Waubonsee Community College

Taking sides, clashing views in educational psychology, selected, edited, and with framing material by Esther S. Chang

eng

Includes bibliographical references

no index present

non fiction

Taking sides

bibliography

913924586

selected, edited, and with framing material by Esther S. Chang

Taking sides

clashing views in educational psychology

Unit 1. Basic theories of learning and education -- Issue: Can psychological science improve the quality of education? -- Yes: from "The contribution of psychology to education" / Edward L. Thorndike (1910) -- No: from "Education as engineering" / John Dewey (1922) -- Issue: Should studies be free? -- Yes: from "Difficulties and opportunities: the challenge of present-day teaching" / Carl Rogers (1969) -- No: from "A technology of behavior" / B.F. Skinner (1971) -- Issue: Are constructivist teaching methods superior to traditional methods of teaching? -- Yes: from "Content and process in constructivist teacher education" / Sam Hausfather (2002) -- No: from "Putting students on the path to learning: the case for fully guided instruction" / R.E. Clark, P.A. Kirschner, and J. Sweller (2012) -- Issue: Should schools aim for students' "happiness"? -- Yes: from "What does it mean to educate the whole child?" / Nel Noddings (2005) -- No: "Quality in liberal education and illusions of the academy" / Kenneth R. Stunkel (1999) --Unit 2. Basic educational issues -- Issue: Are international comparisons helpful? -- Yes: from "Learning from high-performing education systems" / OECD -- No: from "Is PISA counter-productive to building successful educational systems" / Anna Dall (2011) -- Issue: Do recent discoveries about the brain have implications for classroom practice? -- Yes: from "Building a bridge from neuroscience to the classroom" / Judy Willis (2008) -- No: from "When and how neuroscience applies to education" / Dan Willingham -- Issue: Can schools close the achievement gap between students from different ethnic and racial backgrounds? -- Yes: from "Closing the achievement gap by detracking" / Carol Corbett Burris and Kevin G. Welner (2005) -- No: from "Equality of educational opportunity: myth or reality in U.S. schooling?" / William H. Schmidt (2010-2011) --Unit 3. Best practices -- Issue: Does grading help students learn? -- Yes: from "Standards-based grading" / Kyle Spencer (2012) -- No: from "The case against grades" / Alfie Kohn (2011) -- Issue: Is full inclusion always the best option for children with disabilities? -- Yes: from "Extending inclusive opportunities" / Michael F. Giangreco (2007) -- No: from "Enabling or disabling?: observation on changes in special education" / James M. KIaoffman, Kathleen McGee, and Michele Brigham (2004) -- Issue: Are single-gender classes necessary to create equal opportunities for boys and girls? -- Yes: from "How tweens view single-sex classes" / Frances R. Spielhagen (2006) -- No: from "Teaching to the minds of boys" / Kelley King and MIchael Gurian (2006) -- Issue: Does homework improve student achievement? -- Yes: from "Homework works if homework quality is high: using multilevel modeling to predict the development of achievement in mathematics" / Swantje Dettmers, et al. (2010) -- No: from "Relationships among attitudes about homework, amount of homework assigned and completed, and student achievement" / Harris Cooper, et al. (1998) -- Issue: Is parental involvement in education critical for student achievement? -- Yes: from "Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement" / Nancy E. Hill and Diana F. Tyson (2009) -- No: from "Value development underlies the benefits of parents' involvement in children's learning: a longitudinal investigation in the United States and China / Cecilia S.S. Cheung and Eva M. Pomerantz (2015) -- Issue: Should we be "tiger" parents? -- Yes: from "Interpretations of parental control by Asian immigrant and European American youth" / Ruth K. Chao and Christine Aque (2009) -- No: from "Does 'tiger parenting' exist?: parenting profiles of Chinese Americans and adolescent developmental outcomes" / Su Yeong Kim, et al. (2013) --Unit 4. Educational interventions -- Issue: Should schools use cash incentives to promote educational goals? -- Yes: from "Positive effects of rewards and performance standards on intrinsic motivation" / W. David Pierce, et al. (2003) -- No: from "Choking under pressure: self-consciousness and paradoxical effects of incentives on skillful performance" / Roy F. Baumeister (1984) -- Issue: Is there anything good about abstinence-only sex education? -- Yes: from "Effectiveness of abstinence-only intervention in middle school teens" / Elaine A. Borawski, et al. (2005) -- No: from "Abstinence-only education and teen pregnancy rates: why we need comprehensive sex education in the U.S." / Kathrin F. Stanger-Hall and David W. Hall (2011) -- Issue: Does reducing class size improve student achievement? -- Yes: from "Small classes in the early grades, academic achievement, and graduating from high school" / Jeremy D. Finn, Susan B. Gerber, and Jayne Boyd-Zaharias (2005) -- No: from "The Tennessee class size experiment (Project STAR)" / Eric A. Hanushek (2002) -- Issue: Are school-wide anti-bullying programs effective? -- Yes: from "Going to scale: a nonrandomized nationwide trial of the KiVa antibullying program for grades 1-9" / Antii Kärnä, et al. (2011) -- No: from "The moderating effects of school climate on bullying prevention efforts" / Sabina Low and Mark Van Ryzin (2014) -- Issue: Are charter schools advancing educational reforms? -- Yes: from "Are charter schools making a difference?: a study of student outcomes in eight states" / RAND Education (2009) -- No: from "Worth the price?: weighing the evidence on charter school achievement" / Martin Carnoy, et al. (2006)