Lopsided Schools

Case Method Briefings

Nonfiction, Reference & Language, Education & Teaching, History, Educational Theory, Educational Reform
Cover of the book Lopsided Schools by Gerard Giordano, PhD, professor of education, University of North Florida, R&L Education
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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.

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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.

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