the Flaws in Our Present System", Theory IntoPracticeNO: Naomi Zigmond and Janice M. Baker, from "Full Inclusion forStudents With Learning Disabilities: Too Much of a Good Thing?"Theory Into PracticeMara Sapon-Shevin, a professor of education at SyracuseUniversity, argues that all students, whatever the nature of theirdisability, are best served within the "regular" classroom alongsidetheir typically developing peers. Naomi Zigmond, chair of theDepartment of Instruction and Learning at the University ofPittsburgh, and Janice M. Baker, an assistant professor at VanderbiltUniversity, argue that the accommodations that teachers make areseldom tailored to the needs of the particular students withdisabilities enrolled in their classes. They maintain that meaningfulremediation requires some form of "pull out" from the regularclassroom.ISSUE 5. Should Instruction Be Matched to Student LearningStyle?YES: Michael F. Shaughnessy, from "An Interview With Rita DunnAbout Learning Styles", The Clearing HouseNO: Steven A. Stahl, from "Different Strokes for Different Folks?A Critique of Learning Styles", American EducatorProfessor of special education Michael F. Shaughnessyinterviews Rita Dunn, director of the Center for the Study of Learningand Teaching Styles at St. John's University in New York, who arguesthat learning style differences are measurable and that teaching to astudent's learning style leads to improved student outcomes. Steven A.Stahl, a professor of reading education, maintains that learningstyles have not been adequately measured and that when attempts havebeen made to match type of instruction with student learning style inthe area of reading, no benefits have been documented. He alsoquestions the wisdom of continuing to invest educational resourcesinto learning style-based instruction.ISSUE 6. Should Schools Try to Increase Students'Self-Esteem?YES: Robert Sylwester, from "The Neurobiology of Self-Esteem andAggression", Educational LeadershipNO: Carol S. Dweck, from "Caution--Praise Can Be Dangerous",American EducatorRobert Sylwester, an emeritus professor of education atthe University of Oregon, argues that self-esteem is rooted in brainbiology and that low self-esteem can result in impulsive and violentactions. He sees schools as a particularly important mechanism fordelivering the positive feedback and successes that are required forthe development of high self-esteem. Carol S. Dweck, a professor inthe Department of Psychology at Columbia University, argues thatprograms to boost self-esteem have not had the hoped-for positiveeffects on student achievement. She argues that the indiscriminate useof praise makes students passive and fearful of losing the favorableopinion of others.ISSUE 7. Should Moral Education Be Part of the SchoolCurriculum?YES: Thomas Lickona, from "Character Education: Seven CrucialIssues", Action in Teacher EducationNO: Alfie Kohn, from "How Not to Teach Values: A Critical Look atCharacter Education", Phi Delta KappanThomas Lickona, a professor of education at the StateUniversity of New York College at Cortland, argues that U.S. schoolsmust return to the teaching of character, or morality. He alsoproposes a set of core values that should be the basis of suchteaching and outlines a plan for implementation. Alfie Kohn is aprofessional writer and lecturer who frequently addressespsychological and educational issues and controversies. Kohn questionswhether current programs of moral education can have a lasting impactand, if they do, whether they have the outcome that is best for ademocratic society.PART 2. Theories of Learning and Their Implications forEducational PracticeISSUE 8. Should Schools Adopt a Constructivist Approach toEducation?YES: Mark Windschitl, from "The Challenges of Sustaining aConstructivist Classroom Culture", Phi Delta KappanNO: E. D. Hirsch, Jr., from "Reality's Revenge: Research andIdeology", American EducatorMark Windschitl, an assistant professor in the Departmentof Curriculum and Instruction at the University of Washington, arguesin favor of constructivism, a child-centered approach to educationthat is defined by student participation in hands-on activities andextended projects that are allowed to "evolve" in accordance with thestudents' interests and initial beliefs. E. D. Hirsch, Jr., aprofessor in the School of Education at the University of Virginia,Charlottesville, argues that child-centered approaches have failed andpoints to research demonstrating the superiority of fact-based,teacher-centered approaches.ISSUE 9. Does Reinforcement Facilitate Learning?YES: Tashawna K. Duncan, Kristen N. Kemple, and Tina M.Smith, from "Reinforcement in Developmentally Appropriate EarlyChildhood Classrooms", Childhood EducationNO: Charles H. Wolfgang, from "Another View on `Reinforcementin Developmentally Appropriate Early Childhood Classrooms,'"Childhood Education ISSUE 10. Can Howard Gardner's Theory of Multiple IntelligencesTransform Educational Practice?YES: Howard Gardner, from "Reflections on Multiple Intelligences:Myths and Messages", Phi Delta KappanNO: Perry D. Klein, from "Multiplying the Problems of Intelligenceby Eight: A Critique of Gardner's Theory", Canadian Journal ofEducationHoward Gardner, a professor in the Graduate School ofEducation at Harvard University, discusses what he considers to beseven misunderstandings, or myths, that have surrounded his theory ofmultiple intelligences. He also discusses the implications of thetheory for educational practice. Perry D. Klein, a member of theFaculty of Education at the University of Western Ontario, argues thatalthough a number of diverse pedagogical practices have been inspiredby Gardner's theory, the theory is really too broad to be particularlyinformative about education.ISSUE 11. Will a Push for Standards and Accountability Lead toMore Motivated Students?YES: Lauren B. Resnick, from "From Aptitude to Effort: A NewFoundation for Our Schools", American EducatorNO: Kennon M. Sheldon and Bruce J. Biddle, from "Standards,Accountability, and School Reform: Perils and Pitfalls", TeachersCollege RecordLauren B. Resnick, a professor of psychology at theUniversity of Pittsburgh, argues that setting clear achievementstandards for all students, not just those who are assumed tohave the highest academic aptitude, will motivate students to workharder and, thus, increase achievement by all students. Kennon M.Sheldon, an assistant professor, and Bruce J. Biddle, a professor inthe Department of Psychology at the University of Missouri, argue thatan emphasis on standards is inconsistent with the mission of schoolingbecause it rewards (and punishes) students and teachers for achievinga narrowly defined set of outcomes.ISSUE 12. Do Recent Discoveries About the Brain and ItsDevelopment Have Implications for Classroom Practice?YES: Mariale M. Hardiman, from "Connecting Brain ResearchWith Dimensions of Learning", Educational LeadershipNO: John T. Bruer, from "Brain Science, Brain Fiction",Educational Leadership John T. Bruer, president of the James S. McDonnellFoundation, an organization that provides financial support toresearchers investigating basic and applied problems in the behavioraland biomedical sciences, argues that although scientists have recentlylearned many interesting things about the developing human brain, thisresearch currently has little direct application toeducation.PART 3. Effective Teaching and the Evaluation of LearningISSUE 13. Is the Whole Language Approach to ReadingEffective?YES: Steve Zemelman, Harvey Daniels, and Marilyn Bizar, from"Sixty Years of Reading Research--But Who's Listening?" Phi DeltaKappanNO: G. Reid Lyon, from "Why Reading Is Not a Natural Process",Educational LeadershipSteve Zemelman, Harvey Daniels, and Marilyn Bizar, facultyin the Center for City Schools at National-Louis University, arguethat there is substantial empirical evidence supporting theeffectiveness of a whole language approach to teaching reading. G.Reid Lyon, chief of the Child Development and Behavior Branch of theNational Institute of Child Health and Human Development (NICHD),argues that becoming a skilled reader requires explicit, systematic,and direct instruction and practice.ISSUE 14. Is Cooperative Learning Effective?YES: Andrea Mueller and Thomas Fleming, from "CooperativeLearning: Listening to How Children Work at School", The Journalof Educational ResearchNO: Marian Matthews, from "Gifted Students Talk About CooperativeLearning", Educational LeadershipAndrea Mueller and Thomas Fleming, both members of theFaculty of Education at Queen's University in Ontario, Canada, reporton their observations and interviews with cooperative work groups ofsixth and seventh graders, with the aim of providing insights into the"internal mechanisms" of such groups. They conclude that althoughthere are frustrations, false steps, and inequities in such groups,the accomplishments of the groups and their participants' reactionsare generally quite positive. Marian Matthews, an associate professorof elementary education, reports on the results of a series ofinterviews she conducted with gifted sixth and eighth graders whoparticipated in mixed-ability cooperative groups. Matthews reportsthat the gifted students reported highly negative reactions to thecooperative groups and suggests that although they may have a limitedutility when they are more homogeneous in terms of student ability,cooperative groups are not a panacea.ISSUE 15. Should Schools Embrace Computers and Technology?YES: Marcia C. Linn and James D. Slotta, from "WISE Science",Educational LeadershipNO: R. W. Burniske, from "The Shadow Play: How the Integration ofTechnology Annihilates Debate in Our Schools", Phi DeltaKappan R. W. Burniske, of the Computer Writing and Research Labat the University of Texas, Austin, argues that schools have been toouncritical in their acceptance of technology and that computer-basededucation, in many instances, may actually contribute to the veryproblems it is intended to correct.ISSUE 16. Will Performance Assessment Lead to Meaningful EducationReform?YES: D. Monty Neill, from "Transforming Student Assessment",Phi Delta KappanNO: Edward H. Haertel, from "Performance Assessment and EducationReform", Phi Delta KappanD. Monty Neill, associate director of the National Centerfor Fair and Open Testing, argues that performance assessment isconsistent with the emphasis on standards and accountability of thehigh-stakes testing reform movement but avoids many of the pitfalls oftraditional approaches to testing. Edward H. Haertel, a professor inthe School of Education at Stanford University, argues against thephilosophy of "high-stakes testing and accountability" and contendsthat performance assessment does not make this philosophy any morepalatable or successful than does the use of traditional standardizedtests.ISSUE 17. Can a Zero-Tolerance Policy Lead to Safe Schools?YES: Albert Shanker, from "Restoring the Connection BetweenBehavior and Consequences", Vital Speeches of the DayNO: Russ Skiba and Reece Peterson, from "The Dark Side of ZeroTolerance: Can Punishment Lead to Safe Schools?" Phi DeltaKappanThe late Albert Shanker, long-time president of theAmerican Federation of Teachers (AFT), advocates for a policy ofzero-tolerance for violence and other disruptive behavior in school.He argues that such a policy is necessary because disruptive andviolent behavior denies equal access to educational opportunities forthe nonoffending students in a class or school. Russ Skiba, directorof the Institute for Child Study at Indiana University, and ReecePeterson, an associate professor in the Department of SpecialEducation at the University of Nebraska, argue that despite severalrecent, highly publicized incidents of violence, there are no data tosupport the contention that there has been an increase in school-basedviolence, nor are there data demonstrating the effectiveness ofzero-tolerance policies in deterring violence and crime.ISSUE 18. Should U.S. Schools Be Evaluated Against Schools inOther Countries?YES: Richard M. Haynes and Donald M. Chalker, from "World-ClassSchools", The American School Board JournalNO: Ernest G. Noack, from "Comparing U.S. and German Education:Like Apples and Sauerkraut", Phi Delta KappanRichard M. Haynes and Donald M. Chalker, professors ofadministration, curriculum, and instruction, summarize the results oftheir analysis of the educational systems in 10 countries, includingthe United States and several countries considered by many to havesuccessful, or "world-class", schools. They identify eight dimensionsof difference between U.S. and world-class educationalsystems--dimensions that they feel explain the relative lack ofsuccess of U.S. schooling. Ernest G. Noack, an assistant professor ofeducation, argues that comparisons between the U.S. educational systemand the educational systems of other countries are not useful becauseschooling serves a role in the United States that is different fromthat in other countries.
