04408nam 2200769Ia 450 991096780180332120200520144314.09780674037892067403789810.4159/9780674037892(CKB)1000000000805452(StDuBDS)AH23050715(SSID)ssj0000487832(PQKBManifestationID)11307239(PQKBTitleCode)TC0000487832(PQKBWorkID)10447087(PQKB)10689480(SSID)ssj0000256122(PQKBManifestationID)12040328(PQKBTitleCode)TC0000256122(PQKBWorkID)10224395(PQKB)11202873(MiAaPQ)EBC3300748(Au-PeEL)EBL3300748(CaPaEBR)ebr10331334(OCoLC)923117186(DE-B1597)574488(DE-B1597)9780674037892(Perlego)1147988(EXLCZ)99100000000080545219980720d1999 uy 0engurcn|||||||||txtccrTeaching in America the slow revolution /Gerald Grant and Christine E. Murray1st ed.Cambridge, MA Harvard University Press19991 online resource (280p.)Bibliographic Level Mode of Issuance: Monograph9780674869615 0674869613 9780674007987 0674007980 Includes bibliographical references (p. 243-268) and index.Frontmatter -- Contents -- 1. Two Professions? -- 2. Assessing America’s Teachers and Schools -- 3. The Essential Acts of Teaching -- 4. Three Questions Every Teacher Must Answer -- 5 The Modern Origins of the Profession: Florence’s Story, 1890–1920 -- 6. Reforming Teaching in the Midst of Social Crisis: Andrena’s Story, 1960–1990 -- 7. Teachers’ Struggle to Take Charge of Their Practice: The Rochester Story, 1987–1997 -- 8. The Progress of the Slow Revolution throughout the Nation -- 9. Teaching in 2020 -- Research Methods -- Notes -- Acknowledgments -- IndexThe authors describe the evolution of teaching in America over the last 100 years. They compare college professors with school teachers and analyse the essential acts of teaching in a way that should help teachers become bettter practitionersIf the essential acts of teaching are the same for school teachers 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 text explores these questions by analyzing the essential acts of teaching in a way that should help 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, the authors argue, will be saved not by better managers but by better teachers. 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 20th century, and then focus in depth on recent experiments that gave teachers the power to shape their schools and mentor young educators. They conclude by analyzing three equally possible scenarios depicting the role of teachers in 2020.TeachersUnited StatesTeachersUnited StatesCase studiesTeachingUnited StatesProfessionsUnited StatesTeachersTeachersTeachingProfessions371.100973Grant Gerald1805898Murray Christine E863474MiAaPQMiAaPQMiAaPQBOOK9910967801803321Teaching in America4364310UNINA