| Preface |
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xv | |
| Acknowledgments |
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xvii | |
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The Limits and Promises of Education: Toward Reflective Practitioners |
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1 | (18) |
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5 | (7) |
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The Crisis in Urban Education |
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5 | (3) |
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8 | (3) |
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11 | (1) |
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Understanding Education: The Foundations Perspective |
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12 | (4) |
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13 | (1) |
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The Philosophy of Education |
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14 | (1) |
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The Politics of Education |
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15 | (1) |
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The Sociology of Education |
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16 | (1) |
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The Foundations Perspective: A Multidisciplinary and Interdisciplinary Approach |
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16 | (1) |
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Critical Literacy and Empowerment: Toward the Active Voice of Teachers |
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17 | (2) |
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The Politics of Education: Conservative, Liberal and Radical Perspectives |
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19 | (47) |
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The Purposes of Schooling |
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20 | (1) |
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21 | (10) |
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General Issues: Conservative, Liberal, and Radical Perspectives |
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21 | (4) |
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Traditional and Progressive Visions of Education |
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25 | (1) |
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26 | (1) |
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Explanations of Unequal Educational Performance |
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27 | (1) |
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Definition of Educational Problems |
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27 | (2) |
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Educational Policy and Reform |
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29 | (1) |
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Education and the American Dream |
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30 | (1) |
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From Political Perspectives to the Politics of Education |
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31 | (3) |
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Readings: The Drive for Excellence: Moving Towards a Public Consensus |
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34 | (6) |
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Ghetto Schooling: A Political Economy of Urban Reform |
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40 | (26) |
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66 | (53) |
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Old World and New World Education: The Colonial Era |
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66 | (4) |
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The Age of Reform: The Rise of the Common School |
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70 | (3) |
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Opposition to Public Education |
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72 | (1) |
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Education for Women and African Americans |
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72 | (1) |
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Urbanization and the Progressive Impetus |
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73 | (5) |
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Education for All: The Emergence of the Public High School |
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76 | (2) |
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The Post-World War II Era: 1945-1980 |
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78 | (7) |
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Cycles of Reform: Progressive and Traditional |
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78 | (3) |
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81 | (4) |
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Educational Reaction and Reform: 1980s-1990s |
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85 | (2) |
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Understanding the History of U.S. Education: Different Historical Interpretations |
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87 | (3) |
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The Democratic-Liberal School |
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87 | (1) |
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The Radical-Revisionist School |
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88 | (1) |
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Conservative Perspectives |
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89 | (1) |
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90 | (7) |
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Readings: Forgetting the Questions: The Problem of Education Reform |
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97 | (9) |
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106 | (13) |
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The Sociology of Education |
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119 | (62) |
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The Use of Sociology for Teachers |
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120 | (1) |
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The Relation between School and Society |
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121 | (5) |
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122 | (1) |
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123 | (1) |
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124 | (2) |
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126 | (1) |
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Effects of Schooling on Individuals |
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126 | (3) |
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126 | (1) |
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127 | (1) |
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128 | (1) |
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129 | (3) |
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130 | (1) |
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Student Peer Groups and Alienation |
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131 | (1) |
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132 | (2) |
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133 | (1) |
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133 | (1) |
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133 | (1) |
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134 | (1) |
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Sociology and the Current Educational Crisis |
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134 | (2) |
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Readings: Basil Bernstein's Theory of Peagogic Practice: Code Theory, Pedagogic Discourse and Symbolic Control |
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136 | (11) |
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On Understanding the Processes of Schooling: The Contributions of Labeling Theory |
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147 | (13) |
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The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed SchoolsAmy Stuart Well |
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160 | (21) |
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The Philosophy of Education and Its Significance for Teachers |
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181 | (45) |
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The Perspective of Philosophy of Education |
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181 | (1) |
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What Is Philosophy of Education? |
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181 | (1) |
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The Meaning of Philosophical Inquiry |
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182 | (1) |
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Particular Philosophies of Education |
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182 | (19) |
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182 | (3) |
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185 | (3) |
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188 | (5) |
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Existentialism and Phenomenology |
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193 | (2) |
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195 | (3) |
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Postmodernist and Critical Theory |
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198 | (3) |
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201 | (1) |
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Readings: My Pedagogic Creed |
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202 | (4) |
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Wide-Awakeness and the Moral Life |
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206 | (7) |
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The Ideal of the Educated Person |
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213 | (13) |
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Schools as Organizations and Teacher Professionalization |
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226 | (56) |
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The Structure of U.S. Education |
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227 | (4) |
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227 | (1) |
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Size and Degree of Centralization |
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228 | (1) |
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228 | (1) |
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229 | (1) |
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229 | (1) |
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230 | (1) |
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International Comparisons |
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231 | (5) |
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231 | (1) |
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232 | (1) |
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233 | (1) |
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234 | (1) |
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235 | (1) |
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236 | (1) |
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School Processes and School Cultures |
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236 | (3) |
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Teachers, Teaching, and Professionalization |
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239 | (6) |
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240 | (1) |
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240 | (2) |
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Teacher Professionalization |
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242 | (3) |
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Readings: Contradictions of Reform |
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245 | (11) |
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Primacy and Promise of Professional Development in the Nation's Education Reform Agenda: Sociological Views |
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256 | (20) |
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The TIMSS Videotape Study |
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276 | (6) |
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Curriculum, Pedagogy, and the Transmission of Knowledge |
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282 | (64) |
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What Do the Schools Teach? |
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282 | (1) |
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The History and Philosophy of the Curriculum |
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283 | (4) |
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The Politics of the Curriculum |
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287 | (6) |
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The Sociology of the Curriculum |
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293 | (5) |
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297 | (1) |
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Curriculum Theory and Practice: The Reconceptualization of Curriculum Studies |
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298 | (1) |
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Pedagogic Practice: How the Curriculum Is Taught |
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299 | (1) |
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The Philosophy of Teaching: Differing Views on Pedagogic Practices |
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300 | (2) |
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The Stratification of the Curriculum |
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302 | (2) |
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The Effects of the Curriculum: What Is Learned in Schools? |
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304 | (2) |
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306 | (1) |
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Readings: The Politics of a National Curriculum |
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307 | (14) |
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The Mimetic and the Transformative: Alternative Outlooks on Teaching |
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321 | (9) |
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The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children |
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330 | (16) |
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Equality of Opportunity and Educational Outcomes |
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346 | (86) |
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Calculating Educational and Life Outcomes |
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347 | (23) |
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349 | (1) |
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350 | (1) |
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350 | (1) |
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Educational Achievement and Attainment of African American Hispanic American, and Women Students |
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351 | (16) |
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Students with Special Needs |
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367 | (2) |
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369 | (1) |
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School Differences and Educational Outcomes |
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370 | (10) |
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371 | (1) |
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372 | (1) |
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373 | (7) |
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Educational Attainment and Economic Achievement |
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380 | (2) |
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Educational and Inequality: Mobility or Reproduction? |
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382 | (2) |
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Readings: Schooling, Achievement, and Mobility |
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384 | (12) |
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Chartering and Bartering: Elite Education and Social Reproduction |
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396 | (16) |
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College-for-All: Do Students Understand What College Demands? |
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412 | (20) |
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Explanations of Educational Inequality |
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432 | (67) |
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Explanations of Unequal Educational Achievement |
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432 | (4) |
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Student-Centered Explanations |
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436 | (6) |
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436 | (1) |
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Cultural Diprivation Theories |
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437 | (1) |
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Cultural Difference Theories |
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438 | (4) |
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School-Centered Explanations |
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442 | (12) |
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443 | (3) |
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Effective School Research |
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446 | (2) |
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Between-School Differences: Curriculum and Pedagogic Practices |
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448 | (1) |
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Within-School Differences: Curriculum and Ability Grouping |
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449 | (3) |
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452 | (2) |
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Do Schools Reproduce Inequality? |
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454 | (3) |
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Readings: Keeping Track, Part 1: The Policy and Practice of Curriculum Inequality |
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457 | (8) |
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Females + Mathematics = A Complex Equation |
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465 | (12) |
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Social Class Differences in Family-School Relationships: The Importance of Cultural Capital |
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477 | (17) |
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A Black Student's Reflection on Public and Private Schools |
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494 | (5) |
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Educational Reform and School Improvement |
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499 | (53) |
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499 | (2) |
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Educational Reform in the 1980s and 1990s |
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501 | (13) |
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School Choice, Charter Schools, and Tuition Vouchers |
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503 | (4) |
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School-Business Partnerships |
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507 | (1) |
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507 | (1) |
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School-Based Management and Teacher Empowerment |
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508 | (1) |
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The Effective School Movement |
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509 | (2) |
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511 | (3) |
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514 | (3) |
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Goals 2000: Building on a Decade of Reform |
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516 | (1) |
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Educational Reform in the 1980s and 1990s: Major Themes |
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517 | (4) |
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The Reform of Actors and Their Roles |
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518 | (1) |
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518 | (1) |
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The Redefinition of Good Education |
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519 | (1) |
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The Creation of an Educational Marketplace |
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520 | (1) |
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Redefining the Role of the Teacher |
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520 | (1) |
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521 | (1) |
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A Theory of Educational Problems and Reforms |
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521 | (6) |
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Readings: The Politics of School Choice Research: Fact, Fiction, and Statistics |
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527 | (13) |
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540 | (12) |
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| References |
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552 | (26) |
| Index |
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578 | |
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