Teaching in America: The Slow RevolutionHarvard University Press, 30. juni 2009 - 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? This book explores these questions by analyzing the essential acts of teaching in a way that will help all teachers become more thoughtful practitioners. It presents portraits of teachers (most of them women) struggling to take control of their practice in a system dominated by an administrative elite (mostly male). The educational system, Gerald Grant and Christine Murray argue, will be saved not by better managers but by better teachers. And the only way to secure them is by attracting talented recruits, developing their skills, and instituting better means of assessing teachers' performance. Grant and Murray describe the evolution of the teaching profession over the last hundred years, and then focus in depth on recent experiments that gave teachers the power to shape their schools and mentor young educators. The authors conclude by analyzing three equally possible scenarios depicting the role of teachers in 2020. |
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Side 3
... mentoring in their first years on the job. Internships are just as important for teachers as for medical doctors. Neither the craft of healing nor that of teaching can be learned at the highest levels without such forms of induction ...
... mentoring in their first years on the job. Internships are just as important for teachers as for medical doctors. Neither the craft of healing nor that of teaching can be learned at the highest levels without such forms of induction ...
Side 4
... mentoring program is a major improvement, and that teachers took significant steps to address the issues of teachers' quality and incompe- tence. As we argue in Chapter 9, the second revolution will not be successful unless teachers ...
... mentoring program is a major improvement, and that teachers took significant steps to address the issues of teachers' quality and incompe- tence. As we argue in Chapter 9, the second revolution will not be successful unless teachers ...
Side 13
... mentoring program in their first year of teaching has tripled in the past twenty years, and 48 percent of those entering teaching now report the benefit of such training, although this may include relatively short orientation programs ...
... mentoring program in their first year of teaching has tripled in the past twenty years, and 48 percent of those entering teaching now report the benefit of such training, although this may include relatively short orientation programs ...
Side 14
... mentoring and curriculum development. This test confirms what teach- ers have long known: that teachers differ greatly in knowledge, skill, and expertise. Research on novice and expert teachers shows that expert teachers have a much ...
... mentoring and curriculum development. This test confirms what teach- ers have long known: that teachers differ greatly in knowledge, skill, and expertise. Research on novice and expert teachers shows that expert teachers have a much ...
Side 56
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Innhold
1 | |
10 | |
3 The Essential Acts of Teaching | 31 |
4 Three Questions Every Teacher Must Answer | 57 |
Florences Story 18901920 | 76 |
Andrenas Story 19601990 | 103 |
The Rochester Story 19871997 | 141 |
8 The Progress of the Slow Revolution throughout the Nation | 182 |
9 Teaching in 2020 | 213 |
Research Methods | 239 |
Acknowledgments | 269 |
Index | 271 |
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Teaching in America: The Slow Revolution Gerald Grant,Christine E. Murray Ingen forhåndsvisning tilgjengelig - 2002 |
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academic revolution achieve Adam Urbanski administrators African American Albert Shanker Andrena Anthony High School assessment Brockport budget certification Chicago City School classroom collaboration colleagues committee contract course create Crestview critical curriculum David Riesman decisions Democrat Democrat and Chronicle efforts elementary faculty felt Florence George Martin going grade graduate Hamilton High Hector high school hired homebase improve involved leadership learning Linda Wertheimer major Margaret Haley Marie math mathematics meeting ment mentoring Nancy Collins National normal school OECD parents peer percent performance Performance Appraisal practice principal problem profes profession public schools question reform relationships responsibility Rochester Teachers Association Rochester’s role salaries School Board school districts school teachers school-based planning team schoolwide shared decision-making shared governance skills social standards superintendent Syracuse taught teaching tenure test scores thought tion union University wanted York