By Carol Numrich
Raise the problems helps complicated scholars improve serious considering abilities as they achieve perception into American Attitudes and values. It combines unique declares from NPR® with actual articls from guides similar to The long island instances, The Atlantic Monthly, and the International Herald-Tribune to give dffering viewpoints on modern themes. all the ten devices presents stimulating content material that integrates listening, studying, conversing, and writing. As scholars make clear, interpret, and evaluation principles from the cloth, they enhance their command of subtle vocabulary and intricate structures.
The 3rd variation beneficial properties 5 new devices on topical concerns similar to foreign adoptions, immigration, substitute strength, and where of activities in greater education.
See also:
Face the Issues, 3rd Edition
Consider the problems, Third Edition
Read or Download Raise the Issues: An Integrated Approach to Critical Thinking PDF
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Extra info for Raise the Issues: An Integrated Approach to Critical Thinking
Example text
Which result is not attributed to early single-sex secondary and undergraduate schools? a. They promoted women to the middle class. b. They inspired activism. c. They created new jobs. 4. By the early 1900s, _ _ _ __ a. coeducation was a choice b. single-sex schooling was a state mandate c. more girls than boys were attending college 5. In 1910, _ _ _ _ _ _ colleges were the most common type of college in the United States. a. mens b. women's c. coed ) 6. Conservatives _ _ _ _ __ a. do not support single-sex schools b.
What do these studies tell us about the relationship between single-sex education and achievement? Virtually nothing. Tidball made the common mistake of confusing correlation with causation. As Faye Crosby, a professor of psychology at Smith College, and other critics have observed, Tidball did not control for characteristics of women's colleges, apart from sexual homogeneity, that might well account for the success of their graduates. She did not allow for the socioeconomic privileges shared by many graduates of elite women's colleges or for the selectivity of the schools.
And] differences in mathematics achievement are small and declining .. " The AAUW study suggests that high school girls have less self-esteem than boys and that the selfesteem of girls declines dramatically after puberty. 28 UNIT 2 • RAISE THE ISSUES How did the researchers measure self-esteem? " Sixty-nine percent of elementary school boys and 60 percent of elementary school girls declared that they were indeed happy with themselves. But among high school students, 46 percent of boys were "happy the way I am" and a mere 29 percent of girls.