Evolution, Creationism, and the Battle to Control America's ClassroomsWho 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. |
Contents
1 | |
5 | |
Teach Both | 32 |
3 A Nation Divided by Religion Education and Place | 64 |
4 Is Evolution Fit for Polite Company? Science Standards in the American States1 | 93 |
5 Teachers and What They Teach | 115 |
6 State Standards Meet StreetLevel Bureaucracy | 147 |
7 When the Personal Becomes Pedagogical | 174 |
Appendix to Chapter 2 | 229 |
Appendix to Chapter 3 | 238 |
Appendix to Chapter 4 | 245 |
Appendix to Chapter 5 | 247 |
Appendix to Chapter 6 | 249 |
259 | |
Judicial Opinions and Court Cases Cited | 275 |
277 | |
Common terms and phrases
Aguillard American answer anti-evolution assessment beliefs about human chapter citizens classroom confidence conflict content standards controversy Court creation science creationism or ID creationist curricular curriculum definitely devoted to evolution emphasize endorse creationism estimates evidence evolution and creationism evolution standards evolutionary biology find first high school biology hours devoted human evolution human origins identified impact influence instruction intelligent design Lerner lution major majoritarian microevolution multilevel models National natural selection officials personal beliefs Plutzer policy preferences political polls polychoric pressure public opinion public schools question wording reflect religion religious response rigorous school biology teachers school districts Science Education science standards science teachers scientific scientific organizations scientists Scopes trial score significant specific state’s support for teaching Survey of High Table taught Teachers reporting teaching creationism teaching evolution teaching of evolution textbooks theistic evolution theory tion traditional districts young earth young earth creationism young earth creationists