Introduction to the foundations of education : Arthur K. Ellis, John J. Cogan, Kenneth R. Howey

목차 (Table of Contents)

• CONTENTS
• PREFACE = xi
• 1. EDUCATIONAL REFORM : A BEGINNING… = 2
• Educational Reform = 4
• Past and Present = 4
• The Issues = 8
• The Answers(?) = 9
• Effective Schools and Effective Teaching = 19
• 2. THE PERSONAL CHOICE : TO TEACH OR NOT TO TEACH = 24
• Why Teach? = 27
• Public Opinion = 27
• You, the Teacher = 28
• Society and Teaching = 30
• Function and Purpose : Two Great Controversies = 31
• Who Teaches? = 31
• Types of Personalities = 31
• Types of Teaching = 32
• Teachers and Teaching = 32
• 3. TEACHING : THE NATURE OF THE PROFESSION = 38
• The Nature of the Profession = 42
• Types of Teaching Experience = 42
• Factors Influencing Job Availability = 43
• Salaries = 49
• Public Opinion = 49
• How to Qualify = 51
• What's Your Opinion? = 55
• Professional Responsibilities = 56
• Rights of Students = 56
• Teacher Liability = 58
• Professional Rights = 60
• Civil Rights = 60
• Academic Freedom = 60
• Contractual Rights = 63
• Professional Organizations = 64
• The American Federation of Teachers(AFT) = 66
• The National Education Association(NEA) = 66
• Two Organizations or One? = 67
• 4. HISTORICAL PERSPECTIVES : EDUCATION IN THE OLD WORLD = 72
• The Greco-Roman Tradition = 74
• The Greek Philosophers = 74
• Athenian Education = 77
• Roman Influences = 77
• Education in the Medieval Period = 78
• Education Authority = 79
• The Medieval Universities = 80
• Renaissance and Reformation = 80
• The Rebirth of Classical Traditions = 80
• The Reformation = 81
• The Development of Science and Reason = 81
• 5. HISTORICAL PERSPECTIVES : EDUCATION IN AMERICA = 86
• Schooling in Colonial America = 88
• New England Schools = 90
• Mid-Atlantic and Southern Schools = 90
• Secondary and Higher Education = 92
• Needs of a New Nation = 92
• Origin of Decentralized Education = 92
• Franklin and Jefferson = 93
• Education Ordinances = 93
• Toward Universal Schooling : 1800 - 1865 = 94
• Public Support of Higher Education = 94
• Preparation of Teachers = 95
• The Period of Expansion : 1865 - 1920 = 95
• Accreditation = 96
• American Educational Thought = 96
• Legislation : Impact on Schooling = 97
• Guidelines for Secondary Education = 97
• The Contemporary Period : 1920 - Present = 99
• The Progressive Movement = 99
• Brown v. Board of Education = 99
• Sputnik and American Education = 100
• The 1970s = 101
• The 1980s = 101
• 6. DEVELOPMENT OF EDUCATIONAL THOUGHT : PHILOSOPHICAL PERSPECTIVES = 108
• What is Philosophy of Education? = 111
• Educational Philosophy : Sources = 112
• Five Philosophies : An Overview = 113
• Idealism = 113
• Realism = 114
• Neo-Thomism = 114
• Experimentalism ／ Pragmatism = 114
• Existentialism = 115
• Educational Philosophies = 115
• Traditional Schools of Thought = 116
• Perennialism = 116
• Essentialism = 117
• Contemporary Schools of Thought = 118
• Progressivism = 118
• Reconstructionism = 120
• Existentialism = 122
• 7. EDUCATION AND SCHOOLING = 130
• Education v. Schooling = 132
• What is Education? = 134
• What is Schooling? = 136
• Types of Schools = 136
• To School or Not to School? = 137
• 8. SOCIETY'S EXPECTATIONS : THE CHALLENGE TO EDUCATION = 144
• What Does Society Expect of Its Schools? = 147
• Schools and Culture = 147
• Social Functions of Education = 148
• Challenge to Educators : America's Demands = 154
• Transmitting America's Heritage = 154
• Developing Active Members of Society = 155
• Equal Opportunity = 156
• Effecting Social Change = 158
• What Can Society Realistically Expect of Its Schools? = 160
• 9. CONTEMPORARY SCHOOLING PATTERNS = 164
• Traditional Patterns = 167
• Kindergarten = 167
• Elementary School = 168
• Junior High School = 170
• High School = 172
• Alternative Approaches to Schooling = 173
• A Contrast in Classrooms and Curricula = 175
• Self-Contained Classroom = 175
• An Informal or Open Classroom = 177
• Curricular Alternatives(Historical) Perspective = 179
• 10. MULTICULTURAL EDUCATION = 184
• Multicultural : What Does It Mean? = 187
• Ethnicity and Culture = 187
• The Great Migrations = 189
• The Melting Pot : What Happened? = 190
• Role of the Schools = 190
• Pluralism v. Assimilation = 193
• Past Mistakes = 193
• Cultural Pluralism : Implications = 195
• Toward Cultural Understanding = 199
• Factors of Culture = 199
• A Step Beyond : Toward Global Understanding = 201
• Awareness of Involvement in the World System = 201
• Recommendations for Global Education = 202
• 11. ACCOUNTABILITY : HOW WELL ARE WE DOING? = 208
• Are the Schools Responsible? = 212
• Questioning the Effectiveness of Education = 212
• Accountability of the Teacher = 213
• Assessment of Student Learning = 214
• Priorities in Assessment and Evaluation = 215
• Evaluation ／ Assessment Models = 215
• Criterion - Referenced and Norm - Referenced Evaluation = 216
• Alternative Evaluation Models = 219
• Public Perspective on Testing = 224
• Achievement Tests : Low Scores? = 224
• Truth in Testing = 225
• 12. POLITICAL DIMENSIONS OF SCHOOLING : FEDERAL, STATE, LOCAL = 228
• The Federal Influence = 230
• Governmental Concerns = 231
• Department of Education = 231
• Legislative Efforts in Education = 232
• Judicial Impact on Education = 234
• The State Role in Education = 236
• Organization and Function = 236
• State Legislative Priorities = 237
• Local School Districts = 238
• The Board of Education = 238
• Local Administration = 239
• Role of the Superintendent = 240
• Role of the Principal = 242
• In the Principal's Office = 243
• Collective Bargaining = 244
• 13. FINANCE : WHO PAYS THE BILLS? = 250
• An Economic Problem = 253
• Where Does the Money Come From? = 254
• Allocation Systems : How Does the Money Get to Schools? = 256
• Alternative Models = 260
• Where Does the Money Go? = 262
• The Problem : How to Finance for Equal Opportunity = 264
• Parochaid : A Legal and Financial Controversy = 264
• Financing Educational Reform = 267
• Impact Upon the Teacher = 271
• School Budgets and Teachers = 271
• 14. FORCES INFLUENCING THE CURRICULUM : WHO DECIDES WHAT IS TAUGHT? = 276
• Individuals as a Source of Influence? = 279
• The Student as a Source of Influence = 279
• Parents as a Source of Influence = 281
• Organized Special Interest Groups as a Source of Influence = 283
• Commercial Interests as a Source of Influence = 285
• Testing = 285
• Textbooks = 286
• Research and Development as a Source of Influence = 287
• You, the Researcher = 287
• Economic and Social Conditions as a Source of Influence = 289
• The Organized Professions as a Source of Influence = 289
• National Education Association = 290
• American Federation of Teachers = 291
• Accreditation as a Source of Influence = 292
• 15. CURRICULUM : PURPOSE, PATTERNS, AND TECHNOLOGY = 296
• Purposes of Education = 300
• Content, Concepts, Skills, and Values = 300
• Assisting Students With Life Goals = 301
• Helping the Student Learn = 302
• Patterns and Variations = 309
• Patterns of Organization = 311
• Patterns of Instruction = 315
• Technology : A Tool of Curriculum = 317
• Types of Educational Technologies = 317
• Microcomputers = 318
• 16. FUTURE DIRECTIONS = 324
• The State of the Profession = 327
• Positive and Negative Aspects = 329
• Teachers on the Future of Teaching = 331
• Teachers on Parents and Families = 334
• The State of the World: Effects on Teaching = 336
• Future Opportunities for Those With Education Degrees = 338
• APPENDIX : SUPREME COURT CASES AFFECTING EDUCATION 1954 - 1983 = 344
• INDEX = 348