Name: Blaming Teachers: Professionalization Policies and the Failure of Reform in American History
Price: 5445.00 TWD
Availability: InStock
Author: D'Amico Pawlewicz, Diana
ISBN: 9781978808430

portada Blaming Teachers: Professionalization Policies and the Failure of Reform in American History

Blaming Teachers: Professionalization Policies and the Failure of Reform in American History

Type

Physical Book

Author

Diana D'Amico Pawlewicz

Publisher

Rutgers University Press

Language

English

Pages

264

Format

Hardcover

Dimensions

23.1 x 15.7 x 2.3 cm

Weight

0.58 kg.

ISBN13

9781978808430

Synopsis "Blaming Teachers: Professionalization Policies and the Failure of Reform in American History"

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.

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

Synopsis "Blaming Teachers: Professionalization Policies and the Failure of Reform in American History"

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