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The Great Curriculum Debate : How Should We Teach Reading and Math? - Tom Loveless

The Great Curriculum Debate

How Should We Teach Reading and Math?

By: Tom Loveless (Editor)

Paperback Published: 1st November 2001
ISBN: 9780815753094
Number Of Pages: 328

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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 partisanseducation progressives and education traditionalistshave usually kept their disagreements within the walls of the nations 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 reformthe 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).

Introductionp. 1
The Roots of the Education Warsp. 13
Mathematics Education: The Future and the Past Create a Context for Today's Issuesp. 25
Research and Reform in Mathematics Educationp. 42
A Darwinian Perspective on Mathematics and Instructionp. 85
The Impact of Traditional and Reform-Style Practices on Student Mathematics Achievementp. 108
Beyond Curriculum Wars: Content and Understanding in Mathematicsp. 134
Good Intentions Are Not Enoughp. 163
A Tale of Two Math Reforms: The Politics of the New Math and the NCTM Standardsp. 184
It is Time to Stop the Warp. 210
Preventing Reading Difficulties in Young Children: Precursors and Falloutp. 229
Contemporary Reading Instructionp. 247
Does State and Federal Reading Policymaking Matter?p. 268
The Politics of the Reading Warsp. 299
Contributorsp. 343
Indexp. 345
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780815753094
ISBN-10: 0815753098
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 328
Published: 1st November 2001
Publisher: Brookings Institution
Country of Publication: US
Dimensions (cm): 22.9 x 15.2  x 2.54
Weight (kg): 0.5

Earn 127 Qantas Points
on this Book