02809cam a2200433 a 450000100090000000300040000900500170001300800410003001000170007102000180008802000150010603500130012103500210013404000510015504200140020605000230022024501590024324600450040224600270044725000120047426000590048630000270054533600260057233700280059833800270062644000170065350400410067050512430071165000280195465000430198265000290202570000320205470000300208685600910211685600920220790600450229994200120234499900190235615188681OSt20260109124546.0080221s2008    mau      b    000 0 eng d  a  2008270464  a9780073515212  a0073515213  a15188681  a(OCoLC)154775692  aBTCTAcBTCTAdBAKERdYDXCPdOWLdUABdCCSdDLC  alccopycat00aLB1051b.T167 200800aTaking sides :bclashing views in educational psychology /cselected, edited, and with introductions and postscripts by Leonard Abbeduto and Frank Symons.30aClashing views in educational psychology30aEducational psychology  a5th ed.  aBoston, Mass. :bMcGraw-Hill Higher Education,cc2008.  axxiv, 408 p. ;c24 cm.  atextbtxt2rdacontent  aunmediatedbn2rdamedia  avolumebnc2rdacarrier 0aTaking sides  aIncludes bibliographical references.0 aAre 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? 0aEducational psychology. 0aEducational psychologyzUnited States. 0aLearning, Psychology of.1 aSymons, Frank James,d1967-1 aAbbeduto, Leonard,d1954-423Publisher descriptionuhttp://www.loc.gov/catdir/enhancements/fy0814/2008270464-d.html413Table of contents onlyuhttp://www.loc.gov/catdir/enhancements/fy0814/2008270464-t.html  a7bcbcccopycatd3encipf20gy-gencatlg  2lcccBK  c265607d265606