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