21st Century Education: A Reference Handbook

21st Century Education: A Reference Handbook offers 100 chapters written by leading experts in the field that highlight the most important topics, issues, questions, and debates facing educators today. This comprehensive and authoritative two-volume work provides undergraduate education majors with insight into the rich array of issues inherent in education—issues informing debates that involve all Americans.

Key Features:

· Provides undergraduate majors with an authoritative reference source ideal for their classroom research needs, preparation for GREs, and research into directions to take in pursuing a graduate degree or career

· Offers more detailed information than encyclopedia entries, but not as much jargon, detail, or density as journal articles or research handbook chapters

· Explores educational policy and reform, teacher education and certification, educational administration, curriculum, and instruction

· Offers a reader-friendly common format: Theory, Methods, Applications, Comparison, Future Directions, Summary, References and Further Readings

21st Century Education: A Reference Handbook is designed to prepare teachers, professors, and administrators for their future careers, informing the debates and preparing them to address the questions and meet the challenges of education today.

Via 100 entries or "mini-chapters," the SAGE 21st Century Reference Series volumes on Education will highlight the most important topics, issues, questions, and debates any student obtaining a degree in the field of education ought to have mastered for effectiveness in the 21st Century. The purpose is to provide undergraduate majors with an authoritative reference source that will serve their research needs with more detailed information than encyclopedia entries but not as much jargon, detail or density as a journal article or a research handbook chapter.

Thomas L. Good is Professor and Interim Department Head of the Department of Educational Psychology at the University of Arizona.  He received his Ph.D. from Indiana University, and his previous appointments were at the University of Texas at Austin and the University of Missouri, Columbia.  His policy interests include school choice and youth.  His research interests include the communication of performance expectations in classroom settings and the analysis of effective instruction, especially in schools that serve children who reside in poverty. His teaching specialty areas are analysis of instructional behavior, theories of instruction, and the informal curriculum.  His work has been supported by numerous agencies, including the National Science Foundation and the National Institute of Mental Health.  He has been a Fulbright Fellow in Australia and has long served as Editor of the Elementary School Journal (published by the University of Chicago Press).  He has published numerous books, including Looking in Classrooms, coauthored with Jere Brophy.