Preface<br >i<br >L<br > When we were children， one of our favorite toys professionals participate in this new national<br > was the kaleidoscope， the cylindrical instrument debate in a more informed way.<br > containing loose bits of colored glass between Kaleidoscope is organized into six sections. The<br > two flat plates and two plain mirrors so placed first concentrates on teachers， and the articles<br > that by shaking or rotating the cylinder the bits range from reports of beginning teachers<br > ofglassarereflectedinanendlessvariety~fpat- thrsugh a range of topics including teacher<br > : terns. We chose Kaleidoscope as the name of stress， teacher militancy， and teachers and the<br > this bookbec~use education can be viewed from law. The second section contains selections<br > multiple perspectives， each showing a different about students and some of the issues with<br > pattern or set of structures， which they are confronted. The third section<br > We put together the original edition of Kalei- looks at schools and their relationship to a num-<br > doscspe when we were writing the first edition ber of issues involving both competing theories<br > of our textbook， Those Who Can， Teach. Kaleidoscope and competing practices. The fourth section<br > at that timewas seen by us as a companion piece examines curriculum issues and here we have<br > to Those Who Can， Teach. However， over the years tried to present both classical and very contem-<br > we discovered that many professors use it inde- porary views of what should be taught in the<br > pendently of Those Who Can， Teach and in a variety classrooms. The fifth section addresses instruc-<br > of both undergraduate and graduate education tion and contains selections on mastery learning，<br > courses. Because of this， in preparing the fourth classroom management， mainstreaming， and a<br > edition， we have tended to select articles that number of other issues. The sixth section， is，<br > are of interest to a broader audience while still quite frankly， the editors wild card. Here we<br > maintaining a close relationship with the themes have included readings on a series of important<br > of Those Who Can， Teach. A good deal of what we but miscellaneous topics grouped together un-<br > have dropped and added along the way has come der what we feel is an appropriate title， "Etc."<br > from people using the book who have been kind Many of the innovations and social cross cur-<br > enough to share their impressions of it and to rents at work in our society today are discussed<br > make suggestions on how to improve it in subse- in the selections in this section，<br > quent editions. We hope this tradition will<br > continue. Features<br > There are several new features in this fourth<br > i C~verage edition. At the end of each selection are editors <br > As we put this collection "to bed" in the fall of postnotes and discussion questions. The postnotes<br > 1983， education seems to be emerging again are basically our editorial comments on the is-<br > from the shadows. For a number of years its im- sues raised by the various articles. Previous edi-<br > portance was neglected while the nation attend- tions contained some postnotes， but this edition<br > ed to other priorities. The educational dialogue has them for each selection. The discussion qaes-<br > that took place often dealt with specialized areas， tions are designed to get readers to do some addi-<br > such as the busing of students for racial equal- tional thinking about the major points made in<br > ity. Now， however， our nation once more is seri- the articles， and to relate some of these points<br > ously focusing its attention on schools. It is our to a broader perspective. Each of the six major<br > hope that this collection of readings will help topics is now introduced by a section-opening over-<br > vii<br >