LEADER 04295nam 2200709Ia 450 001 9910778442703321 005 20230422045950.0 010 $a0-674-03789-8 024 7 $a10.4159/9780674037892 035 $a(CKB)1000000000805452 035 $a(StDuBDS)AH23050715 035 $a(SSID)ssj0000487832 035 $a(PQKBManifestationID)11307239 035 $a(PQKBTitleCode)TC0000487832 035 $a(PQKBWorkID)10447087 035 $a(PQKB)10689480 035 $a(SSID)ssj0000256122 035 $a(PQKBManifestationID)12040328 035 $a(PQKBTitleCode)TC0000256122 035 $a(PQKBWorkID)10224395 035 $a(PQKB)11202873 035 $a(MiAaPQ)EBC3300748 035 $a(Au-PeEL)EBL3300748 035 $a(CaPaEBR)ebr10331334 035 $a(OCoLC)923117186 035 $a(DE-B1597)574488 035 $a(DE-B1597)9780674037892 035 $a(EXLCZ)991000000000805452 100 $a19980720d1999 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching in America$b[electronic resource] $ethe slow revolution /$fGerald Grant and Christine E. Murray 210 $aCambridge, MA $cHarvard University Press$d1999 215 $a1 online resource (280p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a0-674-86961-3 311 $a0-674-00798-0 320 $aIncludes bibliographical references (p. 243-268) and index. 327 $tFrontmatter -- $tContents -- $t1. Two Professions? -- $t2. Assessing America?s Teachers and Schools -- $t3. The Essential Acts of Teaching -- $t4. Three Questions Every Teacher Must Answer -- $t5 The Modern Origins of the Profession: Florence?s Story, 1890?1920 -- $t6. Reforming Teaching in the Midst of Social Crisis: Andrena?s Story, 1960?1990 -- $t7. Teachers? Struggle to Take Charge of Their Practice: The Rochester Story, 1987?1997 -- $t8. The Progress of the Slow Revolution throughout the Nation -- $t9. Teaching in 2020 -- $tResearch Methods -- $tNotes -- $tAcknowledgments -- $tIndex 330 $aThe 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 practitioners 330 $bIf 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. 606 $aTeachers$zUnited States 606 $aTeachers$zUnited States$vCase studies 606 $aTeaching$zUnited States 606 $aProfessions$zUnited States 615 0$aTeachers 615 0$aTeachers 615 0$aTeaching 615 0$aProfessions 676 $a371.100973 700 $aGrant$b Gerald$01474446 701 $aMurray$b Christine E$0863474 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778442703321 996 $aTeaching in America$93745161 997 $aUNINA