Teaching in America : the slow revolution /
Grant, Gerald.
Teaching in America : the slow revolution / Gerald Grant and Christine E. Murray. - Cambridge, Mass. : Harvard University Press, 1999. - 1 online resource (280 pages)
Includes bibliographical references (pages 243-268) and index.
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.
Use copy
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.
Electronic reproduction.
[Place of publication not identified] :
HathiTrust Digital Library,
2010.
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
http://purl.oclc.org/DLF/benchrepro0212
9780674037892 (electronic bk.) 0674037898 (electronic bk.) (hc. ; alk. paper) (hc. ; alk. paper)
22573/ctvjtt6nn JSTOR
Teachers--United States.
Teachers--United States--Case studies.
Teaching--United States.
Professions--United States.
Enseignants--États-Unis.
Enseignants--États-Unis--Études de cas.
Professions libérales--États-Unis.
EDUCATION--Teaching Methods & Materials--General.
EDUCATION--General.
Professions.
Teachers.
Teaching.
Pädagogik
Schulpädagogik
Lehrer
Onderwijsstelsels.
Lesgeven.
United States.
USA
Electronic book.
Electronic books.
Case studies.
LB1775.2 / .G73 1999
371.1/00973
Teaching in America : the slow revolution / Gerald Grant and Christine E. Murray. - Cambridge, Mass. : Harvard University Press, 1999. - 1 online resource (280 pages)
Includes bibliographical references (pages 243-268) and index.
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.
Use copy
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.
Electronic reproduction.
[Place of publication not identified] :
HathiTrust Digital Library,
2010.
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
http://purl.oclc.org/DLF/benchrepro0212
9780674037892 (electronic bk.) 0674037898 (electronic bk.) (hc. ; alk. paper) (hc. ; alk. paper)
22573/ctvjtt6nn JSTOR
Teachers--United States.
Teachers--United States--Case studies.
Teaching--United States.
Professions--United States.
Enseignants--États-Unis.
Enseignants--États-Unis--Études de cas.
Professions libérales--États-Unis.
EDUCATION--Teaching Methods & Materials--General.
EDUCATION--General.
Professions.
Teachers.
Teaching.
Pädagogik
Schulpädagogik
Lehrer
Onderwijsstelsels.
Lesgeven.
United States.
USA
Electronic book.
Electronic books.
Case studies.
LB1775.2 / .G73 1999
371.1/00973