Teaching in America : the slow revolution
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 E. 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
Case studies
1 online resource (280 pages)
9780674037892, 0674037898
649950135
Two professions
Assessing America's teachers and schools
The essential acts of teaching
Three questions every teacher must answer
The modern origins of the profession: Florence's story, 1890-1920
Reforming teaching in the midst of social crisis: Andrena's story, 1960-1990
Teachers' struggle to take charge of their practice: the Rochester story, 1987-1997
The progress of the slow revolution throughout the nation
Teaching in 2020
Electronic reproduction, [Place of publication not identified], HathiTrust Digital Library, 2010
Red Deer Polytechnic Access (Unlimited Concurrent Users) from EBSCO Academic Collection