Index
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academic achievement
and economic growth, 152–53
effects, on:
of feeling cared about, 7, 50–51
of interest, 4–5, 150
of poverty, 8
of safety, 50–51, 130
of self-discipline, 189–90, 196n46
focus on:
vs. children’s needs, 116
vs. intellectual growth, 15–16n13
vs. learning, 9, 74–75
vs. other educational goals, 8, 113
vs. students’ achievements, 165
and happiness, 8, 147–51
use of posters to promote, 137–40
Accelerated Reader, 90
Achieve, Inc., 164
American dream, the, 139
Anderman, Eric, 74
assessment, 69, 80–81, 94, 96, 100, 105. See also grades; rubrics; standardized tests; tests and quizzes
Assor, Avi, 174–75
autonomy support, 87, 93–95, 176, 183.See also choices; interest in learning
awards. See competition; rewards
Bandura, Albert, 176
Barlow, Dudley, 81–82
behaviorism
and differentiation of instruction, 14n5
and homework to “reinforce” learning, 31
and learning, 70, 179
and modeling, 36
superficiality of, 117, 125–26, 171–72, 199
See also rewards
Bettelheim, Bruno, 175
BGUTI (Better Get Used To It), 10, 29, 59–64
Bizar, Marilyn, 91
Block, Jack, 178, 181
Bolt, Elizabeth, 87
Book It!, 90
Brooks, David, 183–84
bullying, 126, 129, 131
Cai, Yi, 87
Carlin, George, 139
challenge, academic
overemphasis on, 8–9, 23, 73, 91, 148, 163
students’ avoidance of, 9, 39, 74
students’ enjoyment of, 115
character education, 44, 184
cheating
causes of, 72–77
as conventional vs. moral infraction, 80–81, 83
effect of efforts to deter, 82–83
problematic definition of, 77–83
structural vs. individual analysis of, 71–72, 75
children
attending to perspectives of, 67–70, 176
developmental distinctiveness of, 9–10
nature of, 183–84
parental efforts to control, 170–72, 173–76
perception of parenting by, 67–68
perennial complaints about, 194n26
as victims of violence, 123
choices
benefits of providing, to students, 5, 23–24, 28, 73, 92–94, 97–98
students’ resistance to, 56n6
teachers’ resistance to providing, 39, 91–92, 97
ways of providing, to students, 93–98, 142
class meetings, 51, 94, 96, 130
classroom management. See discipline
college admission, 138, 147–48, 183
Columbine High School, 123, 126, 129, 131
community, sense of, 15n10, 22, 24, 51, 94, 129–30, 142
competition
confusion of, with excellence, 77, 153–55, 156, 162
vs. cooperation and community, 22, 63, 79
economic, as goal of education, 153–55, 156–57, 164
effects of, on cheating, 75–77
for higher test scores, 153–55, 157, 164
imposition of, on young children, 61
negative effects of, 61, 75–77, 130–31, 133n20, 200–201
reaction to absence of, 185
for valedictorian status, 137–38
compliance
as elicited by:
assessment, 80
classroom management, 7, 42, 117
conditional acceptance, 117, 174–76
grades for homework, 86n33
prohibition on whining, 134
rewards and punishments, 172, 174–76, 198–99
standards and tests, 165
excessive, 40–42
vs. initiative, 87
and self-discipline, 177
conditional acceptance. See unconditional vs. conditional acceptance
conservatism, 50, 139–40, 177, 183–90, 195n35
cooperative conflict, 51–52
cooperative learning, 79
core standards. See standards, academic
Covington, Martin, 76
Critical Thinking movement, 43–44
Cuban, Larry, 33n11
Daniels, Harvey, 91
data, preoccupation with, 70
debate, 48, 57n19
Deci, Edward, 93, 174–75, 176, 181–83
deferral of gratification, 180, 186, 187–89. See also self-discipline
DeLuca, Jim, 88–89
Deluty, Robert, 52
democracy and education, 25, 94, 96–97. See also choices
demonstrations. See teaching: by doing
Dewey, John, 23, 62
Diamond, Norm, 40–41
differentiation, 14n5
difficulty. See challenge, academic
Dill, Vicky, 126
Direct Instruction, 16n19
discipline
in low-income schools, 131
parental, 169–72
perception of, as bullying, 7, 126
as response to violence, 126–29
vs. unconditional acceptance, 117–18
use of, to discourage challenges by students, 42, 52–53
See also punishment
Duckworth, Angela, 189–90, 192–93n17
Duckworth, Eleanor, 45–46
education
and conservatism, 50, 63–64
as credentialing ritual, 77
early-childhood, 9–10, 26
economic justifications for, 11, 152–55, 157–58, 164
fact-oriented, 3, 23, 50
incomprehensible theories of, 56n10
as joyless, 147–51
parents’ attitudes about, 29
as predominantly traditional, 27–29, 33n11
“reform” of, 12, 90–91
See also academic achievement; interest in learning; progressive education; teaching
Education Week, 6, 59, 164
Ehrenreich, Barbara, 138
Einstein, Albert, 3
Ellsasser, Christopher Ward, 88
empathy, 5, 111–12. See also children: attending to perspectives of
Faber, Adele, 117
Featherstone, Joseph, 25
Feynman, Richard, 43
Finland, 10
Foster, Deborah, 89
Foxfire, 32n1
Freire, Paulo, 50
French, Marilyn, 103
Fromm, Erich, 14n4
Frost, Jo, 170–72, 173–74
Frost, Robert, 42
fundamental attribution error, 71–72, 185–86. See also
structural vs. individual explanations
Galston, William, 50
Gardner, Howard, 92
generosity, 36. See also motivation: to be helpful
global economy. See education: economic justifications for
Goodlad, John, 33n11, 147
Gordon, David, 153
grades
detrimental effects of, 61, 90, 100–101, 138–39, 182, 190, 196n46
effects of, on cheating, 73
limited value of, as research variable, 189–90
and rubrics, 100–101
strict standards for, 68–69
use of, with young children, 61
graduation rate, 154
Grove, Keith, 94–95
habits of mind, 49
happiness, 8, 63, 147–51
health incentives, 197–204
Heidegger, Martin, 90
Hemingway, Ernest, 54
Henry, Jules, 51
Herzberg, Frederick, 98n1
high school, 8, 64, 69, 92, 94, 120
Holt, John, 39, 62, 69
homework
absence of benefits from, 4, 8, 61, 83, 192n10
and behaviorist “reinforcement” model, 31
conservative case for, 195n35
in progressive schools, 24, 31
and student compliance, 86n33
students’ attitudes toward, 4, 24, 69, 192n10
uncritical acceptance of, 83, 192n10
use of, with young children, 61
hooks, bell, 56n10
Horney, Karen, 183
Howard, Rebecca Moore, 82–83, 85n22
Howe, Harold, II, 161, 163
human nature, 59, 176, 183–84
incentives. See money; rewards
intelligence, 3, 188
interest in learning
effects, on:
of choice, 5, 92, 97–98
of competition, 76
of rewards, 89–90
vs. emphasis on performance, 9, 74–75, 103–4
importance of, 22–23, 38, 62
as predictor of achievement, 4–5, 150
as supported vs. compelled, 87–88
ways of undermining, 76, 88–93
See also motivation
internalization, 182–84. See also self-discipline
international comparisons, 10, 153–54, 162
Jackson, Philip, 40
Jiménez, Juan Ramón, 87
Johnson, David, 51–52
Johnson, Roger, 51–52
joy. See happiness
Katz, Lilian, 15–16n13, 60
King, Julie, 88
Kozol, Jonathan, 140, 153
Kreidler, Bill, 133n18
Krugman, Paul, 153
Labaree, David, 77
Lakoff, George, 185
lecturing, 28, 69
Leonard, George, 69
Linn, Dane, 161
love withdrawal, 68, 172, 175. See also time-out; unconditional vs. conditional acceptance
low-income students. See poverty
Mabry, Linda, 102
Males, Mike, 123
Marlowe, Bruce, 12, 72
Massachusetts Institute of Technology, 79
math, teaching of, 35–36, 45–46, 55n2
Mazlish, Elaine, 117
McCourt, Frank, 148
McGraw, “Dr. Phil,” 173
McKenna, Margaret, 128–29
McNeil, Linda, 69, 141
Meier, Deborah, 10, 49, 55n4, 70, 141, 142–43n4, 148, 163
memorization, 1–2, 3, 50, 80
metaphors, teaching of, 47
middle school, 60, 64
Mischel, Walter, 187–89, 192n16
Mission Hill School, 55n4, 141
modeling behaviors, 36–37
Mojkowski, Charles, 89
money, 98n1, 139
Monty Python, 62
motivation
to be helpful, 36, 182, 198
as impossible to instill, 87–88
internal vs. intrinsic, 183
and money, 98n1
types of, 181–83, 198–99
ways of undermining, 88–93
See also interest in learning
Murray, Donald, 87
Nanny 911, 169, 170
Nathan, Mindy, 103
National Governors Association, 161, 164
negative learning, 110–12
Nehring, Jim, 21
No Child Left Behind Act, 128–29, 149, 152, 160. See also standardized tests
Noddings, Nel, 50, 116, 150
Noguera, Pedro, 124
obedience. See compliance
parenting
controlling styles of, 170–72, 173–76
perception of, by children, 67–68
and unconditional vs. conditional acceptance, 114–15, 173–76
passive role for students, 23, 40–41, 44–46, 92
peaceable schools, 129
Perrone, Vito, 28
plagiarism
ethical status of, 78
unconscious, 85–86n23
varied definitions of, 85n22
Positive Behavior Support, 12
positive reinforcement. See praise; rewards
posters, 134–42
poverty
effect of, on academic achievement, 8
and emphasis on accountability and test scores, 113, 160
and inspirational slogans, 139–40
and school climate, 131
and school violence, 123
and types of instruction, 10, 27, 147
praise, 68, 90, 135–36, 171, 173–75. See also rewards
preparation. See BGUTI (Better Get Used To It)
problems, well-structured vs. ill-structured, 47
professional development, teachers’, 2
Professional Learning Communities, 12
progressive education
benefits of, 25–27
characteristics of, 21–24, 35
and cheating, 73
examples of, for new teachers, 110–11
misconceptions about, 24–25
vs. progressive cultural values, 25
rarity of, 27–29, 33n11
punishment
alternatives to, 118, 131, 172
child’s experience of, 68
counterproductive effects of, 62, 87, 117–18, 126–29
in low-income schools, 131
and school safety, 126–29
vs. unconditional acceptance, 68, 117–18
questioning authority
attempts to prevent, 64, 135, 139
failure to engage in, 40–43, 109–10
strategies to promote, 44–55, 140–41
value of, 38–44
race, 127, 140
Ravitch, Diane, 13
reading
focus on content vs. process of, 103
and interest in text, 4, 150
promotion of, 141
rewards for, 89–90
suggestions for teaching of, 95–98
types of motivation for, 181–82, 198–99
undermining interest in, 88–93
recess, 150, 151
Reeve, Johnmarshall, 87
Reggio Emilia, 32n1
relevance, horizontal vs. vertical, 60
Resnick, Lauren, 3
rewards
child’s experience of, 68
as controlling, 62, 171, 173–74, 199
counterproductive effects of, 62, 87, 89–90, 182, 198–204
effects of, on cheating, 73
for healthy behaviors, 197–204
for reading, 89–90
vs. unconditional acceptance, 68, 171, 173–74
right answers, emphasis on, 45–46
rigor. See challenge, academic
Robison, Jonathan, 199
Rogers, Carl, 56n7, 114, 173, 174, 176
Ross, Lee, 71, 75
Roth, Guy, 174–75
Rothstein, Richard, 15n12
Routman, Regie, 98n3
rubrics, 31, 96, 100–105
Ryan, Richard, 93, 181–83
safety
emotional and intellectual, 50–51, 129–31
ineffective strategies for creating, 123–29
meaningful efforts to address, 129–31
practices that undermine, 130–31
schedules, school, 49
Schoenfeld, Alan, 35
school “reform,” 12, 90–91
school violence. See safety
schools of education, 54, 69
science, teaching of, 26–27, 35–36
self-discipline
benefits attributed to, 177, 179
conservative implications of focus on, 183–90
excessive, 178–81
and internalization, 182–84
as justification for unhappiness, 63
relation of, to academic achievement, 189–90, 196n46
vs. self-control, 177
temporary depletion of, 193n20
See also deferral of gratification
self-esteem, 114
Seligman, Martin, 189–90
Shapiro, David, 179–80
Shor, Ira, 46, 58n21
signs in school, 134–42
Simon, Herbert, 47
skills. See teaching: of skills
Skinner, B. F., 171
Sloan, Alfred, 52
Smith, Frank, 2, 53
smoking, 197–99, 200–203
socioeconomic status. See poverty
Soler, Mark, 128
specificity of academic standards, 90–91, 163–64
spelling, teaching of, 48
standardized tests
cheating and, 85n20
effects of reliance on, 113, 128–29, 160
national, 161
obligation to oppose, 115
as poor measures of learning, 5–7, 152, 155
progressive education and, 28–29
ranking results of, 153–54, 155, 157
use of, with young children, 60
standards, academic, 4, 13, 90–91, 101, 160–65
structural vs. individual explanations, 71–72
and cheating, 71–72, 75
and Critical Thinking movement, 43–44
political implications of, 138, 186, 187–88
and school safety, 125–26
and self-control, 185–86, 187–89
students
attending to perspectives of, 67–70
caring environments for, 7, 50–51, 72, 119–20
criminalization of, 127–28
differences among, 3–4
resistance by, of opportunities to choose, 39–40, 56n6
seen as future workers, 11, 25–26, 152–53, 157, 165
See also choices; interest in learning; teaching
Supernanny, 169–72, 173
Swenson, Janet, 154
Taming of the Shrew, 95
teachers
and administrators, 70
aversion of, to negativity, 135–36
education of, 54, 69
efforts to control, 91, 162–63
professional development for, 2
reluctance of, to relinquish control, 28, 39, 52, 64, 91, 97
teaching
and construction of ideas, 23, 25, 48–49
and demystification, 38–39
developmentally inappropriate forms of, 9–10, 61–62
by doing, 35–38
enjoyment of, 150
by highlighting controversies, 46–48
importance of students’ perception of, 67–70
interdisciplinary, 23
by inviting pro and con responses, 48
learning from bad examples of, 110–12
as listening, 70
for memorization, 1–2, 3, 50, 80
of morality, 36, 37
in pairs, 53
of skills, 9–10, 23, 30, 43, 89, 124–26
types of, and prevalence of cheating, 72–77
uniformity in, 3–4, 23, 91, 101, 162
of values vs. academics, 8
See also education; teachers
tests and quizzes, 2, 74, 81, 90, 94, 96. See also standardized tests
Thomas B. Fordham Institute, 164
time-out, 68, 117, 172, 174, 175
Tjosvold, Dean, 51–52
Trends in International Mathematics and Science Study (TIMSS), 162
Turiel, Elliot, 77
“twenty-first-century schooling,” 12, 156–59
unconditional vs. conditional acceptance, 62, 68
by parents, 114–15, 173–76
by teachers, 113–21
by therapists, 173
uniformity in teaching, 3–4, 23, 91, 101, 162
Usiskin, Zalman, 162–63
valedictorian status, 137–38
violence, 123–31
Voltaire, 163
voting, 31, 96–97
Washor, Eliot, 89
Watson, Marilyn, 53, 118
weight loss, 197, 199, 203–4
whining, 134–35
Whitehead, Alfred North, 23
whole child, 8, 22, 113, 120, 157, 178
whole language, 58n22
Wilson, Maja, 104
writing, teaching of, 35, 37–38, 89, 96, 104. See also rubrics
zero-tolerance policies, 127–28
Zimbardo, Philip, 72