Preface | |
Introduction: Unity and Diversity in Schooling | p. 1 |
What Interests Should Schools Serve? | p. 23 |
School Choice: For Family Choice or against Vouchers | p. 45 |
Private Schools: Essential or Undemocratic | p. 63 |
School Finance: Equity or Disparity | p. 79 |
School Integration: Compulsory or Voluntary | p. 101 |
Affirmative Action: Progressive or Restrictive | p. 123 |
What Should Be Taught? | p. 139 |
Basic Education: Skills or Critical Thinking | p. 153 |
Multicultural Studies: Representative or Divisive | p. 171 |
Curriculum Control: National or Local | p. 187 |
Values: Traditional or Liberational | p. 203 |
Technology: Basic Tool or Educational Distraction | p. 220 |
Business Influence: Positive or Negative | p. 237 |
What Should Teaching Be? | p. 251 |
School Leadership: Teacher or Administration Directed | p. 262 |
Academic Freedom: Teacher Rights or Responsibility | p. 274 |
Teacher Unions: Detrimental or Beneficial | p. 293 |
How Should Education Be Evaluated? | p. 305 |
Standardized Testing: Restrict or Expand | p. 314 |
School Support: Reality or Sham | p. 332 |
School Reform: Excellence or Equity | p. 347 |
Index | p. 361 |
Table of Contents provided by Blackwell. All Rights Reserved. |

Critical Issues in Education
by Nelson, Jack L.; Carlson, Kenneth; Palonsky, Stuart B.Buy New
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