Toward Rational Education Policy

摘要

In his recent State of the Union message, President Bush called upon the United States to bolster mathematics and science education as a means of nurturing corporate innovation. With his plea, he lent urgency to a complex and multifaceted debate over how best to achieve such improvements. That debate—currently raging among academics in fields as dissimilar as cognitive psychology, social change theory, and education research (1-4)—is the controversy that Michael Feuer refers to in Moderating the Debate.