Library Catalog
Amazon cover image
Image from Amazon.com

Blaming Teachers : Professionalization Policies and the Failure of Reform in American History / Diana D'Amico Pawlewicz.

By: Material type: TextTextSeries: New Directions in the History of EducationPublisher: New Brunswick, NJ : Rutgers University Press, [2020]Copyright date: ©2020Description: 1 online resource (252 p.) : 8 b&w images, 1 tableContent type:
Media type:
Carrier type:
ISBN:
  • 9781978808461
Subject(s): DDC classification:
  • 371.10973 23
LOC classification:
  • LB1775.2 D43 2020
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Introduction -- 1 "A Chaotic State" -- 2 To "Raise Teachers' Profession to a Dignity Worthy of Its Mission" -- 3 Teacher Education and the "National Welfare" -- 4 "The Enlistment of Better People" -- 5 "A Brave New Breed" -- Epilogue -- Acknowledgments -- Notes -- Index -- About the Author
Summary: Historically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea. In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers' professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers' shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781978808461

Frontmatter -- Contents -- Introduction -- 1 "A Chaotic State" -- 2 To "Raise Teachers' Profession to a Dignity Worthy of Its Mission" -- 3 Teacher Education and the "National Welfare" -- 4 "The Enlistment of Better People" -- 5 "A Brave New Breed" -- Epilogue -- Acknowledgments -- Notes -- Index -- About the Author

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

Historically, Americans of all stripes have concurred that teachers were essential to the success of the public schools and nation. However, they have also concurred that public school teachers were to blame for the failures of the schools and identified professionalization as a panacea. In Blaming Teachers, Diana D'Amico Pawlewicz reveals that historical professionalization reforms subverted public school teachers' professional legitimacy. Superficially, professionalism connotes authority, expertise, and status. Professionalization for teachers never unfolded this way; rather, it was a policy process fueled by blame where others identified teachers' shortcomings. Policymakers, school leaders, and others understood professionalization measures for teachers as efficient ways to bolster the growing bureaucratic order of the public schools through regulation and standardization. Beginning in the mid-nineteenth century with the rise of municipal public school systems and reaching into the 1980s, Blaming Teachers traces the history of professionalization policies and the discourses of blame that sustained them.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 26. Mai 2021)