000 02222nam a22003257a 4500
001 sulb-eb0017409
003 BD-SySUS
005 20160405140653.0
008 100506s2010||||enk o ||1 0|eng|d
020 _a9780511760914 (ebook)
020 _z9780521190466 (hardback)
020 _z9780521148863 (paperback)
040 _aUkCbUP
_beng
_erda
_cUkCbUP
_dBD-SySUS.
050 0 0 _aGN281.4
_b.B45 2010
082 0 0 _a379.2/80973
_222
100 1 _aBerkman, Michael,
_eauthor.
245 1 0 _aEvolution, Creationism, and the Battle to Control America's Classrooms /
_cMichael Berkman, Eric Plutzer.
246 3 _aEvolution, Creationism, & the Battle to Control America's Classrooms
264 1 _aCambridge :
_bCambridge University Press,
_c2010.
300 _a1 online resource (304 pages) :
_bdigital, PDF file(s).
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
500 _aTitle from publisher's bibliographic system (viewed on 04 Apr 2016).
520 _aWho should decide what children are taught in school? This question lies at the heart of the evolution-creation wars that have become a regular feature of the US political landscape. Ever since the 1925 Scopes 'monkey trial' many have argued that the people should decide by majority rule and through political institutions; others variously point to the federal courts, educational experts, or scientists as the ideal arbiter. Berkman and Plutzer illuminate who really controls the nation's classrooms. Based on their innovative survey of 926 high school biology teachers they show that the real power lies with individual educators who make critical decisions in their own classrooms. Broad teacher discretion sometimes leads to excellent instruction in evolution. But the authors also find evidence of strong creationist tendencies in America's public high schools. More generally, they find evidence of a systematic undermining of science and the scientific method in many classrooms.
700 1 _aPlutzer, Eric,
_eauthor.
776 0 8 _iPrint version:
_z9780521190466
856 4 0 _uhttp://dx.doi.org/10.1017/CBO9780511760914
942 _2Dewey Decimal Classification
_ceBooks
999 _c38847
_d38847