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A BRIEF TINOT ERDOUDCUACTTIOIONN
DAVID MILLER SADKER
University of Arizona and
Professor Emeritus,
American University
KAREN R. ZITTLEMAN
Ph.D., American University
TEACHERS, SCHOOLS, AND SOCIETY: A BRIEF INTRODUCTION TO EDUCATION, FOURTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2016 by McGraw-Hill
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About the Authors
DAVID SADKER
Dr. Sadker has taught at the junior and senior high school le vels, as well as at uni versities in
Wisconsin, Virginia, Arizona, the District of Columbia and Thailand. He is professor emeritus at
American University (Washington, DC), and now teaches and writes in Tucson, Arizona. Along
with his late wife Myra Sadker, he gained a national reputation for work in confronting gender bias
and sexual harassment. The Sadkers’ book, Failing at Fairness: How Our Schools Cheat Girls,
was published by Charles Scribner and, with Karen Zittleman, updated and retitledS till Failing at
Fairness: How Gender Bias Cheats Girls and Boys and What We Can Do About It. David Sadker
co-edited Gender in the Classroom: Foundations, Skills, Methods and Strategies Across the Cur-
riculum and was on the editorial board of The Encyclopedia of Diversity in Education.
David Sadker is a Courage & Renewal facilitator who works with educators, physicians,
patients, social workers, lawyers, political and business leaders, as well as spiritual commu-
nities. David employs poetry, storytelling, music, art, refl ection, and mindfulness to create
a circle of trust, a place where individuals can explore their inner landscape. (Visit www.
couageaz.com)
He has directed more than a dozen federal education grants and has written seven books
and more than seventy-fi ve chapters and articles in journals including the Harvard Educational
Review and Psychology Today. The Sadkers’ work has been reported in hundreds of newspa-
pers and magazines, from The London Times to The New York Times. The Sadkers appeared
on radio and television, including The Today Show, The Oprah Winfrey Show, Dateline: NBC
with Jane Pauley and All Things Considered. The American Educational Research Association
(AERA) recognized the Sadkers’ work with several national awards, including the best review
of research published in the United States, their service to the profession, and for “scholar -
ship, activism, and community building on behalf of women and education.” The American
Association of University Women awarded the Sadkers their Eleanor Roosevelt Award, and
the American Association of Colleges of Teacher Education recognized their work with the
Gender Architect Award. In 2012, David was selected as one of “Nine Most Infl uential Actors
in Title IX History” by The American Civil Liberties Union. David Sadker was selected as a
Torchbearer by the U.S. Olympic Committee and has been awarded two honorary doctorates.
KAREN R. ZITTLEMAN
Dr. Zittleman attended the University of Wisconsin for her bachelor’s degree and Ameri-
can University for her master’s degree and doctorate. Karen loves teaching and has taught
in elementary and middle schools. She w as also a Ropes course instructor , focusing on self-
empowerment, team building, and communication skills. At the collegiate level, she has taught
both introductory and methodology courses, as well as online teacher professional dveelopment
courses. Her articles about educational equity and teacher education appear in the Journal of
Teacher Education, Educational Leadership, Phi Delta Kappan, Principal, and other profes-
sional journals. Dr. Zittleman is the co-author of Still Failing at Fairness, which documents
gender bias against girls and boys in school. She also wrote Making Public Schools Great for
Every Girl and Boy, a guide for promoting equity in math and science instruction for the Na-
tional Educational Association and educational fi lm guides for A Hero for Daisy and Apple Pie:
Raising Champions. Her academic interests focused on educational equity, effective teaching,
and contemplative practices in education. She also f acilitates workshops on entrepreneurism,
conscious aging, and purposeful living. Dr. Zittleman teaches and writes in Tucson, Arizona.
You are invited to visit her Web site at www.sadker.org/zittleman.html.
iii
Brief Table of Contents
About the Authors iii
Preface x
PART 1: TEACHERS AND STUDENTS
Chapter 1 The Teaching Profession and You 1
Chapter 2 Different Ways of Learning 27
Chapter 3 Teaching Your Diverse Students 52
Chapter 4 Student Life in School and at Home 89
PART 2: FOUNDATIONS
Chapter 5 The Multicultural History of American Education 120
Chapter 6 Philosophy of Education 157
Chapter 7 Financing and Governing America’s Schools 187
Chapter 8 School Law and Ethics 217
PART 3: SCHOOLS AND CLASSROOMS
Chapter 9 Purposes of America’s Schools and the Current Reform
Movement 247
Chapter 10 Curriculum, Standards, and Testing 281
Chapter 11 Becoming an Effective Teacher 317
Online Appendices: Available in the Connect eBook
Glossary G–1
Notes N–1
Credits C–1
Index I–1
iv
Table of Contents
About the Authors iii Exceptional Learners 39
Preface x
The Gifted and Talented 39
Special Education 42
PART 1 Assistive Technology 48
TEACHERS AND STUDENTS Connect for Teachers, Schools, and Society 50
Key Terms and People 51
Discussion Questions and Activities 51
Chapter 1
The Teaching Profession and You 1
Focus Questions 1 Chapter 3
Chapter Preview 2 Teaching Your Diverse Students 52
A Teaching Career—Is It Right for You? 2
Focus Questions 52
Professionalism at the Crossroads 8
Chapter Preview 53
From Normal Schools to Board-Certifi ed
Student Diversity 53
Teachers 11
Failing at Fairness 54
How Teachers Are Prepared Today 14
Lesbian, Gay, Bisexual, and Transgender Students
Urban Legends about Teaching 16
(LGBT) 56
Educational Associations 17 Putting a Price on Racism 57
Theories of Why Some Groups Succeed and Others
The NEA and the AFT 18
Do Not 59
Professional Associations and Resources 19
From the Melting Pot to Cultural Pluralism 61
American Schools: Better Than We Think? 20
Bilingual Education 63
We Like Questions 22
Bilingual Education Models 64
Connect for Teachers, Schools, and Society 24 The Bilingual Controversy 66
Research on Bilingual Education 68
Key Terms and People 25
Discussion Questions and Activities 25 Multicultural Education 69
The Multiculturalism Debate 69
Chapter 2
Approaches to Multicultural Education 70
Different Ways of Learning 27 Culturally Responsive Teaching 72
Stereotypes 74
Focus Questions 27
Stereotype Threat 75
Chapter Preview 28 Generalizations 76
Multiple Intelligences 28 Today’s Classroom 77
Assessment 30 Meet Your Seventh-Grade Class 77
The Five Minds 30 Diversity Assets 84
Teaching Skills 85
Emotional Intelligence 32
We Are One 86
Learning Styles 34 Connect for Teachers, Schools, and Society 87
Do Boys and Girls Learn Differently? 36 Key Terms and People 88
Brain Differences 36 Discussion Questions and Activities 88
v
vi Table of Contents
Chapter 4 Christopher Lamb’s Colonial Classroom 121
Student Life in School and at Colonial New England Education: God’s
Home 89 Classrooms 121
A New Nation Shapes Education 124
Focus Questions 89
The Common School Movement 125
Chapter Preview 90
Native American Tribes: The History of
Rules, Rituals, and Routines 90 Miseducation 127
“Poetry Lesson”: A Teacher’s Perspective 90
Spinsters, Bachelors, and Gender Barriers in
“Poetry Lesson”: A Student’s Perspective 91
Teaching 128
Watching the Clock 91
The Secondary School Movement 130
The Teacher as Gatekeeper 92
A Brief History of Educational Reform 132
The Other Side of the Tracks 94
John Dewey and Progressive Education 133
The Gendered World of Elementary and
The Federal Government 134
Middle Schools 97
Black Americans: The Struggle for a Chance to
GUEST COLUMN: Haunted by Racist Attitudes 98
Learn 136
High School: Lessons in Social Status 101
Hispanics: Growing School Impact 139
Social Challenges Come to School 103
Mexican Americans 139
Family Patterns 104
Puerto Ricans 140
Wage Earners and Parenting 105
Cuban Americans 140
Divorce 105
Poverty 105 Asian Americans and Pacifi c Islanders: The
Hidden America: Homeless Families 107 Magnitude of Diversity 140
Children: At Promise or at Risk? 108 Chinese Americans 141
Filipino Americans 141
Dropping Out 108
Asian Indian Americans 142
Sexuality and Teenage Pregnancy 110
Japanese Americans 142
Substance Abuse 110
Southeast Asian Americans 143
Obesity and Eating Disorders 112
Youth Suicide 114 Arab Americans: Moving beyond the
Bullying 115 Stereotype 144
Connect for Teachers, Schools, and Society 118
Women and Education: A History of Sexism 146
Key Terms and People 118
Hall of Fame: Profi les in Education 148
Discussion Questions and Activities 119
Connect for Teachers, Schools, and Society 155
PART 2 Key Terms and People 155
Discussion Questions and Activities 156
FOUNDATIONS
Chapter 6
Chapter 5
Philosophy of Education 157
The Multicultural History of
American Education 120 Focus Questions 157
Chapter Preview 158
Focus Questions 120
Finding Your Philosophy of Education 158
Chapter Preview 121
Inventory of Philosophies of Education 159
Table of Contents vii
Interpreting Your Responses 161 Schools, Children, and Commercialism 198
Five Philosophies of Education 162 Commercializing Childhood 198
Brand Name Education: Should Schools Be Open
Teacher-Centered Philosophies 162 for Business? 200
Essentialism 162
What the Future May Hold for School
Perennialism 164
Finance 201
Student-Centered Philosophies 166
Accountability 201
Progressivism 167 Choice Programs and the Neighborhood School 202
Social Reconstructionism 168 Longer School Day and School Year 202
Existentialism 171 The Economy’s Impact on School Budgets 202
The Rich–Poor School Divide Is Likely to Grow 202
Can Teachers Blend These Five Philosophies? 173
Decaying Infrastructure 202
Psychological Infl uences on Education 176 Commercializing Children and Schools 203
Constructivism 176 Governing America’s Schools 203
Behaviorism 176
School Governance Quiz 203
Cultural Infl uences on Education 178 The Legal Control of Schools 204
State Infl uence Grows as School Boards Come under
The Three Legendary Figures of Classical
Fire 207
Western Philosophy 179 The School Superintendent and Principal 208
Basic Philosophical Issues and Concepts 181 Covert Power in Schools 211
Business and Schools 212
Metaphysics and Epistemology 181
Making Schools More Responsive 212
Logic 182
Ethics, Political Philosophy, and Aesthetics 183 Education in Finland 213
Your Turn 184 Connect for Teachers, Schools, and Society 215
Connect for Teachers, Schools, and Society 184 Key Terms and People 215
Discussion Questions and Activities 216
Key Terms and People 185
Discussion Questions and Activities 185
Chapter 8
School Law and Ethics 217
Chapter 7
Financing and Governing America’s Focus Questions 217
Schools 187 Chapter Preview 218
Classroom Law 218
Focus Questions 187
What Is Your Rights Quotient? 219
Chapter Preview 188
I. Teachers’ Rights and Responsibilities 220
Follow the Money: Financing America’s
II. Students’ Rights and Responsibilities 228
Schools 188
Teaching and Ethics 237
Why Should Teachers Care Where the Money Comes
From? 188 Cheating: The Dishonor Role 237
The Property Tax: The Road to Unequal Schools 189 Social Networking Comes to School 238
Reforming Education Finance 190 Protecting Your Students 240
From Robin Hood to Adequacy 191 Moral Education: Programs That Develop Ethics and
Adequate Education in Diffi cult Times 192 Values 240
Does Money Matter? 193 Classrooms That Explore Ethical Issues 244
States Finding the Money 196 Connect for Teachers, Schools, and Society 245
The Federal Government’s Role in Financing
Key Terms and People 245
Education 196
Discussion Questions and Activities 246
viii Table of Contents
PART 3 Chapter 10
SCHOOLS AND CLASSROOMS Curriculum, Standards, and
Testing 281
Chapter 9
Focus Questions 281
Purposes of America’s Schools and
Chapter Preview 282
the Current Reform Movement 247
The Saber-Tooth Curriculum 282
Focus Questions 247
The Visible Curriculum 283
Chapter Preview 248
The Invisible Curriculum 284
What Is the Purpose of School? 248
The Extracurriculum 284
Purpose 1: To Transmit Society’s Knowledge and Values
Who and What Shape the Curriculum? 286
(Passing the Cultural Baton) 249
Purpose 2: Reconstructing Society (Schools as Tools for Teachers 287
Change) 249 Parental and Community Groups 287
Public Demands for Schools 251 Students 287
Administrators 287
Where Do You Stand? 253
State Government 287
What Makes a School Effective? 255 Local Government 287
Colleges and Universities 287
Factor 1: Strong Leadership 255
Standardized Tests 288
Factor 2: A Clear School Mission 256
Education Commissions and Committees 288
Factor 3: A Safe and Orderly Climate 256
Professional Organizations 288
Factor 4: Monitoring Student Progress 257
Special Interest Groups 288
Factor 5: High Expectations 258
Publishers 288
Beyond the Five Factors 259
Federal Government 288
Educational Reform and School Choice 261
The Reign of the Textbook 288
Charter Schools 262
The Testing Legacy of No Child Left Behind 291
Full Service Schools for the Whole Child 266
Vouchers 266 The Common Core 292
Magnet Schools 267
Problems with the Common Core 295
Open Enrollment 268
Schools.com 268 The Problem with Standardized Tests 297
Schools as Profi t Centers 269
Evaluating Teachers by Student Test Scores 301
Home Schools 270
Green Schools 272 Alternatives to High-Stakes Testing 303
Teachers, Students, and Reform 272 Tension Points 304
The Importance of Trust 275 Intelligent Design versus Evolution 304
Students and School Reform 275 Censorship and the Curriculum 306
Rethinking Reform 277 Beyond the Common Core Standards: Cultural
Connect for Teachers, Schools, and Society 279 Literacy 308
Key Terms and People 279 The Technology Revolution 309
Discussion Questions and Activities 280
Ways Technology Is Used in the Classroom 310
The Digital Divide 311
Suggestions for Tomorrow’s Curriculum 312
Table of Contents ix
Connect for Teachers, Schools, and Society 314 Models for Effective Instruction 340
Key Terms and People 315 Direct Teaching 340
Discussion Questions and Activities 315 Flipped Instruction 341
Cooperative Learning 343
Chapter 11 Mastery Learning 344
Problem-Based Learning 344
Becoming an Effective Teacher 317 Differentiated Instruction 345
A Few More Thoughts on Effective Teaching 346
Focus Questions 317
Your First Year and Beyond 348
Chapter Preview 318
Induction into the Profession 350
Are Teachers Born, or Made? 318
Your First Day: Creating a Productive Classroom
Learning Time 319 Climate 351
Classroom Management 320 Connect for Teachers, Schools, and Society 352
Management Models 323 Key Terms and People 353
Preventing Problems 323 Discussion Questions and Activities 354
The Pedagogical Cycle 326
Online Appendices: Available in the Connect eBook
Clarity and Academic Structure 326
Glossary G–1
Questioning 328
Student Response 331 Notes N–1
Reaction or Productive Feedback 333 Credits C–1
Index I–1
Variety in Process and Content 336
Technology as a Tool for Effective Teaching 337
