American Education (Paperback)

by Joel Spring (Author) "Why do we have public schools?..." (more)
Key Phrases: New York, United States, Supreme Court (more...)

Editorial Reviews

Product Description
Clear, concise, and authoritative�compact and affordable, too�with scholarship that is often cited as a primary source, American Education brings up-to-date information and challenging perspectives to teacher educators� classrooms. Revised every two years, American Education provides a fresh, concise, and up-to-date introduction to the historical, political, social, and legal foundations of education and to the profession of teaching in the United States. This edition introduces a new chapter reference guide to the No Child Left Behind Act, provides a fresh look at multiculturalism and multilingualism, and presents a new discussion of the link between schooling and the growing gap between rich and poor..

About the Author
Joel Spring received his Ph.D. in educational policy studies from the University of Wisconsin. He is currently a Professor at Queens College and the Graduate Center of the City University of New York. His great-great-grandfather was the first Principal Chief of the Choctaw Nation in Indian Territory and his grandfather, Joel S. Spring, was a local district chief at the time Indian Territory became Oklahoma. He currently teaches at Queens College of the City University of New York.. . His major research interests are history of education, multicultural education, Native American culture, the politics of education, global education, and human rights education. He is the author of over twenty books and the most recent are How Educational Ideologies are Shaping Global Society; Education and the Rise of the Global Economy; The Universal Right to Education: Justification, Definition, and Guidelines; Globalization and Educational Rights; and Educating the Consumer Citizen: A History of the Marriage of Schools, Advertising, and Media. .

Product Details

• Paperback: 400 pages
• Publisher: McGraw-Hill Humanities/Social Sciences/Languages; 13 edition (April 5, 2007)
• Language: English
• ISBN-10: 0073525944
• ISBN-13: 978-0073525945
• Product Dimensions: 9 x 6.3 x 0.7 inches
• Shipping Weight: 1.1 pounds (View shipping rates and policies)
• Average Customer Review: 3.9 out of 5 stars See all reviews (10 customer reviews)
• Amazon.com Sales Rank: #146,863 in Books (See Bestsellers in Books)

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Customer Reviews

Most Helpful Customer Reviews

5 of 5 people found the following review helpful:

3.0 out of 5 stars Left-Leaning Primer on U.S. Educational Issues, July 16, 2006

By	David P. Russo (Durham, NC, USA) - See all my reviews (REAL NAME)

This review is from: American Education (Paperback)

This work is a usable primer for political and social issues surrounding the contemporary U.S. educational system as well as providing some background history, but is marred by mediocre composition (and editing) and some leftist bias. It also provides a general introduction to the history of minority groups in U.S. education. Should be taken with a grain of salt, but a reasonable starting-off point.

Spring evinces strong opinions regarding centralized testing, and various other subjects. While certainly non-objective in multiple aspects his analysis of various themes--including testing--is nonetheless worthwhile in reminding us of the potential dangers to freedom that can arise in test-centered educational systems. In terms of flaws, Spring often makes references with less-than clear context and makes statements without evidence (e.g. publishing a 10-item list of faults with the No Child Left Behind Act by an anti-NCLB that is exaggerated and with no evidence given). Non-U.S. students may have difficulty understanding various aspects of U.S. educational history without referencing outside sources.

Spring's website can be found on McGraw-Hill here, so can evaluate/sample his writings and thought further:
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7 of 8 people found the following review helpful:

4.0 out of 5 stars Great Intro Text to History/Thought of Amer. Education, July 12, 2001

By A Customer

This review is from: American Education (Paperback)

I needed to get this textbook for a graduate level course on Social Issues in American Education. I think it is a wonderful introductory text to the history of education, as well as many of the schools and philosophies of thought that debate continually in American Education today. Many topics are covered that you hear about in the news and other media. Reviewing the facts on these issues (as Spring presents them terrifically) - will help you make your own decisions regarding these important issues. The text is very much a history text, and many of my colleagues had a difficulty reading through it. Many of them read the book like a textbook, and not as something that they could enjoy and actually get valuable information. Spring does a terrific job of displaying the facts of history and development of issues, and then explaining them to the fullest potential. I was fuzzy on a few educational issues, but Spring's clarity helped me understand them more completely. This book might also serve as a reference for one to go back to when an educational issue arises. Spring is continually amending the book through newer editions, so it is possible that one could use this book as a reference until the newer edition comes along. I highly recommend this book to anyone who is a teacher or thinking about going into the education profession - or anyone who is more interested in the American Schools. As a teacher, I found it very informative, and the history and statistics, overall interesting. If you aren't into the summary and digestion of statistics, this book might not be for you. I enjoyed it thoroughly however.

5 of 6 people found the following review helpful:

2.0 out of 5 stars Infuriating, September 30, 2006

By	MARK DEBELLIS - See all my reviews (REAL NAME)

This review is from: American Education (Paperback)

It's hard to have much confidence in a book that is so obviously slanted toward a particular agenda. For example, in the discussion of tracking, Spring cites one study that found "few benefits" of tracking, but makes no mention of other studies that found benefits to students of various levels (Loveless, 1999; Epstein & MacIver, 1992). This is political correctness with a vengeance, and I would not rely on this biased and polemical book to become informed about the issues.