answer questions from 1 to 5 from the book by analyzing cases from educator views .

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analyzing paper of the six dilemmas of education in US DILEMMAS OF EDUCATIONAL ETHICS Chapter 1: Promotion or Retention? (Meira Levinson). [Responses: Square Pegs, Round Holes: The Need for Reform (Melissa Aguirre); Toward Pragmatic Educational Ethics (Jal Mehta); Humanism and Standards (Sigal Ben-Porath); Promotion, Retention, and the Rights of the Child (Willie J. R. Fleming); The Pedagogical Implications of Case Study Structure (Brendan W. Randall); and Systems, Not Individual Saviors, for All Students and Schools (Toby N. Romer).] Chapter 2: Rocky Choices: Scientific Inquiry, Discipline, and Mental Illness at Rivers Elementary (Meira Levinson and Sigal Ben-Porath). [Responses: Navigating Rocky Choices with Practical Wisdom (Joshua Wakeham); Educational Justice in the Inclusive Classroom (Jaime Ahlberg); Preparing Teachers for Complex Decisions (Elisabeth Fieldstone Kanner); Academic Engagement as Classroom Management (Seth Andrew, with Natalie Gould and Miriam Joelson); Promoting the Values of Inclusion, Learning, and Expertise in Complex Situations (Diana Hess); and From Interests to Membership (Jacob Fay).] Chapter 3: Stolen Trust: Cell Phone Theft in a Zero-Tolerance High School (Kailey Burger and Meira Levinson). [Responses: The Challenge of Responding to Injustice (Tommie Shelby); Thinking Creatively in a Bind (Jeffrey Smith); No Just Outcome (Elizabeth Anderson); Agency, Bias, and Imagination in Doing Educational Justice (David J. Knight); Three Frames for Good Work (Howard Gardner); and Whom Can You Trust When Everyone Is the Police? (Mary Pattillo).] Chapter 4: Inflated Expectations: How Should Teachers Assign Grades? (Meira Levinson and Ilana Finefter-Rosenbluh). [Responses: Putting School Mission First (Rebecca E. Yacono); Three Ways to Grade (Rob Reich); Grade Inflation as a Tragedy of the Commons (Jennifer Hochschild); Inflated Expectations in a World of Hyper Credentialing (Peter Demerath); Grades Miss the Mark (Deepa Sriya Vasudevan); and Protect Teacher Integrity (Doris A. Santoro).] Chapter 5: Is Pandering Ethical Policy? Power, Privilege, and School Assignment (Meira Levinson). [Responses: Can Pandering Promote Equality of Opportunity? (Andrée-Anne Cormier); Don’t Pander, Go for Growth! (Michael J. Petrilli); School Assignment Lotteries: What Should We Take for Granted? (Jennifer M. Morton); Pandering in a Context of Limited Choices and Costs (Andres A. Alonso); Means and Ends: Practical Considerations for Equitable School Reform (James E. Ryan); and From Principles to Practice and the Problem of Unintended Consequences (Christopher Winship).] Chapter 6: How, If at All, Should Charters Be Compared to Local Districts? (Meira Levinson). [Responses: The Trouble with Universality (Frederick M. Hess); Compromising Charter Schools’ Efforts to Serve Disadvantaged Youth (Harry Brighouse); The Need for Equity-Based Policy (Pedro Noguera); Not Perfect for All, But Perfect for Some (Ayo Magwood); Charter Schools, Education Markets, and Democracy (Lawrence Blum); and Schools for All Our Children (Patricia D. Jehlen).] Chapter 7: Engaging with Dilemmas (Jacob Fay and Meira Levinson, with Elisabeth Fieldstone Kanner). Also included are Notes, Acknowledgments, sections about the writers, editors, and the case study, Also a list of contributors, and an Index.

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