American Education, 13th edition
Joel Spring

Price: $42.25

Joel Spring received his Ph.D. in educational policy studies from the University of Wisconsin. He is currently a Professor at Queens College and the Graduate Center of the City University of New York. His great-great-grandfather was the first Principal Chief of the Choctaw Nation in Indian Territory and his grandfather, Joel S. Spring, was a local district chief at the time Indian Territory became Oklahoma. He currently teaches at Queens College of the City University of New York. His major research interests are history of education, multicultural education, Native American culture, the politics of education, global education, and human rights education. He is the author of over twenty books and the most recent are How Educational Ideologies are Shaping Global Society; Education and the Rise of the Global Economy; The Universal Right to Education: Justification, Definition, and Guidelines; Globalization and Educational Rights; and Educating the Consumer Citizen: A History of the Marriage of Schools, Advertising, and Media.

Clear, concise, and authoritative—compact and affordable, too—with scholarship that is often cited as a primary source, American Education brings up-to-date information and challenging perspectives to teacher educators’ classrooms. Revised every two years, American Education provides a fresh, concise, and up-to-date introduction to the historical, political, social, and legal foundations of education and to the profession of teaching in the United States. This edition introduces a new chapter reference guide to the No Child Left Behind Act, provides a fresh look at multiculturalism and multilingualism, and presents a new discussion of the link between schooling and the growing gap between rich and poor.

A Guide with Chapter References to Discussions of No Child Left Behind Act of 2001
Preface
PART 1: SCHOOL AND SOCIETY
Chapter 1: The Goals of Public Schooling
National Education Summit on High Schools: Who Determines the Public Interest?
What is the Public Interest?
Turning Public Goals into a Core Curriculum
Getting the Core Curriculum into Schools
Public Benefits and Goals for Schools
Are Schools Always a Public Good?
Historical Goals of Schooling
The Political Goals of Schooling
The Social Goals of Schooling
The Economic Goals of Schooling
Human Capital and the Role of Business in American Education
Conclusion
Suggested Readings and Works Cited in Chapter
Chapter 2: Education and Equality of Opportunity
School Models for Equality of Opportunity
The Common-School Model
The Sorting-Machine Model
The High-Stakes Testing Model
Education and Income
The Bias of Labor Market Conditions on Educational Attainment, Income, and Gender
White Privilege: Race, Educational Attainment, and Income
The Asian Advantage: Race, Household Income, and Education
Cultural Capital: Child-Rearing and Equality of Opportunity
Cultural Capital: Preschool and Equality of Opportunity
Schooling: Why Are the Rick Getting Richer and the Poor Getting Poorer?
Shopping for a Public School: Education, Social Class, and School Districts
Savage Inequalities
Central City Schools
Social Class and At-Risk Students
Poverty Among School-Aged Children
The End of the American Dream: School Dropouts
Tracking and Ability Grouping
Should Tracking and Ability Grouping Be Abolished?
Social Reproduction
Resistance
Conclusion
Suggested Readings and Works Cited in Chapter
Chapter 3: Equality of Educational Opportunity: Race, Gender, and Special Needs
The Law, Race, and Equality of Educational Opportunity
The Meaning of Race
What Race Am I?: Racial and Cultural Self-Identification
Race and Social Class
School Segregation Today
Second-Generation Segregation
The Economics of Racism
Defining Racism
Institutional Racism: Relationship Between Racial Segregation and High School Dropouts
Disparity in Educational Funding Based on Race
Race, Social Class, and Equal Educational Opportunities
Teaching About Racism
The Recent Struggle for Equal Education for Women
Sexism and Education
What's Happening to the Boys in the New Gender Divide?
Students with Disabilities
Public Law 94-142: Education for All Handicapped Children Act
Writing an IEP
Which Children Have Disabilities?
Inclusion
Inclusion and the No Child Left Behind Act of 2001
An Inclusion Success Story
The Inclusion Debate
Commission on Excellence in Special Education
Conclusion
Suggested Readings and Works Cited in Chapter
Chapter 4: Student Diversity
Foreign-Born Population of the United States
Is It Hispanic or Latino?
The Changing Population of U.S. Schools
Educational Experiences of Immigrants to the United States
Languages of School-Age Children
Are U.S. Teachers Prepared for Language Diversity?
Mexican American Students and U.S. Schools
Asian American Students and U.S. Schools
Native American Students and U.S. Schools
Conclusion
Suggested Readings and Works Cited in Chapter
Chapter 5: Multicultural Education
Different Ways of Knowing and Seeing the World
Biculturalism: Collectivist and Individualist Societies
Dominated Cultures: John Ogbu
Empowerment through Multicultural Education: James Banks, Sonia Nieto, and Critical Pedagogy
Educating for Economic Power: Lisa Delpit
Ethnocentric Education
Bilingual Education and English Language Acquisition: No Child Left Behind
English Language Acquisition Act of 2001
Bicultural Education: Is This The Answer?
Globalization: Language and Cultural Rights
Conclusion
Suggested Readings and Works Cited in Chapter
PART 2: POWER AND CONTROL IN AMERICAN EDUCATION
Chapter 6: Local Control, Choice, Charter Schools, and Commercialism
The Education Chair
School Boards
School Choice
National Public School Choice Plan: No Child Left Behind Act of 2001
National Private School Choice Plan: America's Opportunity Scholarships for Kids
Model Private School Choice Plan: The District of Columbia School Choice Incentive Act of 2003
Charter Schools
Are Charter Schools Failing?
For-Profit Schools and Charters
Edison Schools Inc.: A Tale of an Education Company in Search of Profit
Home Schooling
Commercialism in Schools
Conclusion
Suggested Readings and Works Cited in Chapter
Chapter 7: Power and Control at the State and National Levels: High-Stakes Testing, School Violence, Reading Wars, and Private Foundations
Local, State, and Federal School Revenues
Categorical Aid: The Source of Federal Power
Increasing State Involvement in Schools
Control Through High-Stakes Tests and Academic Standards
No Child Left Behind:Testing Students with Disabilities and English-Language Learners
Does High-Stakes Testing Work?
Cheating on High-Stakes Tests
The Federal Government Decides the Reading War: No Child Left Behind
A Case Study: Student Violence and Federal Action
Private Foundations: The Invisible Power in Education
Conclusion
Suggested Readings and Works Cited in Chapter
Chapter 8: The Profession of Teaching
No Child Left Behind: Highly Qualified Teachers
The Rewards of Teaching
Working Conditions
National Certification: The National Board for Professional Teaching Standards
American Board for Certification of Teacher Excellence: Alternative Routes to Teaching
Teachers' Unions and Teacher Politics
Differences Between the Two Unions
A Brief History of the National Education Association (NEA)
A Brief History of the American Federation of Teachers (AFT)
A Case Study: Tom Mooney, AFT Vice President and President of the Ohio Federation of Teachers
Should Teachers Strike?
Conclusion
Suggested Readings and Works Cited in Chapter
Chapter 9: Textbooks, Curriculum, Internet E-Learning, and Instruction
Censorship Issues
Web Scrub: A New Form of Censorship?
Textbooks
Curricular Standards and the Political Nature of Knowledge
The Internet and E-Learning
The Children's Internet Protection Act of 2000
Curriculum
John Dewey and Progressive Education
Instruction
Critical Pedagogy
Conclusion
Suggested Readings and Works Cited in Chapter
Chapter 10: The Courts and the Schools
Drug Testing of Students
Students’ Free Speech Rights
Gays, Boy Scouts, and No Child Left Behind Act of 2001
Sexual Harassment and Discrimination
Students' Access to Books
Student Suspensions
Do School Authorities Have the Right to Paddle Children?
Compulsion and Religion
Vouchers and Religious Schools
Child-Benefit Theory
Can States Regulate Private Schools?
Religion and State School Requirements
School Prayer, Bible Reading, and Meditation
Student Prayers
School Prayer and the No Child Left Behind Act of 2001
Secular Humanism and the Religion of Public Schools
Evolution and Creationism
Parents' Rights
Teachers’ Rights
Teachers' Liability
Teachers’ Private Lives
The Language of the Schools
School Finances
Conclusion
Suggested Readings and Works Cited in Chapter

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