In this definitive, three-volume set, top scholars illuminate the historical, social, cultural, political, administrative, psychological, and philosophical issues behind the standards debate.
The nation's demand for more sophisticated knowledge workers who can easily access information using computers requires that they be able to interpret that information, judge and assess it, and give it meaning. In short, students must be taught how to think. Is education as it now exists in the United States a mere memorization and regurgitation of facts? If so, is this a pseudo-education?
In this three volume encyclopedia, a 100 page introductory overview and 41 essays by top scholars present a new vision of education-and educational rigor-in a variety of classroom contexts and subject areas. Essays cover the most important issues in education today: the purpose of education, regulating teachers, school accreditation, testing, nontraditional schools, bilingual education, justice and education, the politics of education, learning theory and cognition, and opposition to standards and more. The encyclopedia also includes a historical timeline of educational reform and an annotated bibliography.
Volumes are arranged topically and include subjects such as art, bilingual education, consequences of standards, evaluation, learning theory and cognition, multiculturalism, reductionism, and school accreditation
Over 50 top scholars illuminate the debate, provide much-needed historical context, and explain the relationship of standards to educational reform efforts
A historical chronology is given, which spans from 1892, when the Committee of Ten created uniform academic requirements for admission to college, to the Supreme Court ruling in 2001 lowering the First Amendment wall separating church and state
The encyclopedia gives a list of selected print and nonprint resources, which includes books, government publications, labor reports, websites, and organizations regarding the standards debate in the United States
