Lopsided Schools
Case Method Briefings
Nonfiction, Reference & Language, Education & Teaching, History, Educational Theory, Educational Reform
| Author: | Gerard Giordano, PhD, professor of education, University of North Florida | ISBN: | 9781607097884 |
| Publisher: | R&L Education | Publication: | January 16, 2011 |
| Imprint: | R&L Education | Language: | English |
| Author: | Gerard Giordano, PhD, professor of education, University of North Florida |
| ISBN: | 9781607097884 |
| Publisher: | R&L Education |
| Publication: | January 16, 2011 |
| Imprint: | R&L Education |
| Language: | English |
Lopsided Schools introduces readers to the case method and helps the reader to use the case method to examine the scholastic challenges that critics posed from World War I to the present. Some critics have stirred up educators with threats to reduce their budgets or fire them. Others upset them with disconcerting questions. Should parents demand that their children learn speed reading? Should teachers emphasize vocational activities? Should principals train their own successors? Should superintendents award bonuses to teachers? Should employers hire the graduates with the highest scores on standardized tests? Should politicians assume greater responsibility for schooling? Should journalists publicize information about lopsided schools? This book examines these and the numerous other questions that critics posed.
Lopsided Schools introduces readers to the case method and helps the reader to use the case method to examine the scholastic challenges that critics posed from World War I to the present. Some critics have stirred up educators with threats to reduce their budgets or fire them. Others upset them with disconcerting questions. Should parents demand that their children learn speed reading? Should teachers emphasize vocational activities? Should principals train their own successors? Should superintendents award bonuses to teachers? Should employers hire the graduates with the highest scores on standardized tests? Should politicians assume greater responsibility for schooling? Should journalists publicize information about lopsided schools? This book examines these and the numerous other questions that critics posed.
