clashing views in educational psychology Symons, Frank James 1967- Abbeduto, Leonard 1954- text bibliography mau Boston, Mass McGraw-Hill Higher Education c2008 2008 5th ed. monographic eng

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xxiv, 408 p. ; 24 cm. Are single-gender classes necessary to ensure equal educational opportunities for boys and girls? -- Should struggling students be retained? -- should English immersion replace bilingual education? -- Is full inclusion always the best option for children with disabilities? -- Can schools close the achievement gap between students from different ethnic and racial backgrounds? -- Should schools try to increase students' self-esteem? -- should moral education be part of the school curriculum? -- Should schools adopt a constructivist approach to education? -- Does reinforcement facilitate learning? -- Can Howard Gardner's theory of multiple intelligences transform educational practice? -- Will a push for standards and accountability lead to more motivated students? -- Do recent discoveries about the brain and its development have implications for classroom practice? -- Is the whole language approach to reading effective? -- Is greater parental involvement at school always beneficial? -- Should schools embrace computers and technology? -- Should schools decrease class size to improve student outcomes? -- Can a zero-tolerance policy lead to safe schools? -- Should U.S. schools be evaluated against schools in other countries? selected, edited, and with introductions and postscripts by Leonard Abbeduto and Frank Symons. Includes bibliographical references. Educational psychology Educational psychology United States Learning, Psychology of LB1051 .T167 2008 9780073515212 0073515213 2008270464 http://www.loc.gov/catdir/enhancements/fy0814/2008270464-d.html http://www.loc.gov/catdir/enhancements/fy0814/2008270464-t.html http://www.loc.gov/catdir/enhancements/fy0814/2008270464-d.html http://www.loc.gov/catdir/enhancements/fy0814/2008270464-t.html BTCTA 080221 20260109124546.0 15188681