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Teaching in America : The Slow Revolution / Christine E. Murray, Gerald Grant.

By: Contributor(s): Material type: TextTextPublisher: Cambridge, MA : Harvard University Press, [2022]Copyright date: ©1999Description: 1 online resource (288 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9780674037892
Subject(s): DDC classification:
  • 371.100973
LOC classification:
  • LB1775.2 ǂb G73 1999eb
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- 1. Two Professions? -- 2. Assessing America's Teachers and Schools -- 3. The Essential Acts of Teaching -- 4. Three Questions Every Teacher Must Answer -- 5 The Modern Origins of the Profession: Florence's Story, 1890-1920 -- 6. Reforming Teaching in the Midst of Social Crisis: Andrena's Story, 1960-1990 -- 7. Teachers' Struggle to Take Charge of Their Practice: The Rochester Story, 1987-1997 -- 8. The Progress of the Slow Revolution throughout the Nation -- 9. Teaching in 2020 -- Research Methods -- Notes -- Acknowledgments -- Index
Summary: 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.
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)9780674037892

Frontmatter -- Contents -- 1. Two Professions? -- 2. Assessing America's Teachers and Schools -- 3. The Essential Acts of Teaching -- 4. Three Questions Every Teacher Must Answer -- 5 The Modern Origins of the Profession: Florence's Story, 1890-1920 -- 6. Reforming Teaching in the Midst of Social Crisis: Andrena's Story, 1960-1990 -- 7. Teachers' Struggle to Take Charge of Their Practice: The Rochester Story, 1987-1997 -- 8. The Progress of the Slow Revolution throughout the Nation -- 9. Teaching in 2020 -- Research Methods -- Notes -- Acknowledgments -- Index

restricted access online access with authorization star

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

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.

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 31. Jan 2022)