MARC Record from marc_nuls

LEADER: 06343cam 2200421 a 4500
001 9925174896101661
005 20150423154422.0
008 140124s2014 nyu b 001 0 eng
010 $a 2013047389
019 $a866800015$a875184316
020 $a9780807755242 (pbk.)
020 $a0807755249 (pbk.)
020 $z9780807772812 (ebook)
035 $b99959187973
035 $a(OCoLC)869458523$z(OCoLC)866800015$z(OCoLC)875184316
035 $a(OCoLC)ocn869458523
040 $aDLC$beng$cDLC$dYDX$dYDXCP$dBTCTA$dBDX$dIAD$dOUP$dOCLCO$dMEU$dCDX$dOXF$dMNW
042 $apcc
043 $an-us---
050 00 $aLA217.2$b.A15 2014
082 00 $a370.973$223
245 00 $a50 myths & lies that threaten America's public schools :$bthe real crisis in education /$c[19 authors] ; edited by David C. Berliner, Gene V Glass.
246 3 $aFifty myths and lies that threaten America's public schools
260 $aNew York :$bTeachers College Press,$c2014.
300 $axii, 260 p. ;$c23 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references and index.
505 0 $aPart I. Myths, hoaxes, and outright lies -- Part II. Myths and lies about who's best : charters, privates, maybe Finland? -- International tests show that the United States has a second-rate education system -- Private schools are better than public schools -- Charter schools are better than traditional public schools -- Charter schools are private schools -- Cyberschool are an efficient, cost-saving, and highly effective means of delivering education -- Home schooled children are better educated than those who attend regular public schools -- School choice and competition work to improve all schools -- Want to find the best high schools in America? -- Part III. Myths and lies about teachers and the teaching profession : teachers are "everything," that's why we blame them and their unions -- Teachers are the most important influence in a child's education -- Teachers in the United States are well-paid -- Merit pay is a good way to increase the performance of teachers -- Teachers in schools that serve the poor are not very talented -- Teach for America teachers are well trained, highly qualified, and get amazing results -- Subject matter knowledge is the most important asset a teacher can possess -- Teachers' unions are responsible for much poor school performance -- Judging teacher education programs by means of the scores that their teachers' students get on state tests is a good way to judge the quality of the teacher education program -- Part IV. Myths and lies about how to make our nation's schools better -- Class size does not matter; reducing class sizes will not result in more learning -- Retaining children in grade - "flunking" them - helps struggling students catch up and promotes better classroom instruction for all -- Tracking, or separating slow and fast learners, is an efficient and productive way to organize teaching -- Immersion programs ("sink or swim") for English language learners are better than bilingual education programs -- Preserving heritage language among English language learners is bad for them -- Abstinence-only educational programs work to reduce sexual contact and unwanted pregnancies among school children -- Homework boosts achievement -- Group projects waste children's time and punish and the most talented -- School uniforms improve achievement and attendance -- Longer school days and weeks have big payoffs for achievement -- If a program works well in one school or district, it should be imported and expected to work well elsewhere -- Zero-tolerance policies are making schools safer -- The benefits of preschool and kindergarten programs are not convincing and thus not worth the investment -- Character education will save America's youth and strengthen the nation's moral fiber -- Bullying is inevitable; it's just kids -- American K-12 education is being dumbed down -- Mayoral control of public schools has paid off in terms of student achievement -- Forced integration has failed -- Part V. Myths and lies about how our nation's schools are paid for : all schools are equal, but some are more equal than others -- Money doesn't matter! We're spending more money than ever, but test scores are stagnant -- The money available to school districts is spread equally across their schools -- In America, public money is not used to support religious schools -- Education benefits children individually, not the public in general -- Tuition tax credits for families that choose private schools are appropriate, since they are spending their own money to educate their children -- Tuition tax credits and education savings accounts are helping many poor children escape failing public schools and enroll in excellent private schools -- Portfolio management in models of schooling will increase district performance -- Part VI. Myths and lies about making all students career and college ready -- All kids can learn -- Our nation's economy is suffering because our education system is not producing enough scientists, engineers, and mathematicians -- The United States has had to create special passport guidelines to import scientists and engineers because our education system cannot produce enough of them -- High school exit exams guarantee that our graduates will be "college ready" and prepared to succeed as workers in a global economy -- Advanced placement (AP) courses are providing minority students an opportunity to get a head start on a college education -- College admissions are based on students' achievement in grades K-12 and their SAT or ACT scores -- Education will lift the poor out of poverty and materially enrich our entire nation -- IQ tests predict success in life -- The schools are wasting their time trying to teach problem solving, creativity, and general thinking skills.
546 $aText in English.
650 0 $aEducation$zUnited States.
650 0 $aEducational change$zUnited States.
650 0 $aPublic schools$zUnited States.
700 1 $aBerliner, David C.,$eeditor of compilation.
700 1 $aGlass, Gene V,$d1940-$eeditor of compilation.
947 $fBOOK-SOE-EDD$g27.95$hCIRCSTACKS$lNULS$o20140718$q1
980 $a99959187973