Teaching in AmericaHarvard University Press, 1999 - 288 sider If the essential acts of teaching are the same for schoolteachers and professors, why are they seen as members of quite separate professions? Would the nation's schools be better served if teachers shared more of the authority that professors have long enjoyed? Will a slow revolution be completed that enables schoolteachers to take charge of their practice--to shoulder more responsibility for hiring, mentoring, promoting, and, if necessary, firing their peers? |
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... felt the central bu- reaucracy was imposing on all high schools . They felt central control meant that all schools " had to be absolutely the same , " when the real problem was how to achieve a unique spirit in each school . They ...
... felt then . " At the end of the day you were just exhausted ... You'd just go home and go to bed ... Teachers gave up trying to control what went on in the halls ... There was no backup ... It was like gasoline being poured on the fire ...
... felt that he would be much more successful in this setting . She was glad he had come to the decision on his own , so that she did not have to recommend that he be terminated . Marie's own summative evaluation had been an interesting ...
Innhold
Two Professions | 1 |
The Essential Acts of Teaching 0 | 31 |
Three Questions Every Teacher Must Answer | 57 |
Opphavsrett | |
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Teaching in America: The Slow Revolution Gerald GRANT,Christine E. Murray,Gerald Grant Begrenset visning - 2009 |
Teaching in America: The Slow Revolution Gerald Grant,Christine E. Murray Ingen forhåndsvisning tilgjengelig - 2002 |
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Referanser til denne boken
Narrative Inquiry in Practice: Advancing the Knowledge of Teaching Nona Lyons,Vicki Kubler LaBoskey Begrenset visning - 2002 |
Teaching Social Foundations of Education: Contexts, Theories, and Issues Dan Wernaa Butin Ingen forhåndsvisning tilgjengelig - 2005 |