MTU Library Catalogue

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Ethics in education / edited by David E.W. Fenner.

Contributor(s): Fenner, David E. W [author.].
Material type: materialTypeLabelBookSeries: Garland studies in applied ethics: v. 6; Garland reference library of the humanities: vol. 2128Publisher: New York : Garland Pub., 1999Description: xviii, 346 p. ; 23 cm. + hbk.ISBN: 9780815330882; 081533088X.Subject(s): Moral education | Teachers -- Professional ethics | School discipline | Grading and marking (Students) | Education -- Social aspectsDDC classification: 370.114
Contents:
Part 1. Teachers -- Part 2. The classroom -- Part 3. Discipline -- Part 4. Grading -- Part 5. Society.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Bishopstown Library Lending 370.114 (Browse shelf(Opens below)) 1 Available 00163597
Total holds: 0

Enhanced descriptions from Syndetics:

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Bibliography: (pages 331-340).

Part 1. Teachers -- Part 2. The classroom -- Part 3. Discipline -- Part 4. Grading -- Part 5. Society.

CIT Module EDUC 8031 - Core reading.

Table of contents provided by Syndetics

  • Series Editor's Preface (p. vii)
  • Introduction (p. ix)
  • Part 1. Teachers (p. 1)
  • Chapter 1. Professions and Professionalism (p. 3)
  • Chapter 2. The Teacher's Point of View (p. 23)
  • Chapter 3. Ethics and Educational Administration: Are Professional Policies Ethical? (p. 41)
  • Part 2. The Classroom (p. 67)
  • Chapter 4. The Ordinary Schoolteacher (p. 69)
  • Chapter 5. Sexual Education and Morality (p. 81)
  • Chapter 6. Multicultural Education and Feminist Ethics (p. 93)
  • Chapter 7. Out of the School Closet: The Invisible Minority (p. 109)
  • Chapter 8. From Darkness to Light: Censorship, Power and Empowerment in Education (p. 141)
  • Part 3. Discipline (p. 149)
  • Chapter 9. The Time Is Now: Banning Corporal Punishment (p. 151)
  • Chapter 10. For Honor's Sake: Moral Education, Honor Systems, and the Informer Rule (p. 157)
  • Chapter 11. Reconciling Care and Control: Authority in Classroom Relationships (p. 173)
  • Part 4. Grading (p. 197)
  • Chapter 12. Coercion and the Ethics of Grading and Testing (p. 199)
  • Chapter 13. Grading (p. 223)
  • Chapter 14. Do Our Grading Systems Contribute to Dumbing Down? (p. 237)
  • Chapter 15. The Problem with Grading (p. 243)
  • Part 5. Society (p. 259)
  • Chapter 16. Education for Democracy (p. 261)
  • Chapter 17. Democracy and Teaching (p. 283)
  • Chapter 18. The Drive for Racially Inclusive Schools (p. 299)
  • Chapter 19. Justice and the Case for School Vouchers (p. 315)
  • Bibliography (p. 331)
  • Contributors (p. 341)