03241cam a2200373Ia 45000010006000000050017000060080041000230350023000640400054000870200022001410200025001630350020001880500023002080820015002312450142002462460045003882460027004332500012004602600070004723000027005424400017005694400045005865040051006315051415006825200396020976500028024936500043025216500029025646500033025936500049026266500035026757000030027107760127027409531220230410123950.0051012s2006    iau      u    001 0 eng d  a(OCoLC)ocm62029262  aXJMcXJMdBAKERdYDXCPdXY4dOCLCGdDRBdAU@dEDX  a0073195103 (pbk.)  a9780073195100 (pbk.)  a(OCoLC)6202926214aLB 1051bT136 200600a370.19097300aTaking sides :bclashing views in educational psychology /cselected, edited, and with introductions and postscripts by Leonard Abbeduto.30aClashing views in educational psychology30aEducational psychology  a4th ed.  aDubuque, Iowa :bMcGraw-Hill Contemporary Learning Series,c2006.  axxiv, 405 p. ;c24 cm. 0aTaking sides 0aMcGraw-Hill contemporary learning series  aIncludes bibliographical references and index.0 aPt. 1. Meeting the diverse need of a diverse classroom: Are single-gender classes the only way to ensure equal educational opportunities for boys and girls? ; Should ability-level tracking be abandoned? ; Should English immersion replace bilingual education? ; Is full inclusion always the best option for children with disabilities? ; Can schools close the 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? -- Pt. 2: Theories of learning and their implication for educational practice. 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? -- Pt. 3: Effective teaching and the evaluation of learning. Is the whole language approach to reading effective? ; Is greater parental involvement at school always beneficial? ; Should schools embrace computers and technology? ; Will performance assessment lead to meaningful education reform? ; Can a zero-tolerance policy lead to safe schools? ; Should U.S. schools be evaluated against schools in other countries?  aA debate-style reader designed to introduce students to controversies in educational psychology. The readings, which represent the arguments of leading educators and social commentators, reflect a variety of viewpoints and have been selected for their liveliness and substance and because of their value in a debate framework.... [It] actively develops students' critical thinking skills.... 0aEducational psychology. 0aEducational psychologyzUnited States. 0aLearning, Psychology of. 4aPsicologia de la educación 4aPsicologia de la educaciónzEstados unidos 4aAprendizaje, Psicologia de la.1 aAbbeduto, Leonard,d1954-08iOnline version:tTaking sides.b4th ed.dDubuque, Iowa : McGraw-Hill Contemporary Learning Series, c2006w(OCoLC)622107265