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Great Curriculum Debate: How Should We Teach Reading and Math? by Tom Loveless (Paperback, 2001)

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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 partisans - education progressives and education traditionalists -have usually kept their disagreements within the walls of the nation's 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 reform -the 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).

Product Identifiers

Publisher
Brookings Institution
ISBN-13
9780815753094
eBay Product ID (ePID)
96115473

Product Key Features

Subject Area
Language Study, Experimental Psychology
Author
Tom Loveless
Publication Name
Great Curriculum Debate: How Should We Teach Reading and Math?
Format
Paperback
Language
English
Subject
Mathematics, Teaching
Publication Year
2001
Type
Study Guide
Number of Pages
328 Pages

Dimensions

Item Height
152mm
Item Width
228mm

Additional Product Features

Editor
Tom Loveless
Country/Region of Manufacture
United States

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Great Curriculum Debate: How Should We Teach Reading and Math? by Tom Loveless (Paperback, 2001)

About this product

Product Information

Product Identifiers

Product Key Features

Dimensions

Additional Product Features

Best Selling in Language Courses

Madrigal's Magic Key to Spanish : A Creative and Proven Approach by Margarita Madrigal (1989, Trade Paperback)

Lingua Latina Ser.: Grammatica Latina by Hans H. Ørberg and Hans H. Ørberg (2006, Trade Paperback)

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