Revisiting Dewey Best Practices for Educating

Nearly a century ago, Dewey proposed a philosophy of education addressing the needs of the whole student. He provided insights into the development of intelligence, the importance of socially useful skills, and the healthy growth of the individual. In the context of high-stakes testing and best practices, his insights may be more prescient than ever.

Daniel W. Stuckart is am assistant professor of secondary education at Wagner College in New York City and is currently serving as national program chair for the Small College and University Faculty Forum of the National Council for the Social Studies. Jeffrey Glanz is a professor and holder of the Silverstein Chair in Professional Ethics and Values in the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University.

Foreword	p. v
Preface	p. vii
Fundamental Issues in Educating the Whole Child
Creating a Curriculum for Teaching the Whole Child	p. 3
Changing Demographics: Promoting the New Democracy, Education, and the Whole Child	p. 25
Subverting the Whole Child through Narrowing of the Curriculum and Teaching to the Test	p. 51
Critiquing Scientific Dogmatism in Education with Implications for Current Supervisory and Administrative Practice within a Standards-based Environment	p. 77
Implementing Inquiry, Holistic Learning through Technology	p. 99
Advocating for the Disenfranchised Exceptional Child in an Era of High-Stakes Education	p. 131
Realizing Our Ethical Responsibilities as Educators	p. 159
Voices from the Field
The Relevance of Dewey's Work	p. 181
School Reform in New York City: The Impact of NCLB	p. 197
Combating Poverty in Light of the Attack on Deweyan Democracy	p. 213
The Dewey Schools
Democracy and Education for All Children	p. 225
References	p. 245
About the Authors	p. 265
Table of Contents provided by Ingram. All Rights Reserved.

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Revisiting Dewey Best Practices for Educating the Whole Child Today

Summary

Author Biography

Table of Contents

Supplemental Materials