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• Introduction
• 1. Unity of purpose
• 2. Vocational programs
• 3. What might have been: women's traditional interests
• 4. A better adult: continuing the search
• 5. Parenting
• 6. The Common Core Standards
• 7. Critical thinking
• 8. Collegiality, caring, and continuity
• 9. The curriculum and its setting
• 10. Planning, enacting, evaluating
• 11. The professional preparation of teachers
• 12. Reflecting on the brighter vision.
• (source: Nielsen Book Data)

In today's high schools, education is often reduced to a means of achieving financial security, leading to an overemphasis on quantifiable measures of performance. This approach encourages academically talented students to focus on test scores and rankings rather than intellectual enrichment, and discourages students with non-academic talents from pursuing them. A Richer, Brighter Vision for American High Schools advocates instead a unifying educational aim of producing better adults, which would encompass all aspects of students' lives: intellectual, physical, moral, spiritual, social, vocational, aesthetic, and civic. Nel Noddings offers suggestions to improve high schools by increasing collegiality among students and faculty, enriching curricula with interdisciplinary themes, renewing vocational education programs, addressing parenting and homemaking, and professionalizing the teaching force. This thought-provoking book will act as an important guide for teachers, teacher educators, administrators, and policy makers.
(source: Nielsen Book Data)

• Introduction Part I: Basic Academic Values
• 1. Academic Freedom
• 2. Institutional Autonomy and the Demands of the State
• 3. The Purposes of the University and Its Responsibilities to Society Part II: Academic Responses to Social Problems
• 4. Access to the University and the Problem of Racial Inequality
• 5. The Moral Development of Students
• 6. Academic Science and the Quest for Technological Innovation
• 7. The Social Responsibilities of Research
• 8. Technical Assistance Abroad Part III: Addressing Social Problems By Nonacademic Means
• 9. The University and the Local Community
• 10. Taking Political Positions
• 11. Accepting Gifts
• 12. Boycotts and Other Efforts to Avoid Outside Relationships Conclusion Index.
• (source: Nielsen Book Data)

Derek Bok examines the complex ethical and social issues facing modern universities today, and suggests approaches that will allow the academic institution both to serve society and to continue its primary mission of teaching and research.
(source: Nielsen Book Data)

These essays systematically review those individuals perceived as representing the highest ideals of progress and service in higher education. The majority are former presidents, administrators and faculty in college and universities who have left an indelible mark on their communities and institutions. Three chapters cover political figures who have been committed to expanding, improving, and including ever larger groups of the population (ethnic, gender, cultural diversity) in higher education. Two chapters examine issues in higher education. All underline the contributions of those who left a legacy of caring to future generations.
(source: Nielsen Book Data)

In "Mis-Education in Schools Beyond the Slogans and Double-Talk", Howard Good uses his experiences as a parent, teacher, and school board member to explore what's gone wrong with education and how to make it right. Readers will be challenged by Good's candid perspective and engaged by his energetic prose.
(source: Nielsen Book Data)

• Chapter 1 Preface to the Third Edition
• Chapter 2 Preface to the First Edition
• Chapter 3 Acknowledgments
• Chapter 4 1. Philosophy and Education
• Chapter 5 2. Liberalism Versus Conservatism
• Chapter 6 3. Classical Educational Theory
• Chapter 7 4. Renaissance Humanism: The Culmination of Educational Conservatism
• Chapter 8 5. The Beginning of Educational Liberalism
• Chapter 9 6. The Flowering of Liberalism
• Chapter 10 7. The Neo-Conservative Reaction
• Chapter 11 8. Educational Liberalism Redefined
• Chapter 12 9. A Proposed Solution
• Chapter 13 10. Educational Psychologies
• Chapter 14 11. Postmodernism
• Chapter 15 12. Postmodernism in the 21st Century and Educating the Millennials
• Chapter 16 Index.
• (source: Nielsen Book Data)

Education students are continually asked to reflect upon their own philosophy of education and how it relates to their teaching practice. Philosophy of Education in Historical Perspective: Third Edition focuses on major educational philosophies that have had an impact on Western education and helps the reader to make sense of past and current trends and to place them in a historical context. This third edition is updated to correspond with the increasingly swift changes that have been taking place in education. As we move forward into the twenty-first century, it is hard to recall that only twenty years ago, computers were not part of standard classroom equipment. This widely-accessible edition will update the second with another look at postmodernism as it has continued to develop in the past fifty years.
(source: Nielsen Book Data)

Current Issues and Trends in Education synthesizes political, theoretical, social, and practical topics in a 21st Century context and promotes multicultural education, technology, and gender issues. This text is accessible enough to be used in an introductory education class and yet sophisticated enough to serve as a graduate textbook. It is comprehensive in dealing with issues facing educators today, such as demographics, changing perceptions and research of human development and learning, and education in nontraditional settings. Its four parts cover 1) "Political, Economic, and Historical Issues and Trends, " 2) "Evolving Notions of Human Development and Learning, " 3) "Changing Views of Instruction, " and 4) "Issues in Accommodating Differences.".
(source: Nielsen Book Data)

• Chapter 1: The Culture of Reform
• Chapter 2: Getting Down to Business
• Chapter 3: The Product: Education
• Chapter 4: More than Competition, More than Information
• Chapter 5: Becoming Knowledgeable and the Search for Wisdom
• Chapter 6: Politics and Education
• Chapter 7: Education as the Practice of Freedom Appendix: They Skool: The Anti-Urban Bias in Urban Education.
• (source: Nielsen Book Data)

This book is an appeal to those directly and indirectly involved in education reform to reconsider the very nature of education as a process of transformation and not, as the neoliberal corporate model insists upon, as a "product." By using Paulo Freire's fundamental principle of understanding "education as the practice of freedom, " and expanding upon it with bell hooks' own spiritual understanding of that principle, this book offers readers the opportunity to rethink what education is, and what it is not. Utilizing the work of diverse thinkers and critics, the book lays out a criticism of neoliberalism's profound influence on education reform and our culture generally. It reaffirms the political and ethical import of education for individuals and for our nation as a whole.
(source: Nielsen Book Data)

• Introduction: A Public Education as Critical Aspirational Ideal Chapter One: Education as Self-development Chapter Two: Culture, Character and Education Chapter Three: The Education of Cultural Strangers: The Idea of a Public Education Chapter Four: Public Values and the Civic Good Chapter Five: The Construction and Stabilization of Public Values Chapter Six: From a Public Education to a Public School.
• (source: Nielsen Book Data)

The unique mission of a public education is to reproduce a civic public. For the most part this will not happen in a vacuum and requires specific institutions, the most prominent of which are the public schools. Publicly supported schools have other functions as well. They socialize, train, produce a workforce, and, hopefully, promote individual growth and autonomy. Walter Feinberg argues that while all of these functions may be carried on by private or religious schools as well, public schools should have the additional responsibility of reproducing a civic public for a diverse pluralistic society. As Feinberg demonstrates, the problem is that in the context of neoliberal ideology, where all the other educational functions are reduced to economic ones within a market context ruled by competition-nation to nation, state to state, community to community, school to school, teacher to teacher, student to student-the public function becomes less and less central and more and more difficult to carry out. What Is a Public Education and Why We Need It suggests ways to change this by bringing the idea of a true public education back into focus.
(source: Nielsen Book Data)

• Part 1 Part I: What's Public about Public Schools?
• Chapter 2 Prologue: Crestwich Faces a Public Test
• Chapter 3 Introduction: The Public in Public Schools
• Part 4 Part II: Visions and Values of Public Education in Our Democratic Republic
• Chapter 5
• Chapter 1 - Liberty and Public Schools: Freedom, Choice, Opportunity
• Chapter 6
• Chapter 2 - Community and Public Schools: Connection, Belonging, Social Order
• Chapter 7
• Chapter 3 - Equality and Public Schools: Difference, Diversity, Equal Opportunity
• Chapter 8
• Chapter 4 - Prosperity and Public Schools: Economy, Efficiency, Competitiveness
• Part 9 Part III: Policy Goals and Values in Crestwich Public Schools
• Chapter 10
• Chapter 5 - Leveling the Playing Field: Who Gets Educational Opportunity?
• Chapter 11
• Chapter 6 - Assigning Students: Who Goes Where, with Whom and Why?
• Chapter 12
• Chapter 7 - Funding Schools: Who Pays for What, How, Why and for Whom?
• Part 13 Part IV: Leading and Governing Public Schools
• Chapter 14
• Chapter 8 - Public Problems: Values, Conflicts and Choices
• Chapter 15
• Chapter 9 - Public Leadership: Policy Problem Solving and Decision Making
• Chapter 16
• Chapter 10 - Governing Public Schools: Who Shall Rule?
• Chapter 17 Part V: Preserving the Public
• Chapter 18 Conclusion: Public Schools for the Public Good
• Chapter 19 Epilogue: The Future of the Public in Crestwich Public Schools.
• (source: Nielsen Book Data)

What's public about public schools? Why do we invest in educating the next generation of Americans? What is it that drives our common purpose in educating children and at the same time divides us so passionately about how to educate them? Public schools have little to do with children. Schools are political and ideological institutions in which each generation battles among itself for supremacy in determining the purposes, goals and direction of public education. From battles over school lunch to school dress to school prayer, each generation reinterprets and recapitulates the political and ideological arguments that date back to the founding of our nation. More than two centuries after the American Revolution, public schools serve as political battlefields for debates about religious freedom and whether students should be allowed to wear U.S. flag teeshirts. We invite you to join us in an exploration of the purposes of public schools, the competing visions of public education, and the values of the public good that comprise the public in public schools.
(source: Nielsen Book Data)

Drawing on his experiences from founding and directing a private school for students age six to fourteen, Lyn Lesch presents a new model for education in which learning for students increasingly occurs in the world of adult expertise, with classroom teachers taking on the role of conduits that not only prepare students to learn from professionals working in various fields but also assist them in absorbing the advanced information and knowledge they will be acquiring.
(source: Nielsen Book Data)