50 myths and lies that threaten America's public schools: the real crisis in education
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York
Teachers College Press
[2014]
|
| Subjects: | |
| Item Description: | "David C. Berliner, Gene V Glass and Associates." Description based on online resource; title from e-book title screen (EbscoHost platform, viewed December 24, 2014) |
| Physical Description: | 1 online resource (xii, 260 pages) |
| ISBN: | 9780807772812 080777281X |
Staff View
MARC
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| 505 | 8 | |a Part 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. Vouchers, tuition tax credits, and charter schools inject competition into the education system and "raise all boats" ; Want to find the best high schools in America? Ask Newsweek or U.S. News -- | |
| 505 | 8 | |a 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 should be evaluated on the basis of the performance of their students. Rewarding and punishing schools for the performance of their students will improve our nation's schools ; 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. | |
| 505 | 8 | |a Incompetent teachers cannot be fired if they have tenure ; 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 -- | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a Gifted classes and special schools for our most talented students benefit both individuals and society ; 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 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, | |
| 505 | 8 | |a 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. It's a rite of passage. The national effort to eliminate bullying is effectively addressing the problem in our schools ; 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 -- | |
| 505 | 8 | |a 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; so supporting education for all past a minimum level -- 8th grade or 12th grade, say -- is hardly justifiable ; 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 models of schooling will increase district performance -- | |
| 505 | 8 | |a Part VI. Myths and lies about making all students career and college ready. All kids can learn. Schools can teach all students to the point of mastery ; 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. | |
| 505 | 8 | |a That's why schools use them to form ability groups and pick students for gifted or special-needs tracks ; The schools are wasting their time trying to teach problem solving, creativity, and general thinking skills; they would be better off teaching the facts students need to succeed in school and later in life -- Additional sources | |
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Record in the Search Index
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| author | Berliner, David C. 1938- |
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| contents | Part 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. Vouchers, tuition tax credits, and charter schools inject competition into the education system and "raise all boats" ; Want to find the best high schools in America? Ask Newsweek or U.S. News -- 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 should be evaluated on the basis of the performance of their students. Rewarding and punishing schools for the performance of their students will improve our nation's schools ; 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. Incompetent teachers cannot be fired if they have tenure ; 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. Gifted classes and special schools for our most talented students benefit both individuals and society ; 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 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. It's a rite of passage. The national effort to eliminate bullying is effectively addressing the problem in our schools ; 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; so supporting education for all past a minimum level -- 8th grade or 12th grade, say -- is hardly justifiable ; 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 models of schooling will increase district performance -- Part VI. Myths and lies about making all students career and college ready. All kids can learn. Schools can teach all students to the point of mastery ; 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. That's why schools use them to form ability groups and pick students for gifted or special-needs tracks ; The schools are wasting their time trying to teach problem solving, creativity, and general thinking skills; they would be better off teaching the facts students need to succeed in school and later in life -- Additional sources |
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| spelling | Berliner, David C. 1938- Verfasser (DE-588)131683160 aut 50 myths and lies that threaten America's public schools the real crisis in education David C. Berliner, Gene V Glass [and 19 others] 50 myths & lies that threaten America's public schools Fifty myths and lies that threaten America's public schools New York Teachers College Press [2014] 1 online resource (xii, 260 pages) txt rdacontent c rdamedia cr rdacarrier "David C. Berliner, Gene V Glass and Associates." Description based on online resource; title from e-book title screen (EbscoHost platform, viewed December 24, 2014) Part 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. Vouchers, tuition tax credits, and charter schools inject competition into the education system and "raise all boats" ; Want to find the best high schools in America? Ask Newsweek or U.S. News -- 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 should be evaluated on the basis of the performance of their students. Rewarding and punishing schools for the performance of their students will improve our nation's schools ; 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. Incompetent teachers cannot be fired if they have tenure ; 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. Gifted classes and special schools for our most talented students benefit both individuals and society ; 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 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. It's a rite of passage. The national effort to eliminate bullying is effectively addressing the problem in our schools ; 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; so supporting education for all past a minimum level -- 8th grade or 12th grade, say -- is hardly justifiable ; 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 models of schooling will increase district performance -- Part VI. Myths and lies about making all students career and college ready. All kids can learn. Schools can teach all students to the point of mastery ; 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. That's why schools use them to form ability groups and pick students for gifted or special-needs tracks ; The schools are wasting their time trying to teach problem solving, creativity, and general thinking skills; they would be better off teaching the facts students need to succeed in school and later in life -- Additional sources Text in English Education fast Educational change fast Public schools fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Erziehung Education United States Educational change United States Public schools United States Öffentliche Schule (DE-588)4115434-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Öffentliche Schule (DE-588)4115434-4 s 1\p DE-604 Glass, Gene V. 1940- Sonstige (DE-588)138447799 oth Erscheint auch als Druck-Ausgabe 50 myths & lies that threaten America's public schools 9780807755242 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Berliner, David C. 1938- 50 myths and lies that threaten America's public schools the real crisis in education Part 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. Vouchers, tuition tax credits, and charter schools inject competition into the education system and "raise all boats" ; Want to find the best high schools in America? Ask Newsweek or U.S. News -- 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 should be evaluated on the basis of the performance of their students. Rewarding and punishing schools for the performance of their students will improve our nation's schools ; 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. Incompetent teachers cannot be fired if they have tenure ; 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. Gifted classes and special schools for our most talented students benefit both individuals and society ; 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 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. It's a rite of passage. The national effort to eliminate bullying is effectively addressing the problem in our schools ; 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; so supporting education for all past a minimum level -- 8th grade or 12th grade, say -- is hardly justifiable ; 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 models of schooling will increase district performance -- Part VI. Myths and lies about making all students career and college ready. All kids can learn. Schools can teach all students to the point of mastery ; 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. That's why schools use them to form ability groups and pick students for gifted or special-needs tracks ; The schools are wasting their time trying to teach problem solving, creativity, and general thinking skills; they would be better off teaching the facts students need to succeed in school and later in life -- Additional sources Education fast Educational change fast Public schools fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Erziehung Education United States Educational change United States Public schools United States Öffentliche Schule (DE-588)4115434-4 gnd |
| subject_GND | (DE-588)4115434-4 (DE-588)4078704-7 |
| title | 50 myths and lies that threaten America's public schools the real crisis in education |
| title_alt | 50 myths & lies that threaten America's public schools Fifty myths and lies that threaten America's public schools |
| title_auth | 50 myths and lies that threaten America's public schools the real crisis in education |
| title_exact_search | 50 myths and lies that threaten America's public schools the real crisis in education |
| title_full | 50 myths and lies that threaten America's public schools the real crisis in education David C. Berliner, Gene V Glass [and 19 others] |
| title_fullStr | 50 myths and lies that threaten America's public schools the real crisis in education David C. Berliner, Gene V Glass [and 19 others] |
| title_full_unstemmed | 50 myths and lies that threaten America's public schools the real crisis in education David C. Berliner, Gene V Glass [and 19 others] |
| title_short | 50 myths and lies that threaten America's public schools |
| title_sort | 50 myths and lies that threaten america s public schools the real crisis in education |
| title_sub | the real crisis in education |
| topic | Education fast Educational change fast Public schools fast EDUCATION / Essays bisacsh EDUCATION / Organizations & Institutions bisacsh EDUCATION / Reference bisacsh Erziehung Education United States Educational change United States Public schools United States Öffentliche Schule (DE-588)4115434-4 gnd |
| topic_facet | Education Educational change Public schools EDUCATION / Essays EDUCATION / Organizations & Institutions EDUCATION / Reference Erziehung Education United States Educational change United States Public schools United States Öffentliche Schule USA |
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