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93 books about Teachers
And Sadly Teach
Teacher Education and Professionalization in American Culture
Jurgen Herbst
University of Wisconsin Press, 1991
To lend weight to his charge that the public school teacher has been betrayed and gravity to his indictment of the educational establishment for that betrayal, Jurgen Herbst goes back to the beginnings of teacher education in America in the 1830s and traces its evolution up to the 1920s, by which time the essential damage had been done.
Initially, attempts were made to upgrade public school teaching to a genuine profession, but that ideal was gradually abandoned. In its stead, with the advent of newly emerging graduate schools of education in the early decades of the twentieth century, came the so-called professionalization of public education. At the expense of the training of elementary school teachers (mostly women), teacher educators shifted their attention to the turning out of educational "specialists" (mostly men)—administrators, faculty members at normal schools and teachers colleges, adult education teachers, and educational researchers.
Ultimately a history of the neglect of the American public school teacher, And Sadly Teach ends with a plea and a message that ring loud and clear. The plea: that the current reform proposals for American teacher education—the Carnegie and the Holmes reports—be heeded. The message: that the key to successful school reform lies in educating teacher’s true professionals and in acknowledging them as such in their classrooms.
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Arts Integration in Education
Teachers and Teaching Artists as Agents of Change
Edited by Gail Humphries Mardirosian and Yvonne Pelletier Lewis
Intellect Books, 2018
Arts Integration in Education is an insightful, even inspiring investigation into the enormous possibilities for change that are offered by the application of arts integration in education. Presenting research from a range of settings, from preschool to university, and featuring contributions from scholars and theorists, educational psychologists, teachers, and teaching artists, the book offers a comprehensive exploration and varying perspectives on theory, impact, and practices for arts-based training and arts-integrated instruction across the curriculum.
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Bitter Milk
Women and Teaching
Madeleine R. Grumet
University of Massachusetts Press, 1988
The text is arranged in a pattern that mirrors Grumet's argument that women who teach make this passage between the so-called public and private worlds daily and that is also what we teach children to do. The chapters go back and forth between the experience of domesticity and the experience of teaching, between being with one's own children and being with the children of others, between being the child of one's own mother and the teacher of another mother's child, between feeling and form, family and colleagues.
The first and last chapters address the familial relations that fall under the category of reproduction, a frame designed to emphasize the relations of reproduction and their importance to educational theory. The chapters closest to this margin are those that address women's work in schools, and the juxtaposition is chosen to accentuate the dialectical relation of our public and private meanings. The middle chapters are the ones most directly concerned with curriculum, that provisional ground that Grumet is naming as our mediating space, the place where we can heal. The fundamental argument of this text is that knowledge evolves in human relationships.
The first and last chapters address the familial relations that fall under the category of reproduction, a frame designed to emphasize the relations of reproduction and their importance to educational theory. The chapters closest to this margin are those that address women's work in schools, and the juxtaposition is chosen to accentuate the dialectical relation of our public and private meanings. The middle chapters are the ones most directly concerned with curriculum, that provisional ground that Grumet is naming as our mediating space, the place where we can heal. The fundamental argument of this text is that knowledge evolves in human relationships.
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Blaming Teachers
Professionalization Policies and the Failure of Reform in American History
Diana D'Amico Pawlewicz
Rutgers University Press, 2020
Winner of the 2021 Society of Professors of Education Outstanding Book Award
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.
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.
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Buckeye Schoolmaster
A Chronicle of Midwestern Rural Life, 1853–1865
J. Merton England
University of Wisconsin Press, 1996
The journals and diaries of John M. Roberts provide an intimate view of the life and dthoughts of a young schoolmaster, miller, itenerant bookseller, and farmer in centreal Ohio in a time of rising sectional crisis and Civil War.
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A Collective Pursuit
Teachers' Unions and Education Reform
Lesley Lavery
Temple University Press, 2020
Teachers’ unions are the organizations responsible for safeguarding the conditions of teachers’ employment. Union supporters claim strong synergies between teachers’ interests and students’ interests, but critics of unions insist that the stance of teachers in collective bargaining may disadvantage students as unions reduce the power of administrators to manage, remove, reward or retain excellent teachers.
In A Collective Pursuit, Lesley Laveryunpacks how teachers’ unions today are fighting for contracts that allow them to earn a decent living and build “schools all students deserve.” She explains the form and function of the nation’s largest teachers’ unions. Lavery then explores unionization campaigns in the Twin Cities charter schools. A Collective Pursuit also examines teacher strikes and contract negotiations, school finance and finance reform, and district and union attempts to address racial achievement gaps, to provide a context for understanding the economic, political, and demographic forces that inspire teachers to improve conditions for students.
A Collective Pursuit emphasizes that while teachers’ unions serve a traditional, economic role, they also provide a vast array of valuable services to students, educators, parents, and community members.
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COMPUGIRLS
How Girls of Color Find and Define Themselves in the Digital Age
Kimberly A. Scott
University of Illinois Press, 2021
What does is it mean for girls of color to become techno-social change agents--individuals who fuse technological savvy with a deep understanding of society in order to analyze and confront inequality?
Kimberly A. Scott explores this question and others as she details the National Science Foundation-funded enrichment project COMPUGIRLS. This groundbreaking initiative teaches tech skills to adolescent girls of color but, as importantly, offers a setting that emphasizes empowerment, community advancement, and self-discovery. Scott draws on her experience as an architect of COMPUGIRLS to detail the difficulties of translating participants' lives into a digital context while tracing how the program evolved. The dramatic stories of the participants show them blending newly developed technical and communication skills in ways designed to spark effective action and bring about important change.
A compelling merger of theory and storytelling, COMPUGIRLS provides a much-needed roadmap for understanding how girls of color can find and define their selves in today's digital age.
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Cops, Teachers, Counselors
Stories from the Front Lines of Public Service
Steven Maynard-Moody and Michael Musheno
University of Michigan Press, 2022
The new edition of Cops, Teachers, Counselors furthers the exploration of forces that shape the contours of frontline work. This line of inquiry is at the heart of street-level bureaucracy research, a field of study cutting across disciplines, including public administration, political science, social work, law and society, education, and criminal justice. The oft-cited 2003 edition pioneered a qualitative method of inquiry using workers’ own voices and storytelling about fairness in the delivery of services. This NSF-supported field research reveals the ways workers engage in moral judgments, more than implementing laws and policies, to account for their decisions and actions.
The new edition wraps an expanded framing around the original chapters, while maintaining a lively, approachable presentation style. It takes on a more enriched perspective of legality than the original, while retaining a focus on frontline work as a powerful source of cultural ordering. In addition to examining workers’ stories of encounters, attention is given to the agency of the governed during interactional moments, the power dynamics in play during both interpersonal and group encounters, and patterns of practice that converge across distinctive service domains. The original edition describes two narratives that shape frontline workers’ decisional judgments and the interplay between legality and morality: the state-agent and citizen-agent narratives. This edition adds the knowledge-agent narrative that stresses the importance of professional and field learning to decisional judgments.
The book examines routine encounters of cops, teachers, and counselors with diverse publics when questions of justice and fairness are at play. This new edition speaks to contemporary issues at a time when frontline workers gained broad recognition for their heroic contributions to communities during the Covid 19 pandemic, as well as sustained condemnation for their embodiment of the brutal expression of racialized state power in police actions. The authors conclude with a focus on the significance of place and trust in building social inclusion on the frontlines of public service.
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Cops, Teachers, Counselors
Stories from the Front Lines of Public Service
Steven Maynard-Moody and Michael Musheno
University of Michigan Press, 2003
Whether on a patrol beat, in social service offices, or in public school classrooms, street-level workers continually confront rules in relation to their own beliefs about the people they encounter. Cops, Teachers, Counselors is the first major study of street-level bureaucracy to rely on storytelling. Steven Maynard-Moody and Michael Musheno collect the stories told by these workers in order to analyze the ways that they ascribe identities to the people they encounter and use these identities to account for their own decisions and actions. The authors show us how the world of street-level work is defined by the competing tensions of law abidance and cultural abidance in a unique study that finally allows cops, teachers, and counselors to voice their own views of their work.
Steven Maynard-Moody is Director of the Policy Research Institute and Professor of Public Administration at the University of Kansas.
Michael Musheno is Professor of Justice and Policy Studies at Lycoming College and Professor Emeritus of Justice Studies, Arizona State University.
Steven Maynard-Moody is Director of the Policy Research Institute and Professor of Public Administration at the University of Kansas.
Michael Musheno is Professor of Justice and Policy Studies at Lycoming College and Professor Emeritus of Justice Studies, Arizona State University.
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Copyright Essentials for Librarians and Educators
American Library Association
American Library Association, 2000
Copyright for Teachers and Librarians in the 21st Century
Rebecca P. Butler
American Library Association, 2011
Copyright Law for Librarians and Educators
Creative Strategies and Practical Solutions
Kenneth D. Crews
American Library Association, 2020
Copyright Law for Librarians and Educators
Creative Strategies and Practical Solutions
Kenneth D. Crews
American Library Association, 2012
Cotton Patch Schoolhouse
Susie Powers Tompkins
University of Alabama Press, 1992
Cotton-Patch Schoolhouse is a memoir of the author’s year as a young and inexperienced teacher in rural Marengo County, several miles from Linden, Alabama, in 1926. Seeking to earn money to continue college after her freshman year at Alabama College in Montevallo, the author welcomed the opportunity to teach eight children at five different grade levels in a one-room schoolhouse in the middle of a cotton field. Youthful enthusiasm, native wit, and a sense of adventure helped her transform the simple schoolhouse into a place of learning and excitement.
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Cultural Politics in Revolution
Teachers, Peasants, and Schools in Mexico, 1930-1940
Mary Kay Vaughan
University of Arizona Press, 1997
When Indian communities of Chiapas, Mexico, rose in armed rebellion in 1994, they spoke boldly of values, rights, identities, and expectations. Their language struck a chord for most Mexicans, for it was the cultural legacy of the Revolution of 1910. Of all the accomplishments of the Mexican Revolution, its cultural achievements were among its most important. The Revolution's cultural politics accounts in part for the relative political stability Mexico enjoyed from 1940 through 1993 and underlies much of the discourse accompanying the tumultuous transitions in that country today.
To show the significance of this facet of the Revolution, Mary Kay Vaughan analyzes the educational effort of the state during the 1930s, locating it within the broader sweep of Mexican history to illustrate how the government sought to nationalize and modernize rural society. Vaughan focuses on activities in rural schools, where central state policy makers, teachers, and people of the countryside came together to forge a national culture. She examines the cultural politics of schooling in four rural societies in the states of Sonora and Puebla that are representative of the peasant societies in revolutionary Mexico, and she shows how the state's program of socialist education became an arena for intense negotiations over power, culture, knowledge, rights, and gender practices. The real cultural revolution, Vaughan observes, lay not in the state's efforts at socialist education but in the dialogue between state and society that took place around this program. In the 1930s, rural communities carved out a space to preserve their local identities while the state succeeded in nurturing a multi-ethnic nationalism based on its promise of social justice and development.
Vaughan brings to her analysis a comparative understanding of peasant politics and educational history, extensive interviews, and a detailed examination of national, regional, and local archives to create an evocative and informative study of Mexican politics and society during modern Mexico's formative years. Cultural Politics in Revolution clearly shows that only by expanding the social arena in which culture was constructed and contested can we understand the Mexican Revolution's real achievements.
To show the significance of this facet of the Revolution, Mary Kay Vaughan analyzes the educational effort of the state during the 1930s, locating it within the broader sweep of Mexican history to illustrate how the government sought to nationalize and modernize rural society. Vaughan focuses on activities in rural schools, where central state policy makers, teachers, and people of the countryside came together to forge a national culture. She examines the cultural politics of schooling in four rural societies in the states of Sonora and Puebla that are representative of the peasant societies in revolutionary Mexico, and she shows how the state's program of socialist education became an arena for intense negotiations over power, culture, knowledge, rights, and gender practices. The real cultural revolution, Vaughan observes, lay not in the state's efforts at socialist education but in the dialogue between state and society that took place around this program. In the 1930s, rural communities carved out a space to preserve their local identities while the state succeeded in nurturing a multi-ethnic nationalism based on its promise of social justice and development.
Vaughan brings to her analysis a comparative understanding of peasant politics and educational history, extensive interviews, and a detailed examination of national, regional, and local archives to create an evocative and informative study of Mexican politics and society during modern Mexico's formative years. Cultural Politics in Revolution clearly shows that only by expanding the social arena in which culture was constructed and contested can we understand the Mexican Revolution's real achievements.
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Delhi's Education Revolution
Teachers, Agency and Inclusion
Kusha Anand and Marie Lall
University College London, 2022
Firsthand accounts of how education reforms from 2015 onward have impacted teachers in Delhi.
In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be equal to private-school provisions. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that the AAP is delivering on that promise, but this success has little evidence in the schools themselves. Delhi’s Education Revolution offers a critical evaluation of the AAP’s education reforms by exploring policy and practice through the eyes of a key group: the government-school teachers tasked with making the AAP’s pledge a reality. Drawing on 110 interviews, this volume uses first-hand accounts from teachers to explain how reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. This study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, especially in Delhi.
In 2015, the Aam Aadmi Party (AAP) was elected to govern Delhi promising to improve public services, including education through government schools that would be equal to private-school provisions. Media reports, along with the party’s re-election in 2020, suggest strong public confidence that the AAP is delivering on that promise, but this success has little evidence in the schools themselves. Delhi’s Education Revolution offers a critical evaluation of the AAP’s education reforms by exploring policy and practice through the eyes of a key group: the government-school teachers tasked with making the AAP’s pledge a reality. Drawing on 110 interviews, this volume uses first-hand accounts from teachers to explain how reforms have changed their profession and practice, and whether education really has improved for children of all backgrounds. This study paints a more qualified picture of success than suggested elsewhere and makes a valuable contribution to the understanding of education reforms in India, especially in Delhi.
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Diary of Caroline Seabury
Caroline Seabury
University of Wisconsin Press, 1991
In 1854 Caroline Seabury of Brooklyn, New York, set out for Columbus, Mississippi, to teach French at its Institute for Young Ladies. She lived in Columbus until 1863, through the years of mounting sectional bitterness that preceded the Civil War and through the turmoil and hardships of the war itself. During that time, her most intimate confidant was her diary. Discovered in the archives of the Minnesota State Historical Society, it is published here for the first time.
The diary is an illuminating account of southern plantation society and the “peculiar institution” of slavery on the eve of its destruction. Seabury also records her uneasy attempts to come to terms with her position as an unmarried, white, Northern woman whose job was to educate wealthy, white, Southern girls in a setting seemingly oblivious to the horrors of slavery. The diary is not simply a chronicle of daily happenings; Seabury concentrates on remarkable events and the memorable feelings and ideas they generate, shaping them into entries that reveal her as an accomplished writer. She frames her narrative with her journey south in 1854 and the hazardous and exhausting return north through battle lines in 1863.
Disapproving of slavery, yet deeply attached to friends and her life in Columbus and also painfully conscious of the fragility of her own economic and social position, Seabury condemned privately in her diary the evils that she endured silently in public. There are striking scenes of plantation life that depict the brutalities of slavery and benumbed responses to them. Seabury also successfully captures the mood of Mississippi as it changed from a fire-eating appetite to fight the Yankees to a grim apprehension of inexorable defeat. Most impressive of all is Seabury’s poignantly honest presentation of herself, caught in the middle.
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Dreamworlds of Alabama
Allen Shelton
University of Minnesota Press, 2007
“I speak in what others often hear as a strange accent. My past can’t be located. I live in Buffalo, New York, an exile from the South. But these aren’t Yankee dreams, even though my past seems like a fabrication, a dreamworld in which I’m a paper character and not a historical participant, with scars from barbed wire ripping under the pressure and flying through the air like a swarm of bees, or a horse rearing up and banging its head into mine from within, exploding my forehead.” —from the Preface
Wisteria draped on a soldier’s coffin, sent home to Alabama from a Virginia battlefield. The oldest standing house in the county, painted gray and flanked by a pecan orchard. A black steel fence tool, now perched atop a pile of books like a prehistoric bird of prey. In Dreamworlds of Alabama, Allen Shelton explores physical, historical, and social landscapes of northeastern Alabama. His homeplace near the Appalachian foothills provides the setting for a rich examination of cultural practices, a place where the language of place and things resonates with as much vitality and emotional urgency as the language of humans.
Throughout the book, Shelton demonstrates how deeply culture is inscribed in the land and in the most intimate spaces of the person—places of belonging and loss, insight and memory.
Born and raised in Jacksonville, Alabama, Allen Shelton is associate professor of sociology at Buffalo State College.
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The Dual Enrollment Kaleidoscope
Reconfiguring Perceptions of First-Year Writing and Composition Studies
Christine Denecker
Utah State University Press, 2022
The Dual Enrollment Kaleidoscope serves as a starting point for elevating the voices of those who do dual enrollment (DE) work—those who historicize, legitimize, scrutinize, critically analyze, align, and assess it—pushing readers beyond unique, singular views of DE first-year composition and positioning DE’s impact on composition instruction as one that shifts dependent upon perspective. Just as kaleidoscopes reconfigure images, DE provides writing studies with reflecting images of what FYC was, is, and could be.
DE disrupts long-held beliefs of who should take and who should teach college writing. Giving higher education pause about the place of writing instruction within the academy, DE force those in the field to reflect upon the purposes and value of FYC and its pedagogical approaches. Featuring seventeen chapters written by a wide and diverse range of authors, this collection includes the voices of prominent scholars in rhetoric and composition at two- and four-year public and private institutions, as well as emerging scholars in the field. It also features a variety of methodologies, including archival research, quantitative and qualitative data collection, and autoethnography.
Few texts have been published on dual enrollment writing in rhetoric and composition studies. The Dual Enrollment Kaleidoscope should be mandatory reading for anyone interested in or tasked with doing the work of DE writing instruction, administration, mentoring, or assessment.
Contributors: Dominic Ashby, Anna Bogen, Tyler Branson, Melanie Burdick, Scott Campbell, Christine R. Farris, David Gehler, Leigh Graziano, Jane Greer, Jennifer Hadley, Jacquelyn Hoermann-Elliott, Joseph Jones, Nancy Knowles, Amy Lueck, Miles McCrimmon, Katie McWain, Annie S. Mendenhall, Keith Miller, Brice Nordquist, Cornelia Paraskevas, Jill Parrot, Shirley K Rose, Barbara Schneider, Erin Scott-Stewart
DE disrupts long-held beliefs of who should take and who should teach college writing. Giving higher education pause about the place of writing instruction within the academy, DE force those in the field to reflect upon the purposes and value of FYC and its pedagogical approaches. Featuring seventeen chapters written by a wide and diverse range of authors, this collection includes the voices of prominent scholars in rhetoric and composition at two- and four-year public and private institutions, as well as emerging scholars in the field. It also features a variety of methodologies, including archival research, quantitative and qualitative data collection, and autoethnography.
Few texts have been published on dual enrollment writing in rhetoric and composition studies. The Dual Enrollment Kaleidoscope should be mandatory reading for anyone interested in or tasked with doing the work of DE writing instruction, administration, mentoring, or assessment.
Contributors: Dominic Ashby, Anna Bogen, Tyler Branson, Melanie Burdick, Scott Campbell, Christine R. Farris, David Gehler, Leigh Graziano, Jane Greer, Jennifer Hadley, Jacquelyn Hoermann-Elliott, Joseph Jones, Nancy Knowles, Amy Lueck, Miles McCrimmon, Katie McWain, Annie S. Mendenhall, Keith Miller, Brice Nordquist, Cornelia Paraskevas, Jill Parrot, Shirley K Rose, Barbara Schneider, Erin Scott-Stewart
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Ed School
A Brief for Professional Education
Geraldine Jonçich Clifford and James W. Guthrie
University of Chicago Press, 1988
Although schools of law, medicine, and business are now highly respected, schools of education and the professionals they produce continue to be held in low regard. In Ed School, Geraldine Jonçich Clifford and James W. Guthrie attribute this phenomenon to issues of academic politics and gender bias as they trace the origins and development of the school of education in the United States.
Drawing on case studies of leading schools of education, the authors offer a bold, controversial agenda for reform: ed schools must reorient themselves toward teachers and away from the quest for prestige in academe; they must also adhere to national professional standards, abandon the undergraduate education major, and reject the Ph.D. in education in favor of the Ed.D.
Drawing on case studies of leading schools of education, the authors offer a bold, controversial agenda for reform: ed schools must reorient themselves toward teachers and away from the quest for prestige in academe; they must also adhere to national professional standards, abandon the undergraduate education major, and reject the Ph.D. in education in favor of the Ed.D.
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The Education of Teachers
Edited by Gary A. Griffin
University of Chicago Press, 1999
This volume addresses persistent issues in the preservice and continuing education of teachers. Attention is focused upon perspectives on teacher education that differ significantly from those that have characterized views of this field in the past. Among developments that provide the current context for teacher education are the movement for standards, the emphasis upon inquiry in the classroom, increased expectations for teachers' participation in curriculum development, constructivism and the cognitive revolution, and professional development schools. These and other matters receive the attention of a distinguished group of scholars and practitioners in the field.
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Enhancing Diversity
Educators with Disabilities
Ronald J. Anderson
Gallaudet University Press, 1998
The 43 million people with disabilities form this country’s largest minority group, yet they are markedly under-employed as educators. Enhancing Diversity: Educators with Disabilities paves the way for correcting this costly omission. Editors Anderson, Karp, and Keller have called upon the knowledge of 19 other renowned contributors to address the important issues raised in Enhancing Diversity, including the place of disability in discussions of diversity in education, research on educators with disabilities that validates their capabilities, and information on the qualifications desired in and the demands made of education professionals. Legal precedents are cited and explained, and examples of efforts to place disabled educators are presented, along with recommendations on how disabled individuals and school administrators can work toward increased opportunities. Interviews with 25 disabled educators discussing how they satisfactorily fulfill their professional requirements completes this thoughtful-provoking book.
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Freedom and Tenure in the Academy
William W. Van Alstyne, ed.
Duke University Press, 1993
Questions of academic freedom--from hate speech to the tenure structure—continue to be of great urgency and perennial debate in American higher education. Originally published as a special issue of Law and Contemporary Problems (Summer 1990), this volume draws together leading scholars of law, philosophy, and higher education to offer a fresh assessment of the founding principles of academic freedom and to define this crucial topic for the 1990s.
The original 1940 Statement of Principles on Academic Freedom and Tenure, which has been influential in determining institutional practices for the last half century, has required continual redefinition since its initial declaration. The volume begins with two overview articles: the most complete examination of the 1940 Statement ever provided (shedding light on some of its most troublesome clauses) and a historical review of the extent to which academic freedom has been accepted into domestic constitutional law. Subsequent articles address a range of issues related to academic freedom: the relationship between tenure and academic freedom; tenure and labor law; ideology and faculty selection; freedom of expression and the arts on campus; the boundaries defining hate speech and offensive expression; the clash between institutional and individual claims of academic freedom; and the practices of religious colleges in the United States.
The original 1940 Statement of Principles on Academic Freedom and Tenure, which has been influential in determining institutional practices for the last half century, has required continual redefinition since its initial declaration. The volume begins with two overview articles: the most complete examination of the 1940 Statement ever provided (shedding light on some of its most troublesome clauses) and a historical review of the extent to which academic freedom has been accepted into domestic constitutional law. Subsequent articles address a range of issues related to academic freedom: the relationship between tenure and academic freedom; tenure and labor law; ideology and faculty selection; freedom of expression and the arts on campus; the boundaries defining hate speech and offensive expression; the clash between institutional and individual claims of academic freedom; and the practices of religious colleges in the United States.
Contributors. Ralph S. Brown, Matthew W. Finkin, Jordan E. Kurland, Michael W. McConnell, Walter P. Metzger, Robert M. O'Neil, David M. Rabban, Rodney A, Smolla, Janet Sinder, Judith Jarvis Thomson, William W. Van Alstyne
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From Nazism to Communism
German Schoolteachers under Two Dictatorships
Charles B. Lansing
Harvard University Press, 2010
Tracing teachers' experiences in the Third Reich and East Germany, Charles Lansing analyzes developments in education of crucial importance to both dictatorships. Lansing uses the town of Brandenburg an der Havel as a case study to examine ideological reeducation projects requiring the full mobilization of the schools and the active participation of a transformed teaching staff. Although lesson plans were easily changed, skilled teachers were neither quickly made nor easily substituted. The men and women charged in the postwar era with educating a new “antifascist” generation were, to a surprising degree, the same individuals who had worked to “Nazify” pupils in the Third Reich. But significant discontinuities existed as well, especially regarding the teachers' professional self-understanding and attitudes toward the state-sanctioned teachers' union. The mixture of continuities and discontinuities helped to stabilize the early GDR as it faced its first major crisis in the uprising of June 17, 1953.
This uniquely comparative work sheds new light on an essential story as it reconceptualizes the traditional periodization of postwar German and European history.
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Gender, Class, and the Professionalization of Russian City Teachers, 1860–1914
Christine Ruane
University of Pittsburgh Press, 1994
Christine Ruane examines the issues of gender and class in the teaching profession of late imperial Russia, at a time when the vocation was becoming increasingly feminized in a zealously patriarchal society. Teaching was the first profession open to women in the 1870s, and by the end of the century almost half of all Russian teachers were female. Yet the notion that mothers had a natural affinity for teaching was paradoxically matched by formal and informal bans against married women in the classroom. Ruane reveals not only the patriarchal rationale but also how women teachers viewed their public roles and worked to reverse the marriage ban.
Ruane's research and insightful analysis broadens our knowledge of an emerging professional class, especially newly educated and emancipated women, during Russia's transition to a more modern society.
Ruane's research and insightful analysis broadens our knowledge of an emerging professional class, especially newly educated and emancipated women, during Russia's transition to a more modern society.
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Innocents Abroad
American Teachers in the American Century
Jonathan Zimmerman
Harvard University Press, 2008
Protestant missionaries in Latin America. Colonial "civilizers" in the Pacific. Peace Corps Volunteers in Africa. Since the 1890s, thousands of American teachers--mostly young, white, middle-class, and inexperienced--have fanned out across the globe. Innocents Abroad tells the story of what they intended to teach and what lessons they learned.
Drawing on extensive archives of the teachers' letters and diaries, as well as more recent accounts, Jonathan Zimmerman argues that until the early twentieth century, the teachers assumed their own superiority; they sought to bring civilization, Protestantism, and soap to their host countries. But by the mid-twentieth century, as teachers borrowed the concept of "culture" from influential anthropologists, they became far more self-questioning about their ethical and social assumptions, their educational theories, and the complexity of their role in a foreign society.
Filled with anecdotes and dilemmas--often funny, always vivid--Zimmerman's narrative explores the teachers' shifting attitudes about their country and themselves, in a world that was more unexpected and unsettling than they could have imagined.
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Internationalizing a School of Education
Integration and Infusion in Practice
John Schwille
Michigan State University Press, 2016
Internationalizing a School of Education examines how Michigan State University has pursued internationalization and globalization through an integration-infusion approach to research, teaching, and outreach. The integration-infusion approach was introduced in MSU’s College of Education in the early 1980s as a replacement for the more disconnected comparative education program. This approach offers a vision where all faculty members and students are knowledgeable about education in all its international diversity, where their conceptions and aspirations are influenced by international research and experience, and where they reach out to other countries in collaborative efforts to do research, inform policy, and improve practice. Featuring profiles of faculty members and students who were leaders of this integration-infusion approach, this text provides a survey of the landscape of comparative education in the United States while examining channels of internationalization specific to MSU, highlighting the success of integration-infusion at an institutional level.
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An Iowa Schoolma’am
Letters of Elizabeth “Bess” Corey, 1904–1908
Philip L. Gerber
University of Iowa Press, 2011
Readers everywhere fell for Elizabeth Corey, the irrepressible, independent, and fearless Bachelor Bess, whose letters home to Iowa gave us a firsthand account of her adventures on a South Dakota homestead from 1909 to 1919. Now, through the letters she wrote home between 1904 and 1908, readers can make the acquaintance of a younger Bess facing the realities of life in an Iowa country school system with energy, enthusiasm, and ambition.
Sixteen-year-old Bess wrote her early letters when she was away from the family farm, trying to complete the ninth grade so she could become a teacher. That schooling was cut short in 1905, when her father died and she returned home to help her mother. Later that year, she received a provisional certificate allowing her to teach, which she did from 1905 to 1909 in a succession of rural schools across Shelby and Cass counties in Iowa. Initially a reluctant teacher, she had an infinite capacity for productive work that propelled her toward success in the classroom. A determinedly lighthearted attitude toward life, a talent for making congenial friends and for making herself at home as she boarded with one family after another, a relentless devotion to her own family, and a drive to communicate all combine to animate her letters home.
Always colorful and colloquial, unusually detailed and frank, Bess’s letters are authentic documents of a discrete American time and place. Full of puns, hyperbole, drama, and above all else honesty and authenticity, the eighty-three letters describe barefooted pupils, cantankerous and cooperative parents and school board members, classroom activities, and school picnics against a frugal background of early twentieth-century chores, social occasions, party lines for telephones, chautauquas, church suppers and revivals, new ribbons for second-hand clothes, and buggy and train rides—all seen through the eyes of this talented teenage farm girl not much older than some of her students.
Of notable value is the light Bess casts upon the teaching profession as it was practiced in isolated midwestern areas at the moment when our nation determined that, come what may, every American child was going to have access to a basic grammar-school education. Beyond the pleasure of listening to a straight-talker who pulls no punches, one who expects to receive “some of the praise most of the work and all of the cussing” in return for her efforts, Bess’s letters create a veritable concordance of teaching in a one-room rural schoolhouse, a chapter of daily American life all but lost.
[more]
La Normalizacion del Deficiente
Actitudes del Profesorado (Teachers' Attitudes toward Mainstreaming Handicapped Children in Spain)
Francisco Alberto Chueca y Mora
University of Michigan Press, 1988
Teacher attitudes toward the mainstreaming of students with handicaps is a topic of international concern. Although as a social and educational policy, mainstreaming has been attempted with greatly varying degrees of success in the United States and elsewhere for the past ten years, very little empirical evidence existed to give support to such a policy. The author's study, conducted in Spain prior to a nationwide effort to integrate children with handicaps into regular classrooms, indicates that the success or failure of such programs is crucially linked to teachers' willingness to accept the concept of mainstreaming. This study examines teacher attitudes and related variables about mainstreaming before its inception, and resolves some of the difficulties that have been experienced with its implementation. This is an extremely important document for educators and others involved with handicapped children.
[more]
Lesson Plans
The Institutional Demands of Becoming a Teacher
Everitt, Judson G.
Rutgers University Press, 2017
Winner of the 2019-20 Distinguished Book Award - Midwest Sociological Society
In Lesson Plans, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students’ needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.
In Lesson Plans, Judson G. Everitt takes readers into the everyday worlds of teacher training, and reveals the complexities and dilemmas teacher candidates confront as they learn how to perform a job that many people assume anybody can do. Using rich qualitative data, Everitt analyzes how people make sense of their prospective jobs as teachers, and how their introduction to this profession is shaped by the institutionalized rules and practices of higher education, K-12 education, and gender. Trained to constantly adapt to various contingencies that routinely arise in schools and classrooms, teacher candidates learn that they must continually try to reconcile the competing expectations of their jobs to meet students’ needs in an era of accountability. Lesson Plans reveals how institutions shape the ways we produce teachers, and how new teachers make sense of the multiple and complicated demands they face in their efforts to educate students.
[more]
A Life of Her Own
A Countrywoman in Twentieth-Century France
Carles, Émilie
Rutgers University Press, 1991
Published in France in 1977 as Une Soupe aux Herbes Sauvages, this autobiography of a peasant woman reared in the stony insularity of a tiny Alpine village reveals the unfolding of a formidable person. Carles, born in 1900, writes of her life in the mountains coountry of southern France as comprising "so many different things, funny or tragic, picturesque or cruel." She takes the reader into her beloved Claree Valley where she as a young child in a motherless family labored alongside her father in the fields; it is where her schooling began and where she recognized her intelligence as the key to the outer world. Primitive village life and the patriarchal though loving structure of her family are background for Carles's full, nonconformist life as teacher, farmer, mother, feminist and political activist. The memoir brings to life a captivating woman
[more]
Masked
The Life of Anna Leonowens, Schoolmistress at the Court of Siam
Alfred Habegger
University of Wisconsin Press, 2014
A brave British widow goes to Siam and—by dint of her principled and indomitable character—inspires that despotic nation to abolish slavery and absolute rule: this appealing legend first took shape after the Civil War when Anna Leonowens came to America from Bangkok and succeeded in becoming a celebrity author and lecturer. Three decades after her death, in the 1940s and 1950s, the story would be transformed into a powerful Western myth by Margaret Landon’s best-selling book Anna and the King of Siam and Rodgers and Hammerstein’s musical The King and I.
But who was Leonowens and why did her story take hold? Although it has been known for some time that she was of Anglo-Indian parentage and that her tales about the Siamese court are unreliable, not until now, with the publication of Masked, has there been a deeply researched account of her extraordinary life. Alfred Habegger, an award-winning biographer, draws on the archives of five continents and recent Thai-language scholarship to disclose the complex person behind the mask and the troubling facts behind the myth. He also ponders the curious fit between Leonowens’s compelling fabrications and the New World’s innocent dreams—in particular the dream that democracy can be spread through quick and easy interventions.
Exploring the full historic complexity of what it once meant to pass as white, Masked pays close attention to Leonowens’s midlevel origins in British India, her education at a Bombay charity school for Eurasian children, her material and social milieu in Australia and Singapore, the stresses she endured in Bangkok as a working widow, the latent melancholy that often afflicted her, the problematic aspects of her self-invention, and the welcome she found in America, where a circle of elite New England abolitionists who knew nothing about Southeast Asia gave her their uncritical support. Her embellished story would again capture America’s imagination as World War II ended and a newly interventionist United States looked toward Asia.
Best Books for General Audiences, selected by the American Association of School Librarians
Best Regional Special Interest Boosk, selected by the Public Library Reviewers
But who was Leonowens and why did her story take hold? Although it has been known for some time that she was of Anglo-Indian parentage and that her tales about the Siamese court are unreliable, not until now, with the publication of Masked, has there been a deeply researched account of her extraordinary life. Alfred Habegger, an award-winning biographer, draws on the archives of five continents and recent Thai-language scholarship to disclose the complex person behind the mask and the troubling facts behind the myth. He also ponders the curious fit between Leonowens’s compelling fabrications and the New World’s innocent dreams—in particular the dream that democracy can be spread through quick and easy interventions.
Exploring the full historic complexity of what it once meant to pass as white, Masked pays close attention to Leonowens’s midlevel origins in British India, her education at a Bombay charity school for Eurasian children, her material and social milieu in Australia and Singapore, the stresses she endured in Bangkok as a working widow, the latent melancholy that often afflicted her, the problematic aspects of her self-invention, and the welcome she found in America, where a circle of elite New England abolitionists who knew nothing about Southeast Asia gave her their uncritical support. Her embellished story would again capture America’s imagination as World War II ended and a newly interventionist United States looked toward Asia.
Best Books for General Audiences, selected by the American Association of School Librarians
Best Regional Special Interest Boosk, selected by the Public Library Reviewers
[more]
Mental Health Disorders in Adolescents
A Guide for Parents, Teachers, and Professionals
Hazen, Eric P
Rutgers University Press, 2010
Mental Health Disorders in Adolescents provides essential information to help parents, educators, and general practitioners find effective ways to identify and treat psychiatric disorders that many teens face. The first of two reader-friendly sections, "Recognizing the Problem, Finding Help, and Negotiating the System," is designed to help caregivers navigate the often confusing adolescent mental health system. Readers will find comprehensive information about when and how to seek help and the kinds of treatments that are available, including a detailed discussion of psychiatric medications and psychotherapy options. "Common Psychiatric Problems in Adolescence," the second section, offers information on specific psychiatric disorders, including symptoms and warning signs, diagnostic evaluations, treatment options, prognosis, and associated risks for each disorder.
Additionally, Eric P. Hazen, Mark A. Goldstein, and Myrna Chandler Goldstein have compiled two practical appendices-one provides a list of resources, organizations, books, websites, and phone numbers for further information and support. The other serves as a "treatment organizer" to help parents know what school and medical data to bring to a psychiatric evaluation and teach them how to keep track of important discussions related to their child's treatment.
By recognizing the early symptoms of a psychiatric disorder, adults may be able to save a teen's life. Mental Health Disorders in Adolescents offers real options to anyone searching for ways to help at-risk teens.
Additionally, Eric P. Hazen, Mark A. Goldstein, and Myrna Chandler Goldstein have compiled two practical appendices-one provides a list of resources, organizations, books, websites, and phone numbers for further information and support. The other serves as a "treatment organizer" to help parents know what school and medical data to bring to a psychiatric evaluation and teach them how to keep track of important discussions related to their child's treatment.
By recognizing the early symptoms of a psychiatric disorder, adults may be able to save a teen's life. Mental Health Disorders in Adolescents offers real options to anyone searching for ways to help at-risk teens.
[more]
My Ever Dear Daughter, My Own Dear Mother
The Correspondence of Julia Sonte Towne and Mary Julia Towne, 1868-1882
Katherine R. Morgan
University of Iowa Press, 1996
In 1868 twenty-two-year-old Mary Julia Towne left her farm in Topsfield, Massachusetts, for Chicago in search of better health and an opportunity to support herself. Soon she was teaching, first in night school and then in grammar schools, finding satisfaction and independence in this profession. Over the next fourteen years she wrote home to her mother, Julia Stone Towne; these letters and Julia's letters back to her—the only published collection of sustained correspondence between a nineteenth-century American mother and daughter—create a deep and rich world filled with the ideas, affection, advice, and comfort that each woman gave to the other. Now, more than a hundred years later, Julia and Mary Towne give us new insights into the complexities of life of women in the nineteenth century, into both the interdependence and the autonomy of mothers and daughters, and into the links between their lives and ours.
[more]
A New Day in the Delta
Inventing School Desegregation As You Go
David W. Beckwith
University of Alabama Press, 2008
Explores Mississippi’s school desegregation from the viewpoint of a white teacher
A New Day in the Delta is a fresh and appealing memoir of the experience of a young white college graduate in need of a job as the Vietnam War reached its zenith. David Beckwith applied and was accepted for a teaching position in the Mississippi Delta in the summer of 1969. Although it seemed to him a bit strange that he was accepted so quickly for this job while his other applications went nowhere, he was grateful for the opportunity. Beckwith reported for work to learn that he was to be assigned to an all-black school as the first step in Mississippi’s long-deferred school desegregation.
The nation and Mississippi alike were being transformed by war and evolving racial relations, and Beckwith found himself on the cutting edge of the transformation of American education and society in one of the most resistant (and poor) corners of the country. Beckwith’s revealing and often amusing story of the year of mutual incomprehension between an inexperienced white teacher and a classroom full of black children who had had minimal contact with any whites. This is history as it was experienced by those who were thrust into another sort of “front line.”
A New Day in the Delta is a fresh and appealing memoir of the experience of a young white college graduate in need of a job as the Vietnam War reached its zenith. David Beckwith applied and was accepted for a teaching position in the Mississippi Delta in the summer of 1969. Although it seemed to him a bit strange that he was accepted so quickly for this job while his other applications went nowhere, he was grateful for the opportunity. Beckwith reported for work to learn that he was to be assigned to an all-black school as the first step in Mississippi’s long-deferred school desegregation.
The nation and Mississippi alike were being transformed by war and evolving racial relations, and Beckwith found himself on the cutting edge of the transformation of American education and society in one of the most resistant (and poor) corners of the country. Beckwith’s revealing and often amusing story of the year of mutual incomprehension between an inexperienced white teacher and a classroom full of black children who had had minimal contact with any whites. This is history as it was experienced by those who were thrust into another sort of “front line.”
[more]
The Newark Teacher Strikes
Hopes on the Line
Golin, Steve
Rutgers University Press, 2002
Winner of the Richard P. McCormick 2003 Prize for Scholarly Publication, given by the New Jersey Historical Commission
For three weeks in 1970 and for eleven weeks in 1971, the schools in Newark, New Jersey, were paralyzed as the teachers went on strike. In the wake of the 1971 strike, almost two hundred were arrested and jailed. The Newark Teachers Union said their members wanted improved education for students. The Board of Education claimed the teachers primarily desired more money. After interviewing more than fifty teachers who were on the front lines during these strikes, historian Steve Golin concludes that another, equally important agenda was on the table, and has been ignored until now. These professionals wanted power, to be allowed a voice in the educational agenda.
Through these oral histories, Golin examines the hopes of the teachers as they picketed, risking arrest and imprisonment. Why did they strike? How did the union represent them? How did their action—and incarceration—change them? Did they continue to teach in impoverished schools? Golin also discusses the tensions arising during that period. These include differences in attitudes toward unions among black, Jewish, and Italian teachers; different organizing strategies of men and women; and conflict between teachers’ professional and working-class identities.
The first part of the book sets the stage by exploring the experience of teachers in Newark from World War II to the 1970 strike. After covering both strikes, Golin brings the story up to 1995 in the epilogue, which traces the connection between educational reform and union democracy. Teacher Power enhances our understanding of what has worked and what hasn’t worked in attempts at reforming urban schools. Equally importantly, the teachers’ vivid words and the author’s perceptive analysis enables us to view the struggles of not just Newark, but the entire United States during a turbulent time.
[more]
No Sanctuary
Teachers and the School Reform That Brought Gay Rights to the Masses
Stephen Lane
University Press of New England, 2018
School can be a special sort of nightmare for LGBTQ youth, who are sometimes targets of verbal or physical harassment with nowhere to turn for support. No Sanctuary tells the inspiring story of a mostly unseen rescue attempt by a small group of teachers who led the push to make schools safer for these at-risk students. Their efforts became the blueprint for Massachusetts’s education policy and a nationwide movement, resulting in one of the most successful and far-reaching school reform efforts in recent times. Stephen Lane sheds light on this largely overlooked but critical series of reforms, placing the Safe Schools movement within the context of the larger gay rights movement and highlighting its key role in fostering greater acceptance of LGBTQ individuals throughout society.
[more]
One on One with Second Language Writers
A Guide for Writing Tutors, Teachers, and Consultants
Dudley W. Reynolds
University of Michigan Press, 2009
One-on-one encounters with writers often contribute more to the development of student writing abilities than any classroom activity because they are personalized and responsive to individual needs. For the encounters to be successful, the writing tutor, teacher, or consultant must be prepared, must be knowledgeable of what it means to write and the factors that make writing more and less effective, and must also know the students.
This guide focuses on what those who conference with second language writers need to know to respond best to students, recognize their needs, and steer conversations in productive directions. One on One with Second Language Writers provides tips about activities that can be adapted to individual contexts, student writing samples that can be analyzed for practice, a glossary, a list of useful resources, and a checklist for conferencing sessions.
The book is appropriate for use in university and secondary school writing or learning centers, teacher training programs for both general composition and ESOL instructors, and as an individual reference tool. The book uses non-technical language where possible, but terminology is introduced where it might be useful when conferencing with students.
[more]
Our Perfect Wild
Ray & Barbara Bane's Journeys and the Fate of Far North
Kaylene Johnson-Sullivan with Ray Bane
University of Alaska Press, 2016
Ray and Barbara Bane worked as teachers in Barrow and Wainwright, Alaska, in the early 1960s—but they didn’t simply teach the children of their Iñupiat Eskimo and Koyukon friends and neighbors: they fully embraced their lifestyle. Doing so, they realized how closely intertwined life in the region was with the land, and, specifically, how critical wilderness was to the ancient traditions and wisdom that undergirded the Native way of life. That slow realization came to a head during a 1,200-mile dogsled trip from Hughes to Barrow in 1974—a trip that led them to give up teaching in favor of working, through the National Park Service, to preserve Alaska’s wilderness.
This book tells their story, a tale of dedication and tireless labor in the face of suspicion, resistance, and even violence. At a time when Alaska’s natural bounty remains under threat, Our Perfect Wild shows us an example of the commitment—and love—that will be required to preserve it.
This book tells their story, a tale of dedication and tireless labor in the face of suspicion, resistance, and even violence. At a time when Alaska’s natural bounty remains under threat, Our Perfect Wild shows us an example of the commitment—and love—that will be required to preserve it.
[more]
Pedagogy
Disturbing History 1819-1929
Mariolina Rizzi Salvatori
University of Pittsburgh Press, 2003
Mariolina Salvatori presents an anthology of documents that examine the evolution of American education in the nineteenth century and meaning of the word pedagogy.
[more]
People of the Blue Water
A Record of Life Among the Walapai and Havasupai Indians
Flora Gregg Iliff
University of Arizona Press, 1985
"Flora Gregg left her Oklahoma home in 1900, answering a call for teachers on an Indian reservation in northern Arizona. . . . Her book . . . is a simple but strangely moving document. She is good at description and a keen observer of people and customs."—Journal of Arizona History
"Gives a vivid picture, not only of tribal peoples in transition, but of the motives and methods of a dedicated, compassionate teacher in an era of forced Indian assimilation."—Books of the Southwest
"Delightful reading about an exotic life in a stupendous natural setting."—New York Times
"Gives a vivid picture, not only of tribal peoples in transition, but of the motives and methods of a dedicated, compassionate teacher in an era of forced Indian assimilation."—Books of the Southwest
"Delightful reading about an exotic life in a stupendous natural setting."—New York Times
[more]
The Price of Nice
How Good Intentions Maintain Educational Inequity
Angelina E. Castagno
University of Minnesota Press, 2019
How being “nice” in school and university settings works to reinforce racialized, gendered, and (dis)ability-related inequities in education and society
Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity.
In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities. Grounded in data, personal narrative, and theory, the chapters show that Niceness, as a raced, gendered, and classed set of behaviors, functions both as a shield to save educators from having to do the hard work of dismantling inequity and as a disciplining agent for those who attempt or even consider disrupting structures and ideologies of dominance.
Contributors: Sarah Abuwandi, Arizona State U; Colin Ben, U of Utah; Nicholas Bustamante, Arizona State U; Aidan/Amanda J. Charles, Northern Arizona U; Jeremiah Chin, Arizona State U; Sally Campbell Galman, U of Massachusetts; Frederick Gooding Jr., Texas Christian U; Deirdre Judge, Tufts U; Katie A. Lazdowski; Román Liera, U of Southern California; Sylvia Mac, U of La Verne; Lindsey Malcolm-Piqueux, California Institute of Technology; Giselle Martinez Negrette, U of Wisconsin–Madison; Amber Poleviyuma, Arizona State U; Alexus Richmond, Arizona State U; Frances J. Riemer, Northern Arizona U; Jessica Sierk, St. Lawrence U; Bailey B. Smolarek, U of Wisconsin–Madison; Jessica Solyom, Arizona State U; Megan Tom, Arizona State U; Sabina Vaught, U of Oklahoma; Cynthia Diana Villarreal, U of Southern California; Kristine T. Weatherston, Temple U; Joseph C. Wegwert, Northern Arizona U; Marguerite Anne Fillion Wilson, Binghamton U; Jia-Hui Stefanie Wong, Trinity College; Denise Gray Yull, Binghamton U.
[more]
A Primer for Teaching Environmental History
Ten Design Principles
Emily Wakild and Michelle K. Berry
Duke University Press, 2018
A Primer for Teaching Environmental History is a guide for college and high school teachers who are teaching environmental history for the first time, for experienced teachers who want to reinvigorate their courses, for those who are training future teachers to prepare their own syllabi, and for teachers who want to incorporate environmental history into their world history courses. Emily Wakild and Michelle K. Berry offer design principles for creating syllabi that will help students navigate a wide range of topics, from food, environmental justice, and natural resources to animal-human relations, senses of place, and climate change. In their discussions of learning objectives, assessment, project-based learning, using technology, and syllabus design, Wakild and Berry draw readers into the process of strategically designing courses on environmental history that will challenge students to think critically about one of the most urgent topics of study in the twenty-first century.
[more]
Public Sector Payrolls
Edited by David A. Wise
University of Chicago Press, 1987
An estimated one out of five employees in this country works for some branch of government. Because policies concerning the compensation of these employees rest on assumptions about the economic dynamics of the public sector, the issue of public sector employment is of vital importance in the analysis of the national economy. In Public Sector Payrolls, leading economists explore the independent and interdependent functioning of the public and private sectors and their effect on the economy as a whole.
The volume, developed from a 1984 National Bureau of Economic Research conference, focuses on various labor issues in military and other governmental employment. Several contributors discuss compensation in the armed forces and its relationship to that in the private sector, as well as the interaction between the military and the private sector in the employment of youth. This latter is of particular interest because studies of youth employment have generally ignored the important influence of military hiring practices on labor market conditions. In other contributions, the response of wages and employment in the public sector to economic conditions is analyzed, and a detailed study of government pension plans is presented. Also included is a theoretical and empirical analysis of comparable worth in the public sector from the viewpoint of analytical labor economics. The volume concludes with a look at public school teachers' salaries in the context of current debates over improving the quality of American education.
A valuable resource to policymakers, Public Sector Payrolls will be an important addition to research in the field of labor economics.
The volume, developed from a 1984 National Bureau of Economic Research conference, focuses on various labor issues in military and other governmental employment. Several contributors discuss compensation in the armed forces and its relationship to that in the private sector, as well as the interaction between the military and the private sector in the employment of youth. This latter is of particular interest because studies of youth employment have generally ignored the important influence of military hiring practices on labor market conditions. In other contributions, the response of wages and employment in the public sector to economic conditions is analyzed, and a detailed study of government pension plans is presented. Also included is a theoretical and empirical analysis of comparable worth in the public sector from the viewpoint of analytical labor economics. The volume concludes with a look at public school teachers' salaries in the context of current debates over improving the quality of American education.
A valuable resource to policymakers, Public Sector Payrolls will be an important addition to research in the field of labor economics.
[more]
Remembering the University of Chicago
Teachers, Scientists, and Scholars
Edited by Edward Shils
University of Chicago Press, 1991
To celebrate the intellectual achievement of the University of Chicago on the occasion of its centennial year, Edward Shils invited a group of notable scholars and scientists to reflect upon some of their own teachers and colleagues at the University.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, 2005-2006, Seventieth Edition
Edited by Elizabeth A. Kaye
University of Chicago Press, 2005
This annual volume, conveniently organized by state, offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Changes to requirements resulting from the federal No Child Left Behind Act, paired with state budget deficits and understaffed certification offices, have made it especially difficult to access this information. Now more than ever, Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eightieth Edition, 2015-2016
Elizabeth A. Kaye
University of Chicago Press, 2015
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eighty-Eighth Edition, 2023-2024
Alain Park
University of Chicago Press
The authoritative annual guide to the requirements for certification of teachers.
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eighty-Fifth Edition, 2020-2021
Edited by Colleen M. Frankhart
University of Chicago Press, 2021
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eighty-first Edition, 2016-2017
Elizabeth A. Kaye
University of Chicago Press, 2016
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eighty-Fourth Edition, 2019-2020
Edited by Colleen M. Frankhart
University of Chicago Press, 2020
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eighty-second Edition, 2017-2018
Edited by Colleen Frankhart
University of Chicago Press, 2017
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eighty-Seventh Edition, 2022-2023
Edited by Alain Park
University of Chicago Press, 2022
The authoritative annual guide to the requirements for certification of teachers.
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eighty-Sixth Edition, 2021-2022
Edited by Alain Park
University of Chicago Press, 2022
The authoritative annual guide to the requirements for certification of teachers.
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Eighty-Third Edition, 2018–2019
Edited by Colleen M. Frankhart
University of Chicago Press, 2018
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Seventy-eighth Edition, 2013-2014
Edited by Elizabeth A. Kaye
University of Chicago Press, 2013
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Seventy-fifth edition, 2010-2011
Edited by Elizabeth A. Kaye and Jeffrey J. Makos
University of Chicago Press, 2010
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Seventy-first Edition, 2006-2007
Edited by Elizabeth A. Kaye
University of Chicago Press, 2006
This annual volume, conveniently organized by state, offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Changes to requirements resulting from the federal No Child Left Behind Act, paired with state budget deficits and understaffed certification offices, have made it especially difficult to access this information. Now more than ever, Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Seventy-fourth edition, 2009-2010
Edited by Elizabeth A. Kaye and Jeffrey J. Makos
University of Chicago Press, 2009
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Seventy-ninth Edition, 2014-2015
Edited by Elizabeth A. Kaye
University of Chicago Press, 2014
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Seventy-seventh Edition, 2012-2013
Edited by Elizabeth A. Kaye
University of Chicago Press, 2012
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools, Seventy-sixth Edition, 2011-2012
Edited by Elizabeth A. Kaye
University of Chicago Press, 2011
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, and Administrators for Elementary and Secondary Schools, 2001-2002
Edited by Elizabeth A. Kaye
University of Chicago Press, 2001
This annual volume, conveniently organized by state, offers the most complete and timely listings of the requirements for certification of a wide range of professionals at the elementary and secondary school levels.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, and Administrators for Elementary and Secondary Schools, 2002-2003
Edited by Elizabeth A. Kaye
University of Chicago Press, 2002
This annual volume, conveniently organized by state, offers the most complete and timely listings of the requirements for certification of a wide range of professionals at the elementary and secondary school levels.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, and Administrators for Elementary and Secondary Schools, 2004-2005, Sixty-ninth Edition
Edited by Elizabeth A. Kaye
University of Chicago Press, 2004
This annual volume, conveniently organized by state, offers the most complete and timely listings of the requirements for certification of a wide range of professionals at the elementary and secondary school levels.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, and Administrators for Elementary and Secondary Schools, Seventy-third Edition, 2008-2009
Edited by Elizabeth A. Kaye and Jeffrey J. Makos
University of Chicago Press, 2008
This annual volume offers the most complete and current listings of the requirements for certification of a wide range of educational professionals at the elementary and secondary levels. Requirements for Certification is a valuable resource, making much-needed knowledge available in one straightforward volume.
[more]
Requirements for Certification of Teachers, Counselors, Librarians, and Administrators for Elementary and Secondary Schools, Sixty-eighth edition, 2003-2004
Edited by Elizabeth A. Kaye
University of Chicago Press, 2003
This annual volume, conveniently organized by state, offers the most complete and timely listings of the requirements for certification of a wide range of professionals at the elementary and secondary school levels.
[more]
The Role of the Educational Interpreter
Perceptions of Administrators and Teachers
Stephen B. Fitzmaurice
Gallaudet University Press, 2021
While educational interpreting has been studied for decades, the research has historically focused on the tasks educational interpreters are engaged in during their work day. In The Role of the Educational Interpreter, Stephen B. Fitzmaurice takes a new approach using role theory to examine how administrators and teachers perceive the role and work of educational (K–12) interpreters.
Through a series of qualitative interviews and quantitative questionnaires with district administrators, school administrators, general education teachers, and teachers of the deaf, Fitzmaurice documents their perceptions of educational interpreters. Findings from the data reveal the perceptions of administrators and teachers set the stage for role ambiguity, role conflicts, and subsequent role overload for educational interpreters. Fitzmaurice elaborates on the implications of the research, and also provides concrete recommendations for researchers and practitioners, including an emphasis on the importance of involving the Deaf community in this work. This volume aims to offer clarity on the role of the educational interpreter, and dispel the confusion and conflicts created by divergent perspectives. A shared understanding of the role of the educational interpreter will allow administrators, teachers, and interpreters to work collaboratively to improve educational outcomes for deaf students.
Through a series of qualitative interviews and quantitative questionnaires with district administrators, school administrators, general education teachers, and teachers of the deaf, Fitzmaurice documents their perceptions of educational interpreters. Findings from the data reveal the perceptions of administrators and teachers set the stage for role ambiguity, role conflicts, and subsequent role overload for educational interpreters. Fitzmaurice elaborates on the implications of the research, and also provides concrete recommendations for researchers and practitioners, including an emphasis on the importance of involving the Deaf community in this work. This volume aims to offer clarity on the role of the educational interpreter, and dispel the confusion and conflicts created by divergent perspectives. A shared understanding of the role of the educational interpreter will allow administrators, teachers, and interpreters to work collaboratively to improve educational outcomes for deaf students.
[more]
Schooling, Democracy, and the Quest for Wisdom
Partnerships and the Moral Dimensions of Teaching
Robert V. Bullough Jr. and John R. Rosenberg
Rutgers University Press, 2018
Winner of 2019 Society of Professors of Education Outstanding Book Award and 2019 Critics Choice Book Award from AESA
In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools (PDS) or “partner schools” for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In Schooling, Democracy, and the Quest for Wisdom, Robert V. Bullough, Jr. and John R. Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering (most especially on the purposes of public education), refreshing, and re-theorizing.
In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools (PDS) or “partner schools” for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In Schooling, Democracy, and the Quest for Wisdom, Robert V. Bullough, Jr. and John R. Rosenberg examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering (most especially on the purposes of public education), refreshing, and re-theorizing.
[more]
Schoolteacher
A Sociological Study
Dan C. Lortie
University of Chicago Press, 2002
Upon its initial publication, many reviewers dubbed Dan C. Lortie's Schoolteacher the best social portrait of the profession since Willard Waller's classic The Sociology of Teaching. This new printing of Lortie's classic—including a new preface bringing the author's observations up to date—is an essential view into the world and culture of a vitally important profession.
[more]
The Secret Lives of Teachers
Anonymous
University of Chicago Press, 2015
Welcome to “East Hudson,” an elite private school in New York where the students are attentive, the colleagues are supportive, and the tuition would make the average person choke on its string of zeroes. You might think a teacher here would have little in common with most other teachers in America, but as this veteran educator—writing anonymously—shows in this refreshingly honest account, all teachers are bound by a common thread. Stripped of most economic obstacles and freed up by anonymity, he is able to tell a deeper story about the universal conditions, anxieties, foibles, generosities, hopes, and complaints that comprise every teacher’s life. The results are sometimes funny, sometimes scandalous, but always recognizable to anyone who has ever walked into a classroom, closed the door, and started their day.
This is not a how-to manual. Rather, the author explores the dimensions of teaching that no one else has, those private thoughts few would dare put into a book but that form an important part of the day-to-day experience of a teacher. We see him ponder the clothes that people wear, think frankly about money (and the imbalance of its distribution), get wrangled by parents, provide on-the-fly psychotherapy, drape niceties over conversations that are actually all-out warfare, drop an f-bomb or two, and deal with students who are just plain unlikeable. We also see him envy, admire, fear, and hope; we see him in adulation and uncertainty, and in energy and exhaustion. We see him as teachers really are: human beings with a complex, rewarding, and very important job.
There has been no shortage of commentary on the teaching profession over the decades, but none quite like this. Unflinching, wry, and at times laugh-out-loud funny, it’s written for every teacher out there who has ever scrambled, smirked, or sighed—and toughed it out nonetheless.
This is not a how-to manual. Rather, the author explores the dimensions of teaching that no one else has, those private thoughts few would dare put into a book but that form an important part of the day-to-day experience of a teacher. We see him ponder the clothes that people wear, think frankly about money (and the imbalance of its distribution), get wrangled by parents, provide on-the-fly psychotherapy, drape niceties over conversations that are actually all-out warfare, drop an f-bomb or two, and deal with students who are just plain unlikeable. We also see him envy, admire, fear, and hope; we see him in adulation and uncertainty, and in energy and exhaustion. We see him as teachers really are: human beings with a complex, rewarding, and very important job.
There has been no shortage of commentary on the teaching profession over the decades, but none quite like this. Unflinching, wry, and at times laugh-out-loud funny, it’s written for every teacher out there who has ever scrambled, smirked, or sighed—and toughed it out nonetheless.
[more]
Strike for the Common Good
Fighting for the Future of Public Education
Rebecca Kolins Givan and Amy Schrager Lang, Editors
University of Michigan Press, 2020
In February 2018, 35,000 public school educators and staff walked off the job in West Virginia. More than 100,000 teachers in other states—both right-to-work states, like West Virginia, and those with a unionized workforce—followed them over the next year. From Arizona, Kentucky, and Oklahoma to Colorado and California, teachers announced to state legislators that not only their abysmal wages but the deplorable conditions of their work and the increasingly straitened circumstances of public education were unacceptable. These recent teacher walkouts affirm public education as a crucial public benefit and understand the rampant disinvestment in public education not simply as a local issue affecting teacher paychecks but also as a danger to communities and to democracy.
Strike for the Common Good gathers together original essays, written by teachers involved in strikes nationwide, by students and parents who have supported them, by journalists who have covered these strikes in depth, and by outside analysts (academic and otherwise). Together, the essays consider the place of these strikes in the broader landscape of recent labor organizing and battles over public education, and attend to the largely female workforce and, often, largely non-white student population of America’s schools.
[more]
Strike!
Twenty Days in 1970 When Minneapolis Teachers Broke the Law
William D. Green
University of Minnesota Press, 2022
The complex and dramatic history of an illegal teachers’ strike that forever altered labor relations and Minnesota politics
When viewed from our turbulent times, the Minneapolis of fifty years ago might seem serene, but Minneapolis schoolteachers of the day remember it quite differently. It was, author William D. Green said of their recollections, as if they’d been through war. This book recreates twenty days in April 1970 when a then-illegal strike by Minneapolis’s public school teachers marked a singular moment of cultural upheaval—and forever changed the city’s politics, labor law, educational climate, and the right to collective bargaining.
Since the inception of public education in Minnesota, teachers were expected to pursue their vocation out of civic spirit, with low wages, no benefits, and no job security. Strike! describes the history and circumstances leading to the teachers’ extraordinary action, which pitted the progressive and conservative teachers’ unions against each other—and both against the all-powerful school district, a hostile governor and state legislature, and a draconian Minnesota law. Capturing the intense emotions and heated rivalries of the strike, Green profiles the many actors involved, the personal and professional stakes, and the issues of politics, law, and the business of education.
Informed by interviews, firsthand accounts, news reports, and written records, Strike! brings to life a pivotal moment not just for Minneapolis’s teachers but for the city itself, whose government, school system, and culture would, in a complex but inexorable way, change course for good.
[more]
The Struggling State
Nationalism, Mass Militarization, and the Education of Eritrea
Jennifer Riggan
Temple University Press, 2016
A 2003 law in Eritrea—a notoriously closed-off, heavily militarized, and authoritarian country—mandated an additional year of school for all children and stipulated that the classes be held at Sawa, the nation’s military training center. As a result, educational institutions were directly implicated in the making of soldiers, putting Eritrean teachers in the untenable position of having to navigate between their devotion to educating the nation and their discontent with their role in the government program of mass militarization.
In her provocative ethnography, The Struggling State, Jennifer Riggan examines the contradictions of state power as simultaneously oppressive to and enacted by teachers. Riggan, who conducted participant observation with teachers in and out of schools, explores the tenuous hyphen between nation and state under lived conditions of everyday authoritarianism.
The Struggling State shows how the hopes of Eritrean teachers and students for the future of their nation have turned to a hopelessness in which they cannot imagine a future at all.
In her provocative ethnography, The Struggling State, Jennifer Riggan examines the contradictions of state power as simultaneously oppressive to and enacted by teachers. Riggan, who conducted participant observation with teachers in and out of schools, explores the tenuous hyphen between nation and state under lived conditions of everyday authoritarianism.
The Struggling State shows how the hopes of Eritrean teachers and students for the future of their nation have turned to a hopelessness in which they cannot imagine a future at all.
[more]
Tales Out of School
Gender, Longing, and the Teacher in Fiction and Film
Jo Keroes
Southern Illinois University Press, 1999
Jo Keroes's scope is wide: she examines the teacher as represented in fiction and film in works ranging from the twelfth-century letters of Abelard and Heloise to contemporary films such as Dangerous Minds and Educating Rita. And from the twelfth through the twentieth century, Keroes shows, the teaching encounter is essentially erotic.
Tracing the roots of eros from cultural as well as psychological perspectives, Keroes defines erotic in terms broader than the merely sexual. She analyzes ways in which teachers serve as convenient figures on whom to map conflicts about gender, power, and desire. To show how portrayals of men and women differ, she examines pairs of texts, using a film or a novel with a woman protagonist (Up the Down Staircase, for example) as counterpoint to one featuring a male teacher (Blackboard Jungle) or The Prime of Miss Jean Brodie balanced against Dead Poets Society.
The portrayals of teachers, like all images a culture presents of itself, reveal much about our private and social selves. Keroes points out authentic accounts of authoritative women teachers who are admired and respected by colleagues and students alike. Real teachers differ from the stereotypes we see in fiction and film, however. Male teachers are often portrayed as heroes in film and fallibly human in fiction, whereas women in either genre are likely to be monstrous or muddled and are virtually never women of color. Among other things, Keroes demonstrates, the tension between reality and representation reveals society's ambivalence about power in the hands of women.
[more]
Talks to Teachers on Psychology
And to Students on Some of Life's Ideals
William James
Harvard University Press, 1983
Despite the modesty of its title, the publication of this book in 1899 was a significant event. It marked the first application of the relatively new discipline of psychology, and specifically of James's theses in The Principles of Psychology, to educational theory and classroom practice. The book went through twelve printings in as many years and has never been out of print. Among its innovative features were James's maxims "No reception without reaction" and "No impression without expression"; a new emphasis on the biology of behavior and on the role of instincts; and discussions of the relevance to elementary school education of what is known about will, attention, memory, apperception, and the association of ideas.
Appended to the fifteen talks to schoolteachers were three talks to college students, as pertinent today as when they were written: "The Gospel of Relaxation," "On a Certain Blindness in Human Beings," and "What Makes a Life Significant?"
[more]
Teacher Strike!
Public Education and the Making of a New American Political Order
Jon Shelton
University of Illinois Press, 2017
A wave of teacher strikes in the 1960s and 1970s roiled urban communities. Jon Shelton illuminates how this tumultuous era helped shatter the liberal-labor coalition and opened the door to the neoliberal challenge at the heart of urban education today.
As Shelton shows, many working- and middle-class whites sided with corporate interests in seeing themselves as society's only legitimate, productive members. This alliance increasingly argued that public employees and the urban poor took but did not give. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism.
[more]
Teachers and Reform
Chicago Public Education, 1929-70
John F. Lyons
University of Illinois Press, 2007
From the union's formation in 1937 until the 1960s, the Chicago Teachers Union (CTU) was the largest and most influential teachers' union in the country. John F. Lyons examines the role of public schoolteachers and the CTU in shaping the policies and practices of public education in Chicago.
Examining teachers' unions and public education from the bottom up, Lyons shows how the CTU and its members sought rigorous reforms. A combination of political action, public relations campaigns, and community alliances helped the CTU to achieve better salaries and benefits, increased school budgets, reformed curricula, and greater equality for women within the public education system. But its agenda was also constrained by internal divisions over race and gender and by ongoing external disputes with the school administration, politicians, and business and civic organizations.
Detailed and informed by rich interviews, Teachers and Reform: Chicago Public Education, 1929-1970 tells the story of how committed union members effected changes to public education and to local politics that still benefit Chicago teachers, students, and the city today.
[more]
Teachers and Teaching on Stage and on Screen
Dramatic Depictions
Edited by Diane Conrad and Monica Prendergast
Intellect Books, 2019
Why are educators and their profession the focus of so much film and theater? In this volume, Diane Conrad and Monica Prendergast bring together scholars and practitioners in education to answer this very question. Films such as Freedom Writers, Bad Teacher, and School of Rock, to name a few, intentionally or inadvertently comment on education and influence the opinions and, ultimately, the experiences of anyone who has taught or been taught. The essays compiled in this collection critique the Hollywood “good teacher” repertoire, delve into satiric parodies and alternative representations, and explore issues through analyses of independent and popular films and plays from around the world. By examining teacher–student relationships, institutional cultures, societal influences, and much more, Teachers and Teaching on Stage and on Screen addresses these media’s varied fascinations with the educator like no collection has before.
[more]
Teachers and Testing
David A. Goslin
Russell Sage Foundation, 1967
Discusses the uses and abuses of intelligence testing in our educational systems. Dr. Goslin examines teachers' opinions and practices with regard to tests and finds considerable discrepancies between attitude and behavior. He points to the need for formulation of school policies that clearly specify what role teachers are to play in the measurement process. Dr. Goslin makes several policy recommendations, stressing the idea that the measuring process must take into account many aspects of a child's background and characteristics, and must guard against premature labeling or over-categorization.
[more]
Teachers, Leaders, and Schools
Essays by John Dewey
Edited by Douglas J. Simpson and Sam F. Stack Jr.
Southern Illinois University Press, 2010
John Dewey was one of the most prominent philosophers and educational thinkers of the twentieth century, and his influence on modern education continues today. In Teachers, Leaders, and Schools: Essays by John Dewey, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of Dewey’s most user-friendly and insightful essays concerning education with the purpose of aiding potential and practicing teachers, administrators, and policy makers to prepare students for participation in democratic society.
Selected largely, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. Each part includes an introductory essay that connects Dewey’s thoughts not only to each other but also to current educational concerns. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today.
[more]
Teachers of History in the Universities of the United Kingdom and the Republic of Ireland 2017
Compiled by Lauren De'Ath and Emily Morrell
University of London Press, 2017
Lists over 3,000 people teaching history in United Kingdom and Irish universities and colleges of higher education Gives full degrees and honours for each teacher, with the teaching position held Describes each individual’s teaching area and research interests Supplies the address, telephone and fax number of all departments of history Includes email addresses for the majority of individuals Gives website addresses for all universities with history departments The online version of Teachers of History, available on the IHR website, can be searched to discover all teachers engaged in particular types of history, geographical area and period, or any combination of these.
[more]
Teachers of the People
Political Education in Rousseau, Hegel, Tocqueville, and Mill
Dana Villa
University of Chicago Press, 2017
2016 witnessed an unprecedented shock to political elites in both Europe and America. Populism was on the march, fueled by a substantial ignorance of, or contempt for, the norms, practices, and institutions of liberal democracy. It is not surprising that observers on the left and right have called for renewed efforts at civic education. For liberal democracy to survive, they argue, a form of political education aimed at “the people” is clearly imperative.
In Teachers of the People, Dana Villa takes us back to the moment in history when “the people” first appeared on the stage of modern European politics. That moment—the era just before and after the French Revolution—led many major thinkers to celebrate the dawning of a new epoch. Yet these same thinkers also worried intensely about the people’s seemingly evident lack of political knowledge, experience, and judgment. Focusing on Rousseau, Hegel, Tocqueville, and Mill, Villa shows how reformist and progressive sentiments were often undercut by skepticism concerning the political capacity of ordinary people. They therefore felt that “the people” needed to be restrained, educated, and guided—by laws and institutions and a skilled political elite. The result, Villa argues, was less the taming of democracy’s wilder impulses than a pervasive paternalism culminating in new forms of the tutorial state.
Ironically, it is the reliance upon the distinction between “teachers” and “taught” in the work of these theorists which generates civic passivity and ignorance. And this, in turn, creates conditions favorable to the emergence of an undemocratic and illiberal populism.
In Teachers of the People, Dana Villa takes us back to the moment in history when “the people” first appeared on the stage of modern European politics. That moment—the era just before and after the French Revolution—led many major thinkers to celebrate the dawning of a new epoch. Yet these same thinkers also worried intensely about the people’s seemingly evident lack of political knowledge, experience, and judgment. Focusing on Rousseau, Hegel, Tocqueville, and Mill, Villa shows how reformist and progressive sentiments were often undercut by skepticism concerning the political capacity of ordinary people. They therefore felt that “the people” needed to be restrained, educated, and guided—by laws and institutions and a skilled political elite. The result, Villa argues, was less the taming of democracy’s wilder impulses than a pervasive paternalism culminating in new forms of the tutorial state.
Ironically, it is the reliance upon the distinction between “teachers” and “taught” in the work of these theorists which generates civic passivity and ignorance. And this, in turn, creates conditions favorable to the emergence of an undemocratic and illiberal populism.
[more]
Teachers on the Waves of Transformation
School Culture Before and After 1989
Dana Moree
Karolinum Press, 2020
It is known that a society in transformation undergoes significant changes on many levels, but structural and cultural changes are arguably two of the most significant. How do such monumental changes affect the lives of individuals and small communities?
Teachers on the Waves of Transformation aims to answer this question through the lens of education. With careful exploratory research at two schools in a small town in central Bohemia, anthropologist Dana Moree follows the fates of two generations of teachers at the schools. Through interviews with teachers, school administrators, and the students’ parents, Moree focuses on the relationships, values, shared stories, and symbolic and ritual worlds that create the culture of the schools. Teachers on the Waves of Transformation offers a unique perspective of cultural flux as witnessed in the classroom.
Teachers on the Waves of Transformation aims to answer this question through the lens of education. With careful exploratory research at two schools in a small town in central Bohemia, anthropologist Dana Moree follows the fates of two generations of teachers at the schools. Through interviews with teachers, school administrators, and the students’ parents, Moree focuses on the relationships, values, shared stories, and symbolic and ritual worlds that create the culture of the schools. Teachers on the Waves of Transformation offers a unique perspective of cultural flux as witnessed in the classroom.
[more]
Teaching in America
The Slow Revolution
Gerald Grant and Christine E. Murray
Harvard University Press, 1999
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.
[more]
Teaching in the Terrordome
Two Years in West Baltimore with Teach for America
Heather Kirn Lanier
University of Missouri Press, 2012
Only 50 percent of kids growing up in poverty will earn a high school diploma. Just one in ten will graduate college. Compelled by these troubling statistics, Heather Kirn Lanier joined Teach For America (TFA), a program that thrusts eager but inexperienced college graduates into America’s most impoverished areas to teach, asking them to do whatever is necessary to catch their disadvantaged kids up to the rest of the nation.
With little more than a five-week teacher boot camp and the knowledge that David Simon referred to her future school as “The Terrordome,” the altruistic and naïve Lanier devoted herself to attaining the program’s goals but met obstacles on all fronts. The building itself was in such poor condition that tiles fell from the ceiling at random. Kids from the halls barged into classes all day, disrupting even the most carefully planned educational activities. In the middle of one lesson, a wandering student lit her classroom door on fire. Some colleagues, instantly suspicious of TFA’s intentions, withheld their help and supplies. (“They think you’re trying to ‘save’ the children,” one teacher said.) And although high school students can be by definition resistant, in west Baltimore they threw eggs, slashed tires, and threatened teachers’ lives. Within weeks, Lanier realized that the task she was charged with—achieving quantifiable gains in her students’ learning—would require something close to a miracle.
Superbly written and timely, Teaching in the Terrordome casts an unflinching gaze on one of America’s “dropout factory” high schools. Though Teach For America often touts its most successful teacher stories, in this powerful memoir Lanier illuminates a more common experience of “Teaching For America” with thoughtful complexity, a poet’s eye, and an engaging voice. As hard as Lanier worked to become a competent teacher, she found that in “The Terrordome,” idealism wasn’t enough. To persevere, she had to rely on grit, humility, a little comedy, and a willingness to look failure in the face. As she adjusted to a chaotic school administration, crumbling facilities, burned-out colleagues, and students who perceived their school for the failure it was, she gained perspective on the true state of the crisis TFA sets out to solve. Ultimately, she discovered that contrary to her intentions, survival in the so-called Charm City was a high expectation.
[more]
Teaching With Student Texts
Essays Toward an Informed Practice
Joseph Harris
Utah State University Press, 2010
Harris, Miles and Paine ask: What happens when the texts that students write become the focus of a writing course? In response, a distinguished group of scholar/teachers suggests that teaching with students texts is not simply a classroom technique, but a way of working with writing that defines composition as a field.
In Teaching with Student Texts, authors discuss ways of revaluing student writing as intellectual work, of circulating student texts in the classroom and beyond, and of changing our classroom practices by bringing student writings to the table. Together, these essays articulate a variety of ways that student texts can take a central place in classroom work and can, in the process, redefine the ways our field talks about writing.
[more]
They Met at Wounded Knee
The Eastmans' Story
Gretchen Cassel Eick
University of Nevada Press, 2020
When Charles Ohiyesa Eastman, a degreed Dakota physician with an East Coast university education, met Elaine Goodale, a teacher and supervisor of education among the Sioux, they were about to witness one of the worst massacres in U.S. history: the 1890 Wounded Knee Massacre. As Charles and Elaine witnessed the horror, they formed a bond that would carry them across the United States as they become advocates for Native Americans, whistle-blowing the corruption and racism of the nation’s Native American policies.
They used their lives to fight for citizenship and equal rights for indigenous people. Charles built a national organization of and for Native Americans that paralleled the NAACP. He brought Indian ways into the popular scouting movement. They each wrote eleven books, lobbied Congress, made speeches, wrote articles, and protested the steady erosion of indigenous rights and resources.
In this double biography, social and political history combine to paint vivid pictures of the time. Gretchen Cassel Eick deftly connects the experiences and responses of Native Americans with those of African Americans and white progressives during the period from the Civil War to World War II. In addition, tensions between the Eastmans mirror the dilemmas of gender, cultural pluralism, and the ethnic differences that Charles and Elaine faced as they worked to make a nation care about Native American impoverishment.
The Eastmans’ story is a national story, but it is also intensely personal. It reveals the price American reformers paid for their activism and the cost exacted for American citizenship. This thoughtful book brings a bleak chapter in American history alive and will cause readers to think about the connections between Charles and Elaine’s time and ours.
They used their lives to fight for citizenship and equal rights for indigenous people. Charles built a national organization of and for Native Americans that paralleled the NAACP. He brought Indian ways into the popular scouting movement. They each wrote eleven books, lobbied Congress, made speeches, wrote articles, and protested the steady erosion of indigenous rights and resources.
In this double biography, social and political history combine to paint vivid pictures of the time. Gretchen Cassel Eick deftly connects the experiences and responses of Native Americans with those of African Americans and white progressives during the period from the Civil War to World War II. In addition, tensions between the Eastmans mirror the dilemmas of gender, cultural pluralism, and the ethnic differences that Charles and Elaine faced as they worked to make a nation care about Native American impoverishment.
The Eastmans’ story is a national story, but it is also intensely personal. It reveals the price American reformers paid for their activism and the cost exacted for American citizenship. This thoughtful book brings a bleak chapter in American history alive and will cause readers to think about the connections between Charles and Elaine’s time and ours.
[more]
Towards Coherence Between Classroom Assessment and Accountability
Edited by Mark Wilson
University of Chicago Press, 2004
In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom.
The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms.
This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.
The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms.
This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.
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Uncivil Rights
Teachers, Unions, and Race in the Battle for School Equity
Jonna Perrillo
University of Chicago Press, 2012
Almost fifty years after Brown v. Board of Education, a wealth of research shows that minority students continue to receive an unequal education. At the heart of this inequality is a complex and often conflicted relationship between teachers and civil rights activists, examined fully for the first time in Jonna Perrillo’s Uncivil Rights, which traces the tensions between the two groups in New York City from the Great Depression to the present.
While movements for teachers’ rights and civil rights were not always in conflict, Perrillo uncovers the ways they have become so, brought about both by teachers who have come to see civil rights efforts as detracting from or competing with their own goals and by civil rights activists whose aims have de-professionalized the role of the educator. Focusing in particular on unionized teachers, Perrillo finds a new vantage point from which to examine the relationship between school and community, showing how in this struggle, educators, activists, and especially our students have lost out.
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Unintended Lessons of Revolution
Student Teachers and Political Radicalism in Twentieth-Century Mexico
Tanalís Padilla
Duke University Press, 2021
In the 1920s, Mexico established rural normales—boarding schools that trained teachers in a new nation-building project. Drawn from campesino ranks and meant to cultivate state allegiance, their graduates would facilitate land distribution, organize civic festivals, and promote hygiene campaigns. In Unintended Lessons of Revolution, Tanalís Padilla traces the history of the rural normales, showing how they became sites of radical politics. As Padilla demonstrates, the popular longings that drove the Mexican Revolution permeated these schools. By the 1930s, ideas about land reform, education for the poor, community leadership, and socialism shaped their institutional logic. Over the coming decades, the tensions between state consolidation and revolutionary justice produced a telling contradiction: the very schools meant to constitute a loyal citizenry became hubs of radicalization against a government that increasingly abandoned its commitment to social justice. Crafting a story of struggle and state repression, Padilla illuminates education's radical possibilities and the nature of political consciousness for youths whose changing identity—from campesinos, to students, to teachers—speaks to Mexico’s twentieth-century transformations.
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Who Controls Teachers' Work?
Power and Accountability in America's Schools
Richard M. Ingersoll
Harvard University Press, 2006
Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make?
Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.
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Who Will Teach?
Policies That Matter
Richard J. Murnane, Judith D. Singer, John B. Willett, James J. Kemple, and Randall J. Olsen
Harvard University Press, 1991
Will America find enough good teachers to staff its public schools? How can we ensure that all our children will be taught by skilled professionals? The policies that determine who teaches today are a confusing and often conflicting array that includes tougher licensing requirements, higher salaries, mandatory master's degrees, merit pay, and alternative routes to certification. Who Will Teach? examines these policies and separates those that work from those that backfire.
The authors present an intriguing portrait of America's teachers and reveal who they are, who they have been, and who they will be. Using innovative statistical methods to track the professional lives of more than 50,000 college graduates, the book describes, in many cases for the first time, just how prospective, current, and former teachers respond to the incentives and disincentives they face. The authors, a group of noted educators, economists, and statisticians, find cause for serious concern. Few academically talented college graduates even try teaching, and many of those who do leave quickly, never to return. Current licensing requirements stifle innovation in training and dissuade many potentially talented teachers at the outset.
But Who Will Teach? shows that we can reverse these trends if we get the incentives right. Although better salaries are essential, especially for new teachers, money is not enough. Potential teachers should be offered alternative paths into the classroom. School districts should improve their recruiting strategies. Licensing criteria should assess teaching skills, not just academic achievement and number of courses completed. The authors offer a promising strategy based on high standards and substantial rewards.
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